I had the opportunity to present research on using engaging reading aloud to promote language and symbolic play at the Council for Exceptional Children’s Early Childhood Conference this October. It was a wonderful opportunity to connect with other educators and hear about the current research in the field, particularly in the area of storybook reading.
While talking to participants during our poster presentation, I realized how many teachers and therapists are looking for ideas on how to adapt books to use with students with unique needs. I am taking a step back here in this blog to talk about the whys and hows of adapting books to create engaging read aloud experiences for children like Joey who are using Augmentative and Alternative Communication. [Read more…]
In my ongoing work with Joey I’ve learned that he doesn’t like to be prompted to use particular words. If I prompt him to use want, he’ll use every word BUT want, or will refuse to talk to me. It’s taken me awhile, but I’ve eventually learned to use more naturalistic methods and to accept Joey’s total communication, instead of demanding him to use the words I choose. 
As most special education teachers are, I’m a bit of a data geek. I mean, I love data. I love tracking my students’ progress. I love seeing growth over time. I love looking for behavior patterns and I love standing back and asking “what does this tell us?”
“Love. Love. Love,” Joey said to me after we read the book 
