Curriculum

It is critical that peer partners and focus students meet with supportive staff regularly (a minimum of one to two times per month) to engage in lessons and activities that promote the Peer to Peer program while assisting the students in learning more about autism, inclusion, and belonging.

There are a few different options that can be considered as you plan your meetings with students. These meetings can focus on any of the below categories throughout the year.

Elementary Peer to Peer Curriculum

The Elementary Peer to Peer Curriculum was designed to offer both structure and flexibility given the unique needs of each Peer to Peer program. Lesson plans are organized both by number and month. This gives Peer to Peer leaders the choice of following a set schedule of lessons or implementing on a different schedule to meet their program’s needs. Peer to Peer leaders can also take a different approach and teach lessons in an order that is different from what is presented in this Facilitator Guide. 

• Elementary Peer to Peer Curriculum 

In addition to implementing the designed lessons, it’s essential to be intentional about regularly checking in with and engaging students—especially those in upper elementary grades in conversations about Peer to Peer. Throughout the year, foster conversations to discuss ways to strengthen your program, gather important feedback to ensure it maintains a participation model rather than a helping model, and generate ideas to enhance inclusion and belonging across all areas of the school. These conversations can naturally occur during curriculum meetings or other interactions with students. Consider discussing the following questions:

• What makes a good friend?

• Why are friendships important?

• How should we respond if we see a student eating or playing alone?

• How can we strengthen our Peer to Peer program, and what changes might be necessary?

If you would like more information about a formal approach or “guiding questions,” visit Peer Collaboration Conferences located in our Secondary Peer to Peer Playbook.

Student Specific Information and Advocacy 

One option to consider for curriculum activities is to provide information about the focus student. Peer partners enjoy learning about and understanding the student(s) they are classmates with. They are interested to know their strengths, interests, things they are working on, and what specific supports the focus student uses during their day. Teaching the peer partners about the visuals the student uses, their AAC/communication system, self-management plan, etc. helps demystify differences between the students allowing students to understand each other and create allies in the classroom.

Important Note: If the team would like to share specific information about a student with an IEP, the team must receive permission from the family to disclose the student’s eligibility and specific information about the student. If the family is not comfortable at this time, that is okay. It may be beneficial for your team to share the information from this curriculum to see what all the students are learning and the focus of Peer to Peer is about building inclusive opportunities and sharing experiences that foster friendships and belonging.

Fridays for All

Fridays for All is a 20-week activity resource for elementary teachers to catalyze inclusive thinking and action in their classrooms. Circle questions stimulate discussion and help students recognize similarities and differences as they answer questions such as: “Which superhero would you like to be and why?” Other activities include team-building games, books or videos for discussion, and teacher tips to promote further exploration of uniqueness and connection. With Fridays for All, teachers can plan a personal and classroom journey toward inclusion that helps everyone learn about similarities and value differences.

• Fridays for All

Ancillary Staff 

Itinerant/Ancillary Staff (e.g. SLPs, SSWs, OTs, etc.) can use START’s Peer to Peer Curriculum during therapy sessions with peer partners. Additionally, ancillary staff can facilitate direct service sessions with focus students and peer partners focusing on goal areas and activities that all students can participate in and learn from. This approach can also counteract the double empathy problem in which all students are learning from one another.

Student(s) with IEPs and peer partners will engage in sessions with LINK peer partners and all participate in the same lesson. For example, if a student with an IEP is working on AAC, all students are working on AAC, if the focus student is working on gross motor skills, all students are engaging in the gross motor skill lesson, if the focus student is working on advocacy, all students are working on advocacy, etc.

• • Lesson Example

Additional Resources

Videos, books, and other resources can be found on the START Padlet

• Each school and its students are different. Please review all videos, books, and other resources prior to use to ensure appropriateness for your students and your setting.