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”