ERIC EJ1002117: The Central Role of Expectations in Communication and Literacy Success: A Parent Perspective

2005·0.16 MB·English

by  ERIC

Fall 2005, Vol. 2, Num. 1
The Central Role of Expectations in Communication and
Literacy Success: A Parent Perspective

Bonnie Mintun
Independent Researcher and Special Education Consultant
Davis, CA

Abstract: The author chronicles the search My daughter, Anna, a young woman of 21, is
for augmentative and alternative in the process of learning to use augmentative
communication (AAC) technology for her and alternative communication (AAC)
daughter Anna, who is now age 21. Though technology. Our family’s search for AAC
Anna has severe cognitive, visual and tools and strategies for Anna provides the
orthopedic disabilities, a more significant chronology for this article. The ups and
obstacle to finding a functional AAC system downs of our journey through the years
has been low expectations of her capability. provide the basis for my conclusions and
Because Anna could not perform prerequisite lessons learned. Were my husband, Tim, and I
skills for using even basic systems, more to have the opportunity to raise Anna all over
sophisticated technology was not tried for again, the main thing we would change would
years. However, because her rich experience be expectations for her communication
of inclusion had led Anna’s parents to have ability. Had we more fully acknowledged the
“unrealistic” dreams for her, they insisted that communication skills she already used, and
Anna try more complex devices. Anna’s had we believed she ‘had it in her’ to learn the
subsequent success with the Vanguard™ and rest, the effect on her life would have been
the Vantage™, by Prentke Romich Company, significant. There is no reason to despair.
supports the author’s conclusion that Anna’s resiliency, and that of others having
prerequisite skills should not be used to severe and profound cognitive disabilities, is
restrict access to AAC. In many cases, remarkable. Once released from the trap of
sophisticated technology may be just what low expectations, and provided with the
people with the most complicated teaching they deserve, these students are free
impairments need. Though Anna is still not to grow into the unique individuals they were
fluent with her AAC device, the competencies meant to be.
she has demonstrated with it are way beyond
anything she had been able to show with less The beneficial effect of high expectations on
complex technology. She has also gained a children’s performance has long been known,
new sense of Self, through communicative but low expectations are still prevalent,
assertiveness and a higher social regard by particularly for students with severe cognitive
others. Anna’s experiences should serve as an disabilities. Why do many educators and
example for many underserved people who therapists continue to base their
could benefit from AAC, including individuals recommendations on the most cautious
with apparently severe and profound predictions for a child with disabilities?
cognitive disabilities. Sometimes it is based on the idea of not
wanting families and students to “get their
Keywords: Communication, Cortical vision hopes up” and be subject to disappointment.
impairment, Inclusion, Severe disabilities However, this misguidance prevents parents
from having dreams for their children, and
dreams are the foundation for hope and for
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Fall 2005, Vol. 2, Num. 1
action. Encouraging families to accept that inclusion as “supported education”. They
their children will not progress beyond a insisted on teachers seeing the difference
certain level is the main practice which assures between adults doing things “for” Anna and
that they won’t. peers helping her “do it herself”.
Inclusive Education It wasn’t only the peers who knew imaginative
ways to include Anna meaningfully in school.
In order to fully understand our efforts to Once teachers got past their initial fears, they
help Anna find her voice, it is necessary to applied their creative curricular skills to Anna.
look at her life in the context of her Her second grade teacher, with special
educational and community experience. education support, used Anna’s abnormal
Though challenged with multiple disabilities, EEG at sharing time to talk about the brain.
including cerebral palsy, a seizure disorder, In third grade the classroom teacher,
and cortical vision impairment, Anna has countering the stereotype of helplessness, cast
grown up attending regular schools and Anna in the role of heroic rescuer of the
recreation programs in our community of drowning prince. The band teacher turned the
Davis, California. Recently, she has moved bass drum on its side, so Anna could play it
into her own apartment in the community, from her standing frame.
through the benefit of supported living
services. In retrospect, it is clear that this During these inclusive elementary school
context of inclusive school and community years, we not only learned about the spirit of
has played a major role in our call to high children and teachers, we also learned about
expectations for our daughter. Anna’s spirit and personality. Had she been
placed within medical model strictures, we
After considerable advocacy struggles, Anna might have had to remind ourselves that our
was allowed to attend her neighborhood child with severe disabilities HAD a
school instead of the county’s developmental personality, that not everything she did was
center, using special education support in the related to her impairments. Thankfully,
kindergarten classroom. Tim and I were both Anna’s personality insisted on being noticed
special education teachers before Anna’s for what it was. She revealed that her interest
birth, and we believed in our state’s directive in music wasn’t just because it made her
