It is obvious that the ultimate success of the Leadership and Peer Support Program hinges on the creation and maintenance of a positive rapport between the LPS student and the student to whom he has been assigned. If the LPS student has had little experience with people who have special needs or learning disabilities, the initial encounter with their partner could be very uncomfortable. The following suggestions may help in establishing a positive rapport from which a productive and valuable experience may arise.

Remember that your partner is a person who has feelings and significant concerns. Don't belittle his problems, worries or accomplishments, no matter how insignificant they may appear to you.

RELAX. If you don't know what to say or do, allow your partner to put you at ease.

Explore your mutual interests in a friendly way.

Offer assistance if asked or if the need seems obvious but don*t overdo it or insist on it. Respect your partner's right to indicate the kind of help needed.

Talk about your partner's' areas of greatest difficulty if it comes up naturally, without prying.

Appreciate what your partner can do. Remember that the difficulties that your partner may be facing may stem from factors beyond his control. Factors which contribute to your partner*s difficulties may be related to family circumstances, societal attitudes, environmental factors, medical circumstances, etc.

Be considerate of the extra time it might take your partner to get things said or done. Let the person set the pace within the classroom.

Give whole, unhurried attention to your partner if he is shy or has difficulty communicating. Don't talk for your partner but offer help when needed. Keep your manner encouraging rather than correcting. When necessary, ask questions that will cue your partner to provide the correct solution or appropriate response.

Speak clearly, calmly and slowly to a partner who has a hearing problem or difficulty understanding. Stand or sit in front of your partner and use gestures to aid in communication.