Train up a child in the way he should go: and when he is old, he will not depart from it. Proverbs 22:6
Training Teachers and Peers
It is important for the voice of each individual to be heard in our homes, communities and religious environments. The follow are more complete videos for training and modeling of ways in which this can be done. Different circumstances and teachers may find different ways more useful. *NOTE: Keep in mind, if your child or individual you work with has been labeled with an intellectual disability we have no idea what these individuals are capable of! Believe in them! You will not know the potential and capacity of an individual if you do not believe in them.
The following is a training video on understanding individuals who are nonverbal. Additionally, this video gives tips on how to give options to different individuals in a way that can help them be successful. This is a video recording of an actual training for peer helpers and parents/adults. Nonverbal and limited verbal individuals were present and help with the demonstration. A special thanks to all involved!
TEACHER DELIVERS OPTIONS
In this video the teacher delivers a lesson, ask all the questions, and administers the options to students who need them to communicate responses.
PEERS DELIVER OPTIONS FOR THE TEACHER
In this video, peers write and deliver the options for the teacher. The teachers suggest the two options. With planning, peers can pre-plan options if that will help the flow better. Additionally, peers can be trained to on the spot think of options and ask the individual/their peer, if he or she would like to comment or answer questions during a lesson.
The second video shows peers teaching the lesson and delivering the options. For congregations where the peers teach each other, this can be one way to make sure all are included and peers take responsibility to watch out and include each other or all members.
OTHER ADULTS DELIVER THE OPTIONS FOR THE TEACHER
Here the adults, mainly parents, deliver options for the teacher. In some places, the parent often becomes the student's communication partner.
Beukelman, D.R., Mirenda, P. (2005). Augmentative & Alternative Communication. Baltimore: Paul H. Brooks Publishing
Mukhopadhyay, S. (2008). Understanding Autism through Rapid Prompting Method. Denver: Outskirts Press, Inc