Lessons of Classroom 506
(Photo credit: Joseph Maida for The New York Times)
This feature story was amazing! I am compelled to find Lisa Belkin's contact info to let her know that this article single-handedly changed my thoughts and views of inclusivity. Before I really saw no difference between an inclusive and mainstream classroom, a rather niave way of thinking. Perhaps this was because I was mainstreamed and saw that as being the best way for someone with a disability to be educated. But with the struggles that Thomas Ellenson and his parents faced with the teachers, students and parents and school officials, I am certainly feeling that inclusion is the best option. I am also compelled to offer the suggestion that nonverbal students like Thomas learn sign language. It would make sense to me that even if you can hear, why not use a beautiful language like ASL to communicate. It's certainly less demanding than taping every saying imaginable into a Tech/Talk type of assistive technology and certainly would allow for more creative expression. I am aware that software voices are becoming more natural sounding, but why not express yourself using the language of your body?
1 Comments:
I agree with you Mia. It seems so important for the teacher to find creative ways to facilitate other students' interaction with the device and so to facilitate interaction with Thomas.
I teach a lot of kids who have a lot of social difficulties that are part and parcel of language difficulties, learning disabilities, emotional and behavioral disorders, or developmental disorders. During recess times we are always out there trying to help facilitate kid-kid interaction, and scaffold friendships for them...most of our collaborative group meetings are discussing better ways to facilitate interaction for a kid, possible friend matches, and sharing information about good activities and ways to get that kid involved...and things to avoid or head off as well. Basically, even kids who do not use an AAC device can also need a huge amount of creative facilitation.
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