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#bbf;padding-bottom:0.4em;border-bottom:1px solid #bbf;"> <ul><li><div class="hlist"><ul><li><span class="noviewer" typeof="mw:File"><span title="Category"><img alt="" src="//upload.wikimedia.org/wikipedia/en/thumb/9/96/Symbol_category_class.svg/16px-Symbol_category_class.svg.png" decoding="async" width="16" height="16" class="mw-file-element" srcset="//upload.wikimedia.org/wikipedia/en/thumb/9/96/Symbol_category_class.svg/23px-Symbol_category_class.svg.png 1.5x, //upload.wikimedia.org/wikipedia/en/thumb/9/96/Symbol_category_class.svg/31px-Symbol_category_class.svg.png 2x" data-file-width="180" data-file-height="185" /></span></span> <a href="/wiki/Category:Disability" title="Category:Disability">Disability</a></li><li><a href="/wiki/Category:Disability-related_lists" title="Category:Disability-related lists">Lists</a></li></ul></div></li></ul></td></tr><tr><td class="sidebar-navbar"><link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1129693374"><style data-mw-deduplicate="TemplateStyles:r1239400231">.mw-parser-output .navbar{display:inline;font-size:88%;font-weight:normal}.mw-parser-output .navbar-collapse{float:left;text-align:left}.mw-parser-output .navbar-boxtext{word-spacing:0}.mw-parser-output .navbar ul{display:inline-block;white-space:nowrap;line-height:inherit}.mw-parser-output .navbar-brackets::before{margin-right:-0.125em;content:"[ "}.mw-parser-output .navbar-brackets::after{margin-left:-0.125em;content:" ]"}.mw-parser-output .navbar li{word-spacing:-0.125em}.mw-parser-output .navbar a>span,.mw-parser-output .navbar a>abbr{text-decoration:inherit}.mw-parser-output .navbar-mini abbr{font-variant:small-caps;border-bottom:none;text-decoration:none;cursor:inherit}.mw-parser-output .navbar-ct-full{font-size:114%;margin:0 7em}.mw-parser-output .navbar-ct-mini{font-size:114%;margin:0 4em}html.skin-theme-clientpref-night .mw-parser-output .navbar li a abbr{color:var(--color-base)!important}@media(prefers-color-scheme:dark){html.skin-theme-clientpref-os .mw-parser-output .navbar li a abbr{color:var(--color-base)!important}}@media print{.mw-parser-output .navbar{display:none!important}}</style><div class="navbar plainlinks hlist navbar-mini"><ul><li class="nv-view"><a href="/wiki/Template:Disability_sidebar" title="Template:Disability sidebar"><abbr title="View this template">v</abbr></a></li><li class="nv-talk"><a href="/wiki/Template_talk:Disability_sidebar" title="Template talk:Disability sidebar"><abbr title="Discuss this template">t</abbr></a></li><li class="nv-edit"><a href="/wiki/Special:EditPage/Template:Disability_sidebar" title="Special:EditPage/Template:Disability sidebar"><abbr title="Edit this template">e</abbr></a></li></ul></div></td></tr></tbody></table> <p>The <b>Circle of Friends</b> approach is a method designed to increase the <a href="/wiki/Socialization" title="Socialization">socialization</a> and <a href="/wiki/Inclusion_(education)" title="Inclusion (education)">inclusion</a> of a <a href="/wiki/Disabled" class="mw-redirect" title="Disabled">disabled</a> person with their peers. A Circle of Friends consists of a "focus" child, for whom the group was established, six to eight classroom peers, and an adult facilitator who meet once weekly to socialize and work on specific goals. Most available resources about the Circle of Friends approach are geared toward its use with school-aged children with various difficulties. </p> <meta property="mw:PageProp/toc" /> <div class="mw-heading mw-heading2"><h2 id="Background">Background</h2><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Circle_of_Friends_(disabled_care)&action=edit&section=1" title="Edit section: Background"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <p>Circle of Friends was originally developed in <a href="/wiki/North_America" title="North America">North America</a> to promote the inclusion of people with disabilities and other difficulties in their local communities and in mainstream educational settings.