Hi again!
I work in a public school in the U.S. as a special education teacher. One of the things that I regularly do is go into classrooms and just talk to kids about disabilities. It just seems to make inclusion work better and helps my students out socially.
Anyhow, I'm always looking for resources to help me out when I go into classrooms. One thing that I've often had trouble with is finding resources to help kids (and grown-ups) understand that just because you can't understand someone's voice, and they need to use a communication device to help you understand them, it doesn't mean that you need to speak to them in a different way.
One book that I do like and have found helpful when speaking with younger students is "Extraordinary Friends" from the "Let's Talk About It" series by Fred Rogers.
I would love to hear from people about other resources. Also, if you use a communication device, I'd love to hear what you think I should be telling the kids (and adults) when I go into the classroom.
I am glad you came up with this idea Jess :)
As I am a tobii user I can probably give you a few advice. First, people should pay more attention us, communication device users. We have to use a machine voice which people don`t always pay attention to. It has happened many times that maybe because of the plenty of announcements at shopping centres and places like that my tobii`s voice was unheared. Second, people talking to us should be patient as it takes a lot more time for us to compile sentences or just even words. Third, sometimes - especially with symbol communication methods - we can`t express exactly what we want. Fourth, and this is kind of in connection with the first idea, the volume of speech is just not enough. If I try to use my tobii in a crowded pub for example I am sure that I wouldn`t be able to communicate successfully. Fifth, depending on the communication device used, nature can be a drawback. What I mean is the with the tobii outdoors communication is very hampered in direct sunlight. Plus rain isn`t a friend of these devices either. Sixth, probably the most sophisticated way to communicate is to type everything in but this is the slowest method as well. Seventh, talking about the P10, it is a portable computer. But when moving about with it, the unit covers the view up in front of the user. Eight, unfortunately, because of our conditions we, disabled people, can`t do certian things. Sometimes it is difficult to understand the situation for young children.
These are the things popped into my mind. I will think about some more later.
Chris
pro tobii user
Hi Chris. You're very helpful. Thanks. I never thought about people ignoring a communication device's voice because of automated announcements and things like that, but it makes sense! I often have to say things like "Excuse me, she just said something to you."
One thing about the time it takes to respond, and listeners being patient, which might help other people...
On Thursday I did one of my talks in a first grade class. They had been asking questions about one particular student that uses a dynavox and a single switch to communicate. Because the student was older (3rd grade), and felt comfortable in the classroom (she had had the same teacher for 1st grade) I asked her to come in with me. She helped answer some of the questions, and while she was navigating to the answer, I explained to students what she was doing to get to the answer. After our presentation, she allowed students to use her switch. I brought them to a page with numbers and just asked them to get the number 100. She demonstrated how to do it, and then I held the switch for students to get to the number. They didn't even have to go to a different page, they just had to scan to one button, and they were ALL missing it, and getting frustrated, but it helped them to realize how important it is to be patient. It also helped them see how skilled she was compared to them.
I would suggest this activity to anyone trying to explain that you need patience as a listener.
When I talk to kids about disabilities, I never use the word "can't." Instead, I say "it is hard for him/her to." Kids can understand that and relate to it more. In fact, a lot of times, I'll start with writing a really difficult algebraic equation on the board. I'll ask the kids to answer it, and they can't. Rather than being nice, I'll say things like, "You don't know the answer? That's really easy for me!" Then I'll suggest some things that are easy for them, but not easy for me. It just shows them that for everyone there are things that are difficult and things that are easy.
Chris, you said it is difficult for young children. I have to say, once children are taught by me, they're great. They usually get it. They might need some additional information, but its not too bad. Adults are the ones that I have the most trouble with. Oh my goodness, there have been some difficult ones, that just don't get it!
I like the other information you gave Chris. Thank you. I will use it.
I'd love any other ideas people have.
-Jess
Ok, after writing that long essay, I just thought of one more thing.
I've had students with yes/no responses that I wanted to teach to children. One thing that's really worked well is to have the children watch the example, and then try it themselves. It helps them remember it.
I also did this on Thursday. I told the kids that they could always ask the student a yes or no question, and I had her show her "yes" response. (moving eyes up and down) Then I asked all the kids to try it. They were terrible at it!! It made both my student and I laugh to see them. We did the same for "no" (eyes side to side) with the same results. Another example of her being much better at something than them.
Ok. That's all for now!