Friend to Friend: Students Help Their Special Ed Peers Learn to Fit In
The Plainfield East Peer Communication Group works on such topics as how to greet friends and ways to interact with other students.
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Juniors Myles Walters and Deontre' Brown stand before the class and demonstrate the proper way to greet another student.
They spread their fingers open and show how to perform a high five.
Not too hard, not too soft, they say. Just give the other person a firm slap.
The two students at Plainfield East High Schoolthen invite their classmates to practice how to do a high five with them, and they applaud them when they do it correctly.
Walters and Brown are among a group of student peer helpers, who assist special education students twice a week with the help of the school's speech-language pathologist and social worker.
This week's lesson includes how to greet others.
How to give a handshake or a fist bump.
How to acknowledge a friend in the hallway or give a buddy a small hug.
They stand in front of a group of students, some who have various degrees of autism, learning disabilities or other special needs, and teach them friend to friend.
If you see a friend in the hallway, they said, give them a head nod and say, "What's up?" But, they said, if it's an adult or an authority figure, then say "Hello."
"I understand these kids are just like us, but they may not know these things," Walters said. "It feels good on my conscience to be able to help. It's a fun job. We are all clicking. It's a joyful time."
Brown said he enjoys being a group leader to try to help others out with their struggles.
"These kids are amazing," he said. "They are nice, fun to talk to."
Plainfield East speech-language pathologist Christopher Spiel began the Peer Communication Group two years ago when he worked at Plainfield Central. When he was transferred to the East campus, he knew he wanted to start the organization there.
His Peer Communication Group partners 20 regular education peer helpers with 15 special education or autistic children twice a week during school hours. The peer helpers donate their study hall time to work with the special education students on a variety of topics designed to promote positive social interactions.
The first lessons build trust and develop relationships, Spiel said.
"Special education students are already self-conscious and know they have these deficiencies," he said. "They don't like to show their weakness. We spend a lot of time to develop trust. It is of the utmost importance."
Many times, special education students have also been bullied in the past for being different, social worker Jaime Scranton said.
Once they build these relationships during the Peer Communication Group, the barriers between regular education and special education students break down, she said.
The group can then begin teaching about friendships, Spiel said.
Teenagers don't want to be taught about peer interactions from adults, he said.
"Students want to learn from their peers," he said. "Adults don't have the same know-how or the insider information.
"The peer helpers are doing a phenomenal job," Spiel said. "As soon as a peer helper leads a lesson, it's absolute silence. All attention is directed to them. The students want to learn. They want to hear what these kids are saying."
The classroom activities can then be practiced at the afterschool Hang Time club.
New this year, students in the peer group participate in the Hang Time club which meets once a month. The social setting allows the special education students to practice their skills and interact with their regular education peers, something that parents of the special education students desired for their children, Spiel said.
Spiel, who personally funds the afterschool club, said it is meant to give special education students interaction other than with family members. They can focus on friendship in a relaxed and positive setting, play games, have refreshments, do an activity and simply have fun, Spiel said.
On Dec. 15, the group had a gingerbread house decorating contest and a gingerbread man eating contest at the club's holiday party.
The peer helpers have to be recommended by a staff member and be a sophomore, junior or senior in good academic standing. They also have to be a good role model since their actions are often watched, Spiel said.
At the beginning of the school year, the peer helpers receive a two-hour training seminar to learn about autism disorders and listen to a parent of a child with autism. They receive additional training throughout the year.
Many of the peer helpers find the work rewarding.
"They understand how to be patient and tolerant," Scranton said. "They get an opportunity to be a role model. They feel as though they have something to contribute."
In exchange, the special education students get to feel normal.
"They get a normal high school experience which is what they want and what they should have," Scranton said.
