More readings and reflections

February 4, 2013

Readings:
1) So Much Potential in Reading - A. Fenlon, J. McNabb, H. Pidlypchak
2) Dilemmas, Challenges and Opportunities - Scherer
3) A Case Study Model for Augmentative and Alternative Communication Outcomes - K. Hill
4) Research Based Instructions to Increase Communication Skills for Students with Severe Disabilities - P. Pinto, C. Simpson, J. Bakken

Reflection:
The theme that resonated within all these articles is students with mulitple challenges deserve quality, appropriate programming to meet their needs. The Fenlon, McNabb, Pidlypchak article focuses on daily literacy programs using ACC in practical, user-friendly ways, seamlessly embedding strategies in a regular literacy program. They stress the process of delivering a quality literacy program to a child with multiple challenges is like the process with any able child. With this prespective and clear practical strategies, any classroom teacher, along with support from Learning Center, Resource, Admin, Board-based staff can find this process less daunting.
Another theme running through these articles is the idea that the student is at the center of the process of assessing for appropriate programming and ACC. The key to effective intervention is the emphasis on daily and natural situations with the student being an active participant. The child must be at the center in matching the most appropriate technology to further their development and communciation skills. The key question with students with multiple challenges is ' What additional support is needed to achieve learning goals?'.
As an administrator I see my role in this process is to become as informed as I can about the student, their strengths and challenges, the teachers' strengths and challenges as it relates to supporting the student, the available appropraite technologies and how to access them and how to provide time, support to implement quality programming. Too often the reality is, most of my time is initially devoted to supporting teachers to view these students as their own, not the responsibility of the Learning Center. By creating a team approach including the parents, early intervention staff, LC staff, EPA's, Resource staff, Admin and board/external specialists, we strive to work together to program the most appropriate and quality education for the student.