In a recent visit to South Africa I had the privilege to be a fly on the wall in observing an interaction between two young people: a little girl who is 9 years old (Afrikaans-speaking, but also fluent in English) and a young adult in her early 30s (English-speaking, but also competent in Afrikaans, although she hasn’t spoken it for some time). These two cousins had not seen each other in a couple of years and were very happy to be reacquainted. A recording was made of their interaction (embedded below). Continue reading “Spontaneous Second Language Interactions: What Can We Learn for AAC Intervention?”
I have often been surprised to discover how therapists and teachers (myself included!) become so wrapped up in daily toil and activities that we are exhausted by 10:00 in the morning. Although we often admit this is not a state of mind we necessarily are content with, changing how we do things can be really difficult. Being busy makes us feel like we are productive and engaged professionals—but are we really? How is this “being busy” really benefiting our interaction with our students? This question is even more relevant when it comes to how we support students who use AAC to become engaged with others in interaction. Continue reading “How Do We Promote Engagement in Interactions with Students Who Use AAC?”
Over the past 30 years of working in this field, I have often had sleepless nights when meeting a student in elementary, middle, or high school who has no or very limited means to communicate in spite of having access to a device or iPad with a communication app. I keep asking myself how it is possible that a student can reach middle or even high school without the ability to express themselves when we have trained teachers and therapists to provide intervention and support? Despite these resources, it still seems rather easy for students with severe communication problems to fall through the cracks.
Although the reasons for these dilemmas are complex, looking at the way in which we formulate IEP goals can be illuminating. IEP goals are often written to reflect outcomes that show the student has learned or gained (that is, variables that are easy to measure, for example, how frequently students respond correctly to certain stimuli or use language structures correctly within context), without due consideration of how what they have learned impact on their daily interactions. Continue reading “Are We Missing the Boat in AAC Intervention?”
A teacher recently shared that she has a student in her class who keeps repeating the same question even after she has responded to it. The student will ask the teacher, “When will we get our tests back?” To which the teacher will reply, “I will give them back tomorrow, as I have not finished making all the corrections yet.” However, 10 minutes later, the student will proceed to ask the same question.
This reminded me of a similar scenario with a student I know of who used an AAC device. This student also repeated the same question, even though the teacher had responded to the question. The student would activate his device to ask, “When do we go to the library?” To which the teacher would respond by saying, “We will go to the library after break.” However, within 10 minutes of the first question, the student proceeded to repeat the same question. Continue reading “Repeat Questions from Students
with Special Needs in the Classroom:
What to Do?”
It is the beginning of a new academic year: time for teachers to prepare lesson plans and to think about ways to engage students in learning material and activities. Truth be told, although the content of what needs to be taught can be well defined, our ability to predict how students will respond to the way in which we present the material—in other words, teaching—remains elusive.
How we presented material to students last year may not necessarily work for a new group of students. However, as we gain experience in teaching, we become more confident that we are able to trust our “sixth sense” or gut feeling when it comes to predicting how our students might respond. We often assume that, based on our years of teaching experience, we understand our students well enough to accurately predict how they could respond. We tend to trust our intuition to guide our teaching. Continue reading “Teaching Best Practices: Lesson Preparation Without a Distorting Lens”
On a recent visit to South Africa, I realized again the importance of traveling to bring fresh perspectives as well as new insights into human interactions.
Truth be told, this is a difficult time politically in South Africa; and dealing with political views while visiting family can be interesting albeit quite disturbing at times. A political cartoon by Zapiro (Daily Maverick) stayed with me, as it connected to a dilemma that I encountered while visiting an elderly friend who lives on her own in Johannesburg. The cartoon depicts Nelson Mandela showing the way to go, while the current President of South Africa, Cyril Ramaphosa, is caught up in a moral whirlwind (windvane) without an escape route. The depiction of “being caught up in a whirlwind” struck me as I reflected on the situation that my 91-year-old friend finds herself in. Continue reading “Riding the Whirlwind: Human Interactions and Emotional Resonance”
What Can We Learn from Our Leporine Neighbors?
I have been watching the rabbits in our garden in the early morning hours as they nibble at the grass and momentarily stop to listen, before continuing with their nibbling. This process of nibbling, abrupt stopping and listening, nibbling and stopping and listening fascinates me. It is almost as if the rabbits realize that while they are busy nibbling grass, they can’t listen (or become aware of potential threats), hence they have to stop, albeit momentarily, to listen.
While the idea of stopping in the midst of daily activity is not new, it made me think about our communication intervention practices. I have been trained (and have also trained others for a long time) to understand that communication is an intentional, goal-oriented process of exchanging messages to achieve specific outcomes. The closer the outcomes resemble the initial intent, the more successful we deem the communication to be. But is communication with others really purposeful in that way? Is the process of developing meaning with others really that predictable? Continue reading “Listening, Communication Intent, and Rabbits”
Should students who use iPads for communication purposes be allowed to use the iPad in the classroom for academic purposes? This question was raised recently by Maria Landon in the ASHA Leader (June 2018 issue):
Then the classroom teacher starts talking about a great new current-events application she just heard about. The occupational therapist wants to install a handwriting app. The student’s one-on-one aide thinks a visual timer would be very helpful during transitional times. So, now what?
I recently ran across this article online, “New Studies Show Humans Love Dogs More Than Other Humans,” which begins…
What if a human and a dog stood side-by-side and both needed help, but you could only choose one. It wouldn’t be an easy decision, would it? Some studies reveal when it comes to feeling empathy, many people pick pooches over other people. Does that surprise you?
This is the heading of an article in USA Today (May 1, 2018) in which the writers describe outcomes of a study in which the national loneliness score was 44 on a 20–80 scale of loneliness. Social isolation of those aged 18–22 raised even more concern. According to this study, the score for loneliness for these young people was 48 in comparison with 39—the score for elderly people older than 72. In short, counter-intuitively, it is the youth among us in the United States, not old people, who are the loneliest.
In the article, the link between loneliness and physical and mental illness is also explained. Continue reading “The Young, Not the Elderly, Are Loneliest”