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.
For example, the best way to introduce a story might be in a synchronous group online or classroom situation. However, tapping into the children’s understanding of the story could be more effectively done via an individual one-on-one session, whether online or face-to-face. Thereafter, parents can facilitate re-enactment of the story to consolidate information learned. If parents are uncomfortable with this level of participation, we need to adjust the strategies used. Continue reading “Blended Learning for Teachers, Parents, and Therapists: Integrated Lessons for Students with Severe Communication Difficulties”