Initially, typically developing children are not familiar with the nonsymbolic ways in which a child with a disability communicates. Until the children learn to understand their classmate's unique mode of communication, an adult will need to act as interpreter and sustain interactions. An important strategy for facilitating interactions is to teach children to understand or obtain meaning from the communication of their classmate so that constant interpretation is unnecessary. Three important strategies for teaching direct interactions follow.

• Encourage children to attend to and interpret the nonverbal communication of their classmate who experiences a disability
  When a child asks a question or comments about a child with a disability to you, refer the child to the classmate's ways of communicating such as facial expression, muscle tone, or vocalizations. Be sure to also offer clear information about how to obtain an answer from their classmate's communication. This may require explanation and modeling as well asking the child to reflect upon his or her own ways of communicating. For instance, if Tim asks if Jacob is happy or likes an activity, you might point out Jacob's facial expression and body position. Then, ask Tim how he acts when he is happy. Once that is discussed, you can suggest that Tim ask Jacob directly, while pointing out how Jacob is using his head and eyes to respond yes and no.

• Remind children to speak directly to their classmate with a disability rather than addressing their message to a nearby adult
  Children often initially ask a nearby adult about what a classmate with a severe disability wants or thinks, rather than addressing the child directly. When this occurs always redirect the question or comment to include the child with the disability. This may include modeling as well as referencing an answer from the child's perspective. For example, Emily may approach you and ask if Jacob wants to have a snack now. Your response might be, "I don't know, why don't you ask Jacob?" Then, of course, you might need to assist Emily in understanding how to recognize Jacob's answer.

• Help children include their classmate with a disability in decision making and choosing activities
  Children with disabilities are often at risk for not having their communication responded to or their preferences honored. It is important to encourage typically developing children to include the child with a disability in decision making and choosing activities. When children with disabilities have opportunities to make choices for themselves they are expanding their ability to function independently and competently in the classroom, enhancing their self-image and experiencing control over their environment. This also promotes enhanced images of the child with the disability on the part of his or her typically developing classmates. Children learn to recognize that their friend who experiences a disability has preferences and rights just as they do.

  Assisting children to acknowledge the decision making rights of their peer with a disability is best accomplished by routinely reminding the children to give the child with a disability a choice too. It is also important to make sure that children are able to offer choices in a manner that the child with a disability can respond to and that children can interpret the preferences and decisions of their friend. Choices that young children with severe disabilities might make are very similar to those their peers without disabilities make and include the selection of materials or food items, how long to spend in an activity, where to work or play, and partners with whom to work or play.

Thompson, B., Wickham, D., Wegner, J., Ault, M. M., Shanks, P., & Reinertson, B. The process of communication: Facilitating interactions with young children with severe disabilities in mainstream early childhood education programs. (1993). Lawrence, KS: Learner Managed Designs.