Such a facilitator should not be seen as the person who relates only to the child with disabilities. The person providing support should be aware that his or her interactions with the youth with disabilities can serve as model for other children and adults. This may be particularly important in assisting others in areas such as communicating with the person, and responding to behavior that does not appear appropriate to the activity. Often, interactions occur without any involvement of a support person. It is essential to observe the interactions of others in the setting.
Some activities are more conducive to getting kids together than others.
The person providing support must notice and promote opportunities for interaction, even if that means revising plans for teaching skills to allow for spontaneous play. Not all interactions are verbal. Cheering together, sitting together and watching an event, and working as a team to build something are examples of nonverbal interactions. Integration is no guarantee that friendships will develop between children. However, integrated leisure and recreational activities, given adequate and proper support, can provide many opportunities for children to have fun, get acquainted, develop friendships, and experience increased bonding in neighborhoods, schools and communities.