<sup id="cite_ref-1" class="reference"><a href="#cite_note-1"><span class="cite-bracket">[</span>1<span class="cite-bracket">]</span></a></sup><sup id="cite_ref-whitaker_2-0" class="reference"><a href="#cite_note-whitaker-2"><span class="cite-bracket">[</span>2<span class="cite-bracket">]</span></a></sup> In the past, it was more common for adults with disabilities to be <a href="/wiki/Institutionalization" class="mw-redirect" title="Institutionalization">confined to institutions</a>, and for students with <a href="/wiki/Special_education" title="Special education">special educational needs</a> to be educated in separate schools.<sup id="cite_ref-3" class="reference"><a href="#cite_note-3"><span class="cite-bracket">[</span>3<span class="cite-bracket">]</span></a></sup> The Circle of Friends approach coincides with a shift in societal attitudes toward inclusion of people with disabilities in mainstream settings. It is intended to promote healthy friendships and to create and reinforce positive social experiences. </p><p>Although it was developed in North America, Circle of Friends has been implemented and researched extensively in the United Kingdom in a variety of settings, and with children of varying ages and difficulties.<sup id="cite_ref-whitaker_2-1" class="reference"><a href="#cite_note-whitaker-2"><span class="cite-bracket">[</span>2<span class="cite-bracket">]</span></a></sup><sup id="cite_ref-newton_4-0" class="reference"><a href="#cite_note-newton-4"><span class="cite-bracket">[</span>4<span class="cite-bracket">]</span></a></sup><sup id="cite_ref-shotton_5-0" class="reference"><a href="#cite_note-shotton-5"><span class="cite-bracket">[</span>5<span class="cite-bracket">]</span></a></sup><sup id="cite_ref-taylor96_6-0" class="reference"><a href="#cite_note-taylor96-6"><span class="cite-bracket">[</span>6<span class="cite-bracket">]</span></a></sup><sup id="cite_ref-taylor97_7-0" class="reference"><a href="#cite_note-taylor97-7"><span class="cite-bracket">[</span>7<span class="cite-bracket">]</span></a></sup> The approach is often used for children with <a href="/wiki/Autism_spectrum_disorders" class="mw-redirect" title="Autism spectrum disorders">autism spectrum disorders</a> because they have trouble developing social and communication skills.<sup id="cite_ref-whitaker_2-2" class="reference"><a href="#cite_note-whitaker-2"><span class="cite-bracket">[</span>2<span class="cite-bracket">]</span></a></sup> In general, children with emotional, behavioral, and social problems may benefit from the approach because they are often isolated and lack of peer groups.<sup id="cite_ref-newton_4-1" class="reference"><a href="#cite_note-newton-4"><span class="cite-bracket">[</span>4<span class="cite-bracket">]</span></a></sup><sup id="cite_ref-taylor96_6-1" class="reference"><a href="#cite_note-taylor96-6"><span class="cite-bracket">[</span>6<span class="cite-bracket">]</span></a></sup><sup id="cite_ref-pearpoint_8-0" class="reference"><a href="#cite_note-pearpoint-8"><span class="cite-bracket">[</span>8<span class="cite-bracket">]</span></a></sup> In the UK the approach was promoted as a means of avoiding exclusions as well a practical form of inclusive education by Colin Newton and Derek Wilson of Inclusive Solutions. Their training in the approach was nationally recognised. It was well received in numerous Eastern European countries that valued an approach to inclusion not relied on high-cost resources but on mobilizing the ever-present peer group." </p> <div class="mw-heading mw-heading2"><h2 id="Structure">Structure</h2><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Circle_of_Friends_(disabled_care)&action=edit&section=2" title="Edit section: Structure"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <p>In the educational setting, general guidelines exist for establishing a Circle of Friends.