In special education, social stories are a widely used intervention tool designed to help children, particularly those with autism spectrum disorder (ASD) or other developmental disorders, understand social situations and appropriate social behaviours. Social stories use simple language and visuals to describe social cues, interactions, and expectations in specific situations. These stories typically follow a specific structure:
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Descriptive Sentences: Social stories begin with descriptive sentences that provide information about the setting, the people involved, and what is happening.
2. Perspective Sentences: Perspective sentences help the individual understand the thoughts, feelings, or perspectives of others in the situation.
3. Directive Sentences: Directive sentences provide guidance on appropriate behaviours, responses, or strategies to use in the situation.
4. Affirmative Sentences: Affirmative sentences reinforce positive behaviours or outcomes and provide encouragement.
Social stories can cover a wide range of topics, such as going to school, making friends, handling changes in routine, dealing with emotions, or engaging in specific social activities. They are often personalized to the child's needs and can be created by teachers, therapists, or parents.
​​​​​Social stories aim to help individuals with special needs navigate social situations more effectively by providing them with clear, concrete information and strategies. By understanding what to expect and how to respond appropriately, individuals can reduce anxiety, improve their social skills, and increase their confidence in social interactions. Social stories are often used as part of a comprehensive approach to supporting social communication and behaviour in special education settings.