Specialist Teaching Service

By: Penny Barratt
Helen Joy
Mo Potter
George Thomas
Philip Whitaker

What follows is intended to provide practical help and guidance to anyone planning to set up a ‘circle of friends.' Comments are based on experience in Leicestershire involving seven circles set up to support children with autistic spectrum disorders (6 of whom were being educated in mainstream schools). Comments are based on direct experience in setting up and running circles and on the findings of an evaluation study which investigated the experiences of all those who participated.

‘Circles of friends’ originated in North America as one of a range of strategies to promote the inclusion into mainstream schools of students with disabilities and difficulties.

When a circle is established a group of volunteers meet regularly with the ‘focus child’ and an adult facilitator. The circle acts as a resource to suggest strategies and set targets to deal with difficulties that have been jointly identified by the members of the circle and the focus child.

In the Leicestershire project the process and format adopted was very closely based on that outlined by Newton, Taylor and Wilson (1996), in their work in Nottinghamshire with youngsters with emotional and behavioural difficulties. However, the focus children in the Leicestershire project, ranging in age from 8 to 15, had all been diagnosed as having an autistic spectrum disorder. All had statements and all were supported by the LEA's Autism Outreach Service. Members of the service negotiated and took the lead role in establishing circles, with responsibility gradually being handed over to school staff (after 4-6 meetings of the circle).

The evaluation of the circles was overwhelmingly positive. Significant benefits for the focus children were identified, particularly in terms of improved social integration, higher levels of peer contact and reduced anxiety. All school staff rated the ‘circles’ as worthwhile or very worthwhile. Circle members also benefited, showing clear pride and pleasure in the process of helping and developing their interpersonal skills.

In trying to identify the lessons to be gained from our experience we have looked firstly at the logistics of getting the circles up and running and secondly at the complexities of managing and facilitating the group process.

In setting up a ‘Circle of Friends’ we go through a number of stages. These consisted of:

explaining about ‘Circle of Friends’ and getting permission for involvement from school staff, parents and the ‘focus child’

talking to the whole class or tutor group to recruit volunteers

starting and continuing with the circles

This paper discusses issues which arose during the Leicestershire project and offers suggestions based on this experience. Practical guidelines for each of the stages are included.