PROMOTING INTERACTIVE PARTNERSHIPS IN INCLUSIVE EDUCATIONAL-SETTINGS

An analysis was conducted of the effectiveness of a multicomponent int ervention designed to increase the social inclusion of three elementar y-aged students with disabilities who were full-time members of genera l education classrooms. The intervention package included: (a) provisi on of information to classmates about the communication system and ada pted curriculum and materials of the student with disabilities during natural opportunities, and regularly scheduled class meetings; (b) ide ntification and utilization of various media (including ''conversation books'') that could serve as the basis for interactive exchanges betw een the focus students and others; and (c) facilitation by educational staff of social exchanges between students and their classmates throu gh the establishment of ''partner systems,'' arrangement of interactiv e activities across the day, and prompting and interpreting communicat ive exchanges when necessary. All aspects of the intervention, with th e exception of the weekly class meetings, were implemented by educatio nal staff including the general education teachers, inclusion support teachers, and instructional assistants. Analyses of the intel action p atterns between the focus students and others suggsted that implementa tion of the social support package facilitated increased exchanges wit h peers that were more ''balanced,'' with the focus students more ofte n initiating the interactions and providing information, rather than r eceiving communication or assistance. In addition comparisons of the i nteractions between the focus students and their peers with those of s elected classmates revealed closer approximations to typical student-s tudent exchanges during the intervention versus Baseline condition. Fi nally, the social validity of changes in interaction patterns between the focus students and their classmates was evaluated.