I found myself getting nervous before my opportunity to present the research on Joey’s progress at the Council for Exceptional Children’s DADD conference in January. Joey’s journey is unique, but as I scrolled through my prepared slides I wondered if I was on the right track. So much of my work with Joey has involved throwing off what I was taught in terms of behavioral approaches and meeting Joey where he asks to be met. Not what I plan for Joey to do, or what I’ve done with students in the past, but where Joey shows me he is ready to work. Although this is the right approach for Joey, and I truly believe in the approaches we take for him, I realized I was nervous about the response I would get. Sometimes it just feels too different than the otherwise straightforward approaches to teaching communication. The audience of this conference included many doctoral degrees and experts in the field. What if I was doing everything wrong, and everyone heard me say it aloud? [Read more…]
Who Reads? Creating new routines for learning new skills
Joey turned to me, putting his eyes directly in line with mine. “Miss Ann-Bailey. Teacher” he said, smiling. While this is true, I quickly recognized the attempt to negotiate with me. My friend, it is only because I am your teacher that we are having this battle, I explained. And I’m holding firm because I know you can do it. One day you will read many books all to yourself. Right now, we are reading this book together. Now, find “IS”.
He gave me a similar look to what he gave me years ago when we first started using the eye gaze and I insisted on him using the device instead of simply looking at what he wanted and laughing. Back then, he believed he had a communication system that worked for him. The idea that I would change this system made him mad. Eventually, Joey and I worked through it, and now he uses his device like a pro. To get here though, he needed to bend and I needed to bend until we found our middle ground. [Read more…]
Learning to Read on an AAC Device
Joey and I have been working on reading predictable pattern books that are typically introduced at this time of year in kindergarten. Joey is doing well with these books, and shows an understanding of using the words and pictures to recognize unfamiliar words. It’s exciting to watch him grow in these abilities, but there are certainly challenges that arise from making sure Joey has appropriate access to leveled reading materials.
One challenge is simply selecting the right books for him. I like to use a computer program from Pioneer Valley that lets you put the child’s name into the book. It gives the child at least one firm, known word, and who doesn’t like reading a book about themselves? Yet, when I first began with these books, I realized Joey didn’t have his name on his device. He could say the phrase “My name is Joey”, but couldn’t just say “Joey.” I had to cross out Joey and write “I” over each word. (Joey was quickly added and he can now read his own name, and is working on saying it!). [Read more…]
The Power of Names
I opened the door to Joey’s house and found him waiting for me at his device. He looked at me, grinned, turned back to his computer, and said “Hi Miss Ann-Bailey. My name is Joey.” I can’t tell you how exciting it was to hear him say my name – and based on the grin on his face, it seemed like he was pretty excited to say it too.
I hadn’t thought much about the need to add names to Joey’s device. It didn’t seem to be such a priority, considering the need for other highly used words. So I was surprised at how natural it made Joey’s conversation when he suddenly had access to our names. [Read more…]
When Presuming Competence Gets Hard
There are times when presuming competence is easy. Joey has a light in his eyes, and he’s clearly trying to tell me something. He giggles and laughs, and persists in finding the right answer. We’re connected, and I know he’s trying to find the right word.
Other times, it’s not that easy. He knows his numbers and letters. I know he knows them. I have data that reflects this. So what’s up today – why is he selecting every number but the one I’m asking him?
Has he regressed? Is he having trouble lining up his eyes with his device? Is he bored? Is he rebelling? Did he hear my question? Did I just imagine that he knew his numbers and letters last spring? There are times it is easy for that last question to slip into our thoughts when we are working with students like Joey. For some reason, the worst thing that we can imagine as special education teachers is that we give a student credit for doing something they cannot do. And so, in the world of self-protection to our own egos, we are more likely to assume a student can’t do something than can do something. [Read more…]
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