Vous êtes sur la page 1sur 3

Completing the assessments and spending time with Taryn (S.A) has been an interesting project.

Initially, I wondered if she would benefit from a more specialized placement. Her disabilities are quite severe and she is attending a general education kindergarten class with assistance. As I read the other case study students and their placements (most in specialized settings) I wondered about her placement. I love inclusion but her teachers have no special training and that concerned me. As I finished the case study assignments, I was surprised at her results. Her delays are obvious and she is unable to participate in many classroom activities. However, I think her programming is appropriate and she appears to be doing well, considering the extent of her disabilities. The peer interaction assessment in particular really opened my eyes. She only attended school two mornings that week and she had many interactions. She read with others, went to gym with others, shared snack time and went on brain break walks. The interactions were so positive and the other students displayed genuine empathy and kindness. Her aide even stepped away from her a few times to allow the interactions to flow more freely. These interactions showed the positive side of full inclusion. She is learning to tolerate her school community and the other students are learning to understand and include her. It was touching. I plan to share the preferences assessment and the video clip of Dr. Van Dijk/Kira with my teaching staff. During the preference assessment, Taryn did not make typical choices but she did choose. In watching Dr. Van Dijk, the way he initiated conversation was beautiful and uncommon. The way he listened to Kiras body language helped me in trying to listen to Taryns choices during the assessment. This is very important to me and I would love to watch his videos

during a staff in-service. I think it is essential that students such as Taryn (and Kira) are listened to and their attempts at communication not be ignored. The choice map was also surprising to me; Taryn is non-verbal, I assumed she made very few choices. In actuality, her vocalizations allow her to make many choices! The format of the map focused my observations and assisted in adding more choice making opportunities into her daily routines. Her communication matrix results were as I expected. She is at a point of trying to transition from verbalizing unhappiness and refusing objects/activities to requesting specific objects and making choices. The matrix was helpful in selecting communication goals. Taryns team was discussing the implementation of a calendar system utilizing her new tactile object card system when I completed the calendar assignment. They had been planning to use a half-day calendar until I completed the checklist. Taryn is only ready for an anticipation calendar. The team decided to delay starting a calendar system until Taryn became more familiar with her symbols and receptive to handling them. An anticipation calendar will be introduced in the near future. Taryns programming team, for the most part, do not have specialized training in regards to instructing students with VI/MI. However, Taryn is showing growth in all areas and learning to function within her school community. The team is passionate about Taryn and her education. My assessments confirmed their programming choices are aligned with current best practices. For Taryns continued progress, the assessments suggest the following activities may be beneficial:

1. Taryn should continue working on learning her tactile object card system, including the introduction of a calendar (anticipation level) 2. Taryn should continue to engage in social interactions with her peers (interactions should be charted regularly to track growth and assist with planning) 3. Choice making opportunities should continue to be expanded throughout her daily routines (adding one to two new opportunities at a time until she understands and makes a choice consistently) 4. Taryn should be encouraged to use a conventional wave to greet and say goodbye (hand over hand, moving to physical prompt) 5. Regular staff in-services should be given on topics such as initiating conversations, calendar use, symbol communication systems and planning for positive peer interactions.