To Communicate and How, That is the Question
Published July 05, 2009 @ 04:18PM PT
Communication's been on my mind a lot this summer.
We're constantly seeking ways to help Charlie communicate better in words and language, even as Jim and I are ever trying to understand what Charlie is saying to us, with words and (as if more often the case than not, due to his limited verbal ability) without. We've consequently been looking much more at augmentative communication devices while being careful to note that, as Dora posted, a device is just a device, and that, while Charlie has a lot more that he would like to communicate, there's more than likely no magic machine that will lead him to start regaling us with paragraphs. (Though I wouldn't be unglad if that did happen.) (It would certainly be interesting.)
Always encouraging to read about a story like that of Colin Monichon in yesterday's Mercury News (California). Monichon just graduated from Branham High School. He's on the autism spectrum and was able to transition from from special education to "on-level, mainstreamed courses"; he uses a Lightwriter to type out what he wants to communicate (he does not speak):
Colin began school at an early age and enjoyed attending. But "as I got older," he wrote, "the classes changed and became more like baby-sitting. We would sit in circles and the teacher would sing. I was in a severely disabled class where they did not expect us to learn how to read.
I got hit a lot by a big kid in class because they did not have enough staff to watch everyone. That is when the school first gave me an aide. I had only four picture icons (to express personal needs) and no other way to talk."
.......
After proving his cognitive skills through his new means of communication, he was transferred to an inclusion program, where he faced new struggles.
"I missed school at least one day a week because my aide did not come to school," he wrote. "Many days, my aide and I spent more time walking the playground than we did in class. I then spent a year being home-schooled because the district could not find me an appropriate aide or include me in regular education. I was very lonely and missed being around other students and people my age."
Give a student a communication device and he'll.................. communicate.
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Kristina is a Classics professor in Jersey City, New Jersey, a blogger (formerly at AutismVox), a translator (of Virgil), and an advocate every day for her son, Charlie.
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I recently attended the Social Thinking Providers conference in CA and I was very impressed by the presentation on Viconic Language by Dr. Ellyn Lucas Arwood of the University of Portland. She connects the Cognitive Stages with Language levels and Social Thinking. This is pretty similar to the talk I heard: http://asa.confex.com/asa/2009/webprogram/Session4057.html
I recalled that when my autistic brother was young and had not learned to communicate, we put together a scrapbook with pictures of him and the things and people in his life. He learned from that rather than from the generic images that had no meaning for him. So start with images that have meaning... Your child has to "see himself in the picture" before he can acquire the skills he needs to learn language of any kind, be it visual, sign or verbal...
Posted by Cinder McDonald on 07/06/2009 @ 12:00AM PT
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