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Peers can make all the difference in creating meaningful interactions.

“We all wish to be judged by our peers, by the men 'after our own heart.' Only they really know our mind and only they judge it by standards we fully acknowledge. Theirs is the praise we really covet and the blame we really dread.” - C.S. Lewis

As much as we dreaded peer pressure throughout our formative years, some of our students would love the opportunity to be influenced by their peers. Students using AAC have the ability to influence their peers as well. However, for a variety of reasons, this does not always happen naturally. Sometimes students using AAC are in environments that isolate them from their peers. Peers who are unsure how to interact with students using AAC may default to not interacting with them at all. Even support persons can become a hindrance to peer interaction by being too involved or not involved enough in those exchanges. At times, for a variety of reasons, peer relationships that begin to form at school are not able to be further developed in the home and community environments. The Transition Team understands the nuance and difficult balance of supporting the development of peer relationships. Therefore, we are available to assist teams with:

  • participation planning for peer involvement
  • utilizing assessments such as ‘Social Networks’ and ‘Framing a Future’ to determine strengths, weakness, and self-determined priorities for social interactions, including those with peers
  • planning presentations or trainings with peers
  • creating opportunities for peer interaction
  • leading staff discussions about how to model communication skills for peers and how to better facilitate peer interactions