<sup id="cite_ref-whitaker_2-3" class="reference"><a href="#cite_note-whitaker-2"><span class="cite-bracket">[</span>2<span class="cite-bracket">]</span></a></sup><sup id="cite_ref-taylor96_6-2" class="reference"><a href="#cite_note-taylor96-6"><span class="cite-bracket">[</span>6<span class="cite-bracket">]</span></a></sup><sup id="cite_ref-taylor97_7-1" class="reference"><a href="#cite_note-taylor97-7"><span class="cite-bracket">[</span>7<span class="cite-bracket">]</span></a></sup><sup id="cite_ref-9" class="reference"><a href="#cite_note-9"><span class="cite-bracket">[</span>9<span class="cite-bracket">]</span></a></sup> </p> <ul><li>Establishment of prerequisites: Before starting a Circle of Friends, it is necessary to ensure the cooperation and collaboration of school personnel (e.g. principals, teachers) and obtain consent from the focused child's parents or caregivers.</li> <li>Class discussion to set up the Circle of Friends: The next step is to meet with the focused child's class. The focused child consents to this meeting but does not attend, so that class members feel comfortable sharing information. The class discussion is meant to introduce the idea of a Circle of Friends. Students are encouraged to think about the benefits of friendship and consider the barriers to friendship the focused child encounters, and also empathize and share their own experiences with friendship. The focused child's strengths and difficulties are discussed, and links between the focused child's behavior and problems with peer relationships are made. Making these links is an important first step in problem-solving solutions. At the end of the meeting, six to eight volunteers are sought to take part in the Circle of Friends.</li> <li>Initial meeting of the Circle of Friends: At the initial Circle of Friends meeting, details of the class discussion are summarized for the focus child. Ground rules for the group are then set (i.e. confidentiality, listening, seeking adult help when needed), as well as a schedule for meetings.</li> <li>Weekly meetings of the Circle of Friends: At weekly meetings, classmates play an important role in helping the focused child set and reach goals. Some research suggests that all children involved in the Circle of Friends benefit from the experience not just the focused child.<sup id="cite_ref-newton_4-2" class="reference"><a href="#cite_note-newton-4"><span class="cite-bracket">[</span>4<span class="cite-bracket">]</span></a></sup></li></ul> <p>Adapted versions of Circle of Friends exist. One version differs from the original approach in that the focus child is not absent for the initial class meeting.<sup id="cite_ref-shotton_5-1" class="reference"><a href="#cite_note-shotton-5"><span class="cite-bracket">[</span>5<span class="cite-bracket">]</span></a></sup> Others have described Circle of Friends meetings taking place on a daily basis.<sup id="cite_ref-10" class="reference"><a href="#cite_note-10"><span class="cite-bracket">[</span>10<span class="cite-bracket">]</span></a></sup> </p> <div class="mw-heading mw-heading2"><h2 id="See_also">See also</h2><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Circle_of_Friends_(disabled_care)&action=edit&section=3" title="Edit section: See also"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <ul><li><a href="/wiki/Person-centred_planning" title="Person-centred planning">Person-centred planning</a>, a set of approaches designed to assist an individual to plan their life and supports</li> <li><a href="/wiki/Circles_of_Support_and_Accountability" title="Circles of Support and Accountability">Circles of Support and Accountability</a>, a similar model used in criminal rehabilitation</li></ul> <div class="mw-heading mw-heading2"><h2 id="References">References</h2><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Circle_of_Friends_(disabled_care)&action=edit&section=4" title="Edit section: References"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <style data-mw-deduplicate="TemplateStyles:r1239543626">.mw-parser-output .reflist{margin-bottom:0.5em;list-style-type:decimal}@media screen{.mw-parser-output .reflist{font-size:90%}}.mw-parser-output .reflist .references{font-size:100%;margin-bottom:0;list-style-type:inherit}.mw-parser-output .reflist-columns-2{column-width:30em}.mw-parser-output .reflist-columns-3{column-width:25em}.mw-parser-output .reflist-columns{margin-top:0.3em}.mw-parser-output .reflist-columns ol{margin-top:0}.mw-parser-output .reflist-columns li{page-break-inside:avoid;break-inside:avoid-column}.mw-parser-output .reflist-upper-alpha{list-style-type:upper-alpha}.mw-parser-output .reflist-upper-roman{list-style-type:upper-roman}.mw-parser-output .reflist-lower-alpha{list-style-type:lower-alpha}.mw-parser-output .reflist-lower-greek{list-style-type:lower-greek}.mw-parser-output .reflist-lower-roman{list-style-type:lower-roman}</style><div class="reflist"> <div class="mw-references-wrap"><ol class="references"> <li id="cite_note-1"><span class="mw-cite-backlink"><b><a href="#cite_ref-1">^</a></b></span> <span class="reference-text">The National Autistic Society: Circle of Friends – <a rel="nofollow" class="external text" href="http://www.nas.org.uk/nas/jsp/polopoly.jsp?d=1757&a=15944">Promoting inclusion and interaction</a>. Retrieved April 20, 2010.</span> </li> <li id="cite_note-whitaker-2"><span class="mw-cite-backlink">^ <a href="#cite_ref-whitaker_2-0"><sup><i><b>a</b></i></sup></a> <a href="#cite_ref-whitaker_2-1"><sup><i><b>b</b></i></sup></a> <a href="#cite_ref-whitaker_2-2"><sup><i><b>c</b></i></sup></a> <a href="#cite_ref-whitaker_2-3"><sup><i><b>d</b></i></sup></a></span> <span class="reference-text">Whitaker, P., Barratt, P., Joy, H., Potter, M., & Thomas, G. (1998). Children with autism and peer group support: Using "circles of friends". British Journal of Special Education, 25, 60–64.</span> </li> <li id="cite_note-3"><span class="mw-cite-backlink"><b><a href="#cite_ref-3">^</a></b></span> <span class="reference-text">Frederickson, N. & Turner, J. (2003). Utilizing the classroom peer group to address children's social needs: An evaluation of the Circle of Friends intervention approach. The Journal of Special Education, 36, 234-245.</span> </li> <li id="cite_note-newton-4"><span class="mw-cite-backlink">^ <a href="#cite_ref-newton_4-0"><sup><i><b>a</b></i></sup></a> <a href="#cite_ref-newton_4-1"><sup><i><b>b</b></i></sup></a> <a href="#cite_ref-newton_4-2"><sup><i><b>c</b></i></sup></a></span> <span class="reference-text">Newton, C., Taylor, G., & Wilson, D. (1996). Circles of Friends: An inclusive approach to meeting emotional and behavioural needs. Educational Psychology in Practice, 11, 41-48.</span> </li> <li id="cite_note-shotton-5"><span class="mw-cite-backlink">^ <a href="#cite_ref-shotton_5-0"><sup><i><b>a</b></i></sup></a> <a href="#cite_ref-shotton_5-1"><sup><i><b>b</b></i></sup></a></span> <span class="reference-text">Shotton, G. (1998). A Circles of Friends approach for socially neglected children. Educational Psychology in Practice, 14, 22-25.</span> </li> <li id="cite_note-taylor96-6"><span class="mw-cite-backlink">^ <a href="#cite_ref-taylor96_6-0"><sup><i><b>a</b></i></sup></a> <a href="#cite_ref-taylor96_6-1"><sup><i><b>b</b></i></sup></a> <a href="#cite_ref-taylor96_6-2"><sup><i><b>c</b></i></sup></a></span> <span class="reference-text">Taylor, G. (1996). Creating a Circle of Friends: A case study. In H. Cowie & S. Sharp (Eds.), Peer counselling in schools. London: Barry Fulton.</span> </li> <li id="cite_note-taylor97-7"><span class="mw-cite-backlink">^ <a href="#cite_ref-taylor97_7-0"><sup><i><b>a</b></i></sup></a> <a href="#cite_ref-taylor97_7-1"><sup><i><b>b</b></i></sup></a></span> <span class="reference-text">Taylor, G. (1997). Community building in schools: Developing a 'circle of friends.' Educational and Child Psychology, 14, 45-50.</span> </li> <li id="cite_note-pearpoint-8"><span class="mw-cite-backlink"><b><a href="#cite_ref-pearpoint_8-0">^</a></b></span> <span class="reference-text">Pearpoint, J., Forest, M., & Snow, J. (1992). The inclusion papers. Toronto: Inclusion Press.