"Because I have a Voice"

The topic of learning for this week was Collaboration, so we discussed Individual Education Plans (IEP’s) as well as learning disabilities and language impairments. We talked about our stuttering and learning disability simulations and the “so what” of each. As always, reading the book is highly ineffective as a learning tool because I just get bored and overwhelmed with information. If I could somehow get the text read to me, I think it would be easier. I think if I also generate real-world applications or students that this information would help, I would be better able to remember what I read. I think by also asking more involved questions in class and explaining concepts to my peers I’ll be able to remember and apply what I’ve learned.

I found it especially helpful that our professor is finally giving us real experiences and strategies she’s used to help her clients. One interesting strategy she shared is how to fix a communication break down. Asking “what” doesn’t show where the breakdown happened (where the confusion or misunderstanding is), rather we should ask “show me.” The latter question pinpoints exactly where the misunderstanding happened and leads to less frustration between whomever is speaking. It was also helpful to know the signs of speech and learning impairments (ex: students who wander) and how to ensure they understand the directions (get their eyes, use multiple cues, and send emails to parents). With these strategies I feel more confident to apply them to my classroom and EI practice.

So what? When we learn about these disabilities we better understand the communication break down and we can understand that regardless, they still have a voice. 

Bonus: With the speech and language impairment presentation I wanted to know more about when certain sounds should be achieved by what age. So I went to Pinterest and found this handy chart from a speech therapy blog. Yay!