I recently observed a three-year-old girl who was going to start in-classroom learning after an extended time at home during COVID. She and her father were visiting her grandparents for the first time after an 18-month gap due to COVID. Even though they frequently interacted online via Zoom or FaceTime, the excitement and anticipation in seeing each other was significant. However, the little girl, on only a few occasions during the two-day visit, wanted to leave the loving embrace of her father. She was able to name all the letters and colors and sat down to do focused desk work for a surprising amount of time. She seemed happy to withdraw into her own world and engage in learning material; however, she was reluctant to interact with her grandparents.
This observation made me think of a book I have been reading by Krista Tippett, entitled, Becoming Wise. In the book, she interviews Ann Hamilton, an artist who makes the statement that we really must practice listening because our everyday spaces are not set up for listening. She expanded on this idea by pointing out that it is not only that we don’t have time and space to really listen, but that when we do listen, we tend to want to do so by using earphones to improve our own ability to focus on specific information. We don’t really listen or we are “plugged in”; and she explained that “It is very hard for me to wear headphones at all or sunglasses because then I feel like I’m not where I am, wherever that is” (Tippett, p. 88).
I couldn’t help thinking of how the use of earphones on my iPad has helped me to isolate myself from the environment in recent months. It was almost as if I needed the earphones to protect me from the outside world. Although it did help me to focus my attention on what I was working on, it clearly also functioned as a buffer against what was going on around me. It dawned on me that I too have become skilled in using this buffer to isolate me from outside world during COVID.
As this is my first blog of the New Year, I want to wish you all a wonderful 2021. May we all soon see the end of covid! We will start off the year by talking about the use of core words in the classroom.
Teachers and therapist often ask me how much time they should spend on teaching a particular core word (or words) to their class before moving on to the next core word. Truth be told, this is a very difficult question to answer, as there are so many different factors impacting how long students take to learn a specific core word.
Traditionally we formulated our vocabulary goals by specifying that the child is able to use one language function at a time, e.g., requesting. We would use the words “I want” and encourage the student to indicate whatever s/he would like to choose. The focus is therefore on choice-making. The following video is a typical example of this kind of approach, where the focus is on getting the student to request specific objects to express needs and wants.
If the Corona virus epidemic has taught us anything, it probably is the value of friends and family in negotiating our way through difficult periods. Talking to friends and catching up on Zoom allow us to share how we feel in our dark moments. Friendships empower us to face reality and to realize that we are still ok and sane!
Even though we can strengthen our existing friendships remotely, it is generally more difficult to develop new friendships online. Existing friendships are what we capitalize on in difficult times.
This Cornavirus time is, therefore, another wake-up call for us to seriously reflect on how to assist students with special needs to develop friendships. I was struck by a recent posting by a mother of a child with special needs. It vividly describes the plight of a boy who does not have friends. She wrote:
I’ve been doing this for 19 years, so I’m used to it. But really, no, not doing okay. I’m so depressed and sad for him. He is lonely and anxious and doesn’t understand why people don’t want to be with him. He’s lovable but they can only take him in doses. His sadness turns to rage, on me mostly. And I stand there with my invisible shield on and I take it. Because no one else can or will take it from him. I’m going to be there for him no matter what. And right now, during this…pandemic, I have to be here for him 24/7. Because he has nothing to do and because he’s so full of anxiety. It’s really hard.
This mother’s cry for help is not uncommon, and it requires our attention. The posting highlights the boy’s isolation and lack of friendships. It also describes the parent’s desperation within this context. While some parents of typical students could probably identify with this mother, the extent of the challenges are different when you have a child with a significant disability.
I remember when I first started to teach online in the late ’90s, I attended a training session on blended learning. The message was that online learning is not “just like classroom learning.” You cannot take what you do in face-to-face classroom teaching and simply put it “online.” You need to identifythe main purpose of the learning exposure, and then select the strategy best fit to achieve the goal. One has to integrate learning purpose and strategy from the get-go.
This integration requires that one has knowledge and understanding of the different types of online strategies, their strengths, and their limitations. There are no hard and fast rules for what strategies work best for students with severe communication difficulties. The secret to success is: one needs to be open-minded in observing each student’s pace of learning and adapt strategies to suit the student’s learning outcomes.
It is the beginning of a new school year. This is a time when educational staff—teachers and therapists—are trying desperately to engage with new students in their classrooms or caseloads. Questions, e.g.…
How do we get students to pay attention and focus on the lessons we prepare with great dedication?
How can we deal with challenging behaviors, different language and reading levels of students, as well as diverse levels of skills of classroom assistants?
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?”