</span> </li> <li id="cite_note-9"><span class="mw-cite-backlink"><b><a href="#cite_ref-9">^</a></b></span> <span class="reference-text">Frederickson, N., Warren, L. & Turner, J. (2005). "Circle of Friends" – An exploration of impact over time. Educational Psychology in Practice, 21, 197-217</span> </li> <li id="cite_note-10"><span class="mw-cite-backlink"><b><a href="#cite_ref-10">^</a></b></span> <span class="reference-text"><a rel="nofollow" class="external text" href="http://www.txautism.net/docs/Guide/Interventions/CircleFriends.pdf">Texas Autism Research Guide for Effective Teaching (TARGET)</a> <a rel="nofollow" class="external text" href="https://web.archive.org/web/20110724114405/http://www.txautism.net/docs/Guide/Interventions/CircleFriends.pdf">Archived</a> 2011-07-24 at the <a href="/wiki/Wayback_Machine" title="Wayback Machine">Wayback Machine</a>. Interventions: Circle of Friends. Retrieved April 20, 2010, from .</span> </li> </ol></div></div> <div class="mw-heading mw-heading2"><h2 id="Further_reading">Further reading</h2><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Circle_of_Friends_(disabled_care)&action=edit&section=5" title="Edit section: Further reading"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <ul><li>Barrett, W. & Randall, L. (2004). "Investigating the Circle of Friends approach: Adaptations and Implications for Practice". <i>Educational Psychology in Practice</i>, 20, 353–368.</li> <li>Newton, C. and Wilson, D. <i>Creating Circles of Friends, Inclusive Solutions</i> (2010)</li></ul> <div class="mw-heading mw-heading2"><h2 id="External_links">External links</h2><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Circle_of_Friends_(disabled_care)&action=edit&section=6" title="Edit section: External links"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <ul><li><a rel="nofollow" class="external text" href="http://www.circleoffriendsct.org">Circle of Friends of Connecticut</a></li> <li><a rel="nofollow" class="external text" href="https://web.archive.org/web/20100127134605/http://www.inclusive-solutions.com/circlesoffriends.asp">Circle of Friends UK</a></li></ul>    </div><noscript><img src="https://login.wikimedia.org/wiki/Special:CentralAutoLogin/start?type=1x1" alt="" width="1" height="1" style="border: none; position: absolute;"></noscript> <div class="printfooter" data-nosnippet="">Retrieved from "<a dir="ltr" href="https://en.wikipedia.org/w/index.php?title=Circle_of_Friends_(disabled_care)&oldid=1254808096">https://en.wikipedia.org/w/index.php?title=Circle_of_Friends_(disabled_care)&oldid=1254808096</a>"</div></div> <div id="catlinks" class="catlinks" data-mw="interface"><div id="mw-normal-catlinks" class="mw-normal-catlinks"><a href="/wiki/Help:Category" title="Help:Category">Categories</a>: <ul><li><a href="/wiki/Category:Treatment_of_autism" title="Category:Treatment of autism">Treatment of autism</a></li><li><a href="/wiki/Category:Special_education" title="Category:Special education">Special education</a></li><li><a href="/wiki/Category:Communication_disorders" title="Category:Communication disorders">Communication disorders</a></li></ul></div><div id="mw-hidden-catlinks" class="mw-hidden-catlinks mw-hidden-cats-hidden">Hidden category: <ul><li><a href="/wiki/Category:Webarchive_template_wayback_links" title="Category:Webarchive template wayback links">Webarchive template wayback links</a></li></ul></div></div> </div> </main> </div> <div class="mw-footer-container"> <footer id="footer" class="mw-footer" > <ul id="footer-info"> <li id="footer-info-lastmod"> This page was last edited on 1 November 2024, at 19:56<span class="anonymous-show"> (UTC)</span>.</li> <li id="footer-info-copyright">Text is available under the <a href="/wiki/Wikipedia:Text_of_the_Creative_Commons_Attribution-ShareAlike_4.0_International_License" title="Wikipedia:Text of the Creative Commons Attribution-ShareAlike 4.0 International License">Creative Commons Attribution-ShareAlike 4.0 License</a>; additional terms may apply. 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