Introduction

In social interactions, there are different ways we can ask for help or favors from others. Two common methods are direct and indirect ways of asking. Directly asking involves explicitly stating what we want, while indirect ways involve talking around the subject without explicitly stating the request. In this blog post, we will explore the benefits of teaching students in special education the difference between direct and indirect ways of asking for help, and provide a no-prep activity to practice this skill.

No-Prep Activity

This activity, titled “Direct vs. Indirect Requests,” requires no preparation or materials from the educator. Start by pairing students up and providing them with different scenarios in which they need to ask for help or a favor. Instruct one student to ask their partner for help using a direct approach, while the other student will use an indirect approach. After each scenario, have the students switch roles and discuss how they felt during the interaction.

For example, one scenario could be:

You need help with a difficult homework assignment and want to ask your classmate for assistance.

The direct approach might look like this:

Can you help me with my homework? I’m really struggling with it.

While the indirect approach might be:

I’ve been having a hard time with this assignment. How did you find it? Did you understand it well?

After practicing different scenarios, encourage students to reflect on how they felt when using each approach and how their partner’s response made them feel.

Discussion Questions

1. How did it feel to ask for help using a direct approach? How about using an indirect approach?
2. How did you feel when your partner asked you for help directly? How did you feel when they asked indirectly?
3. Can you think of a situation in which it would be more appropriate to use a direct approach? How about an indirect approach?
4. Why do you think it’s important to learn both direct and indirect ways of asking for help?
5. How can understanding these different ways of asking for help improve our relationships with others?

Related Skills

Teaching students to differentiate between direct and indirect ways of asking for help can improve their social-emotional competencies in various ways. Some related skills that can be further developed include:

• Active listening: Encourage students to pay attention to verbal and non-verbal cues when others are speaking, which can help them better understand the needs and feelings of their peers.
• Empathy: By understanding the different ways to ask for help, students can develop empathy and show compassion towards others.
• Assertiveness: Teach students how to express their needs and wants appropriately, while respecting the feelings and boundaries of others.
• Conflict resolution: Learning to ask for help in different ways can help students navigate challenging social situations and prevent misunderstandings.

Next Steps

Now that you’ve learned about teaching direct and indirect ways of asking for help in special education, you can further explore this skill and other related skills through free sample materials. To access these resources, sign up for free samples at Everyday Speech. These materials can help you support your students in developing essential social-emotional competencies and create a more inclusive learning environment.