Molly makes her way

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Duck, duck, goose

Student	Molly	Date	21 May 2008
Topic	Social interaction	Observer	Jane (specialist teacher)

Intended learning

Molly is developing the ability to spontaneously communicate with her peers in ways that are appropriate to the context.

During lunch time, Molly has a support person to ensure she is safe in the playground. Generally, Molly keeps close to her support person. Some days sensory issues occur that mean modifications need to be put in place; for example, on a windy day Molly will become very anxious (cry and scream) and want to remain in the classroom. A lot of desensitising activities have been worked on with Molly to enable her to be involved in social interaction; for example, social stories, fun games in the wind, ribbons, bubbles, kites.

Two students from another classroom have recently started greeting Molly in the playground. At first Molly would look at her support person and then look at her peers. Her support person would model for Molly, “Hi……”. Molly would smile at her support person. The next step was teaching Molly to respond to a greeting, by practising the greeting in a simulated situation by saying, “Hello ……” to her teacher and support person, people she knew and felt comfortable with. Molly was then encouraged to respond to her peers when they greeted her. The teacher would say, “Your turn Molly” or “Hello…”. Molly began to greet her peers in the playground (with verbal support at times).

Today, Molly was approached by two familiar girls. Molly replied independently by saying, “Hello.” One of the girls held Molly’s hand and said, “Do you want to play ‘Duck, duck, goose’?” The support person verbally encouraged Molly and here she is playing a game in the playground with her peers.

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