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In our Social learning groups we practise: 

  • Being in a group:

  • Sharing space and toys alongside peers

  • Learning way we might make a plan with friends

  • Self advocating in collaboration and negotiation

  •  Noticing what is happening around us

  • Identifying a problem and solving it with friends

  • Practising understanding another person’s perspective and vice versa

  • Understanding our own physical boundaries with peers

  • Positive self identity- finding a sense of self whilst in a group

  • Creative expression, through music, dance, art and story telling

  • Playing with neurodiverse peers- free play and expression.

  • Play:

  • Practising games we might play in school yard

  • How we might join in play with peers

  • Practising noticing if a peer is asking us to play

  • Practising inviting peers into our own play if we want them to join in

  • Sharing our creativity/ideas in play (mutual high interest)

  • In games, learning about what we need to support ourselves if something unexpected happens or we lose

  • Increased opportunities for supported connected play with peers

  • Conversation:

  • In a mutual high interest topic, practising options for how we might add a comment or ask a question if we want to

  •  Practising strategies to extend our conversation if we are interested in it and want to keep it going with a friend

  • Practising how to know when it feels right for us to join in a conversation between other people if we want to

  •  Self advocating if there is a communication breakdown

  •  Brainstorming how we might start a conversation about a high interest topic with a peer

  • Using our communication styles to get to know someone that we want to be friends with

  • Understanding that everyone has a different communication style and thats okay.

  • Emotional regulation: 

  • Understanding our own physical/sensory triggers in social setting

  • Self- advocacy- Increasing our ability to support ourselves in tricky situations (such as disappointment at losing a game, frustration, following rules, significant anxiety/distress at new tasks/making a mistake, meeting new peers, unpredictability)

  • Knowing what we need to stay sensory safe

  • Noticing what is going on for us inside our bodies (escalation/de-escalation and awareness otriggers can be ( internal and external)

  •  Practising asking for what we need

  • Increasing our emotional awareness 

 Our social learning groups are run fortnightly all through the year. They have 6 - 8 children in the group and are run by Trish and Georgia,  two senior allied health clinicians. We practise our social learning though music, play, games, books, craft, lego and high interest activities.

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