for least restrictive environment. Anna’s happy. Her attraction to woodworking
elementary school years were full of projects wasn’t because they were basic and
wonderment for Tim and me. We were “hands-on.” Her interest in enigmatic poems
impressed with the astute observations of wasn’t just a mystery. Rather, singing and
children, and felt relief in their perspective of dancing, using technical equipment, and
life. This is not to say that these weren’t also curiosity about language were emerging as
years of great difficulty, due to our interests to be fostered. In a setting other than
“unrealistic” goals and the challenges a regular school, we might have seen these
presented by our only child, but we were interests primarily as therapy tools or
always soothed by the other students’ fresh incentives for compliant behavior.
“take” on Anna. Who else would speak of
her as “lucky” to get a purple wheelchair, The opportunity to choose electives in junior
when she could no longer walk by herself? high and high school made education even
Who else would throw a party when she’d more flexible for Anna than in her elementary
made it to one year without a seizure? The school years. Just as for the other secondary
children intuitively understood the meaning of students, there were many subjects from
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which to choose. Among other courses, Anna software on her computer. Meanwhile, we
was able to take World History, Drama, were also becoming aware of other assistive
Weight Training, Modern Dance, Auto Shop, technology items, and we made a good
Biology and Photography. Within the six or purchase: some large “jelly bean” switches to
seven class schedule each day, there was activate Anna’s cherished tape player and
always a period or two of resource room work radio. She loved having this technical control
with special education staff and students, of her environment, limited as it was. And for
providing the best of both worlds, general and my sake, I was glad Anna could now make
special education. This also created regular something happen on her own. I felt that if
opportunities for Anna to touch base with her one more person asked me if she understood
childhood friends with disabilities, important “cause and effect”, I would definitely lose my
relationships to sustain. composure.
Search for Communication Methods Anna’s friend Nicholas, who could use his
speech-generating device very well to speak
Parallel to our family’s advocacy work for his mind, was inquisitive about why Anna
inclusive education, we were constantly didn’t have a device like his. I never knew
striving to figure out how Anna could expand what to say. I felt like I ought to explain that
her communication, beyond body language, she wasn’t yet able to use one, and that she
facial expressions and the sounds that she couldn’t even point to a picture of a cat or a
made. The earliest method that held some house when asked, and that she really was so
promise for her was sign language, but she far behind in her learning that it would never
had a lot of trouble using her hands in certain be possible. But I couldn’t say those things.
formations, so she only learned about six How could I? In spite of my discouragement,
signs overall. Communication boards didn’t I felt like I still didn’t really have a clue about
work well at first either, whether photos or Anna’s capabilities. Eventually Anna did get a
drawings were used. Anna wanted to grab the few simple voice output devices, one after
pictures no matter how firm we were in another, into which her classmates could
directing her to point to them. Finally we record things they hoped she’d like to say.
realized that if she were to grab a picture of These devices, one of which got mounted on
what she wanted and give it to us, we could her wheelchair, were good for supporting
use that as her system. Anna responded well, inclusive participation. A peer could prompt
off and on, to this choice board and we used Anna to say the Pledge of Allegiance, or to
the method over the course of several years, take her turn in reporting the weather. This
with quite a collection of laminated photos of didn’t seem to have anything to do with real
objects. One day Anna just wouldn’t use the communication, but it didn’t matter anyway,
board anymore. I took a lot of fresh pictures, because Anna rarely used these devices of her
of new things in her life, but this did not make own volition, except as something tactile on
any difference and she pushed the board which to tap a beat.
away.
Asking Questions, Questioning
Early alternative computer keyboards looked Assumptions
promising, so we bought equipment for home
use and set up a learning station just for Anna. It was slowly occurring to me that we really
This attracted the neighborhood kids, which should start questioning current assistive
was fun, but Anna remained apparently technology practices in the same way we had
indifferent to the wealth of imaginative questioned special education practices. I kept
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Fall 2005, Vol. 2, Num. 1
thinking about the rich literacy-filled borrowed dynamic screen display device with
environment Anna had every day at school, me and asked the doctor whether he thought
and the wealth of social communication that Anna capable of using something like this,
swirled around her in her community. By given her visual processing disability and
now, I believed she was taking it all in, and I severe developmental delay. He looked at me
was afraid we were running out of tools to try and said, “I think she should have whatever
that she could use to express herself. I still works.” His words floored me in their
didn’t realize that attitude and lack of simplicity. Was he suggesting that we actually
expectations might be the biggest obstacle to operate on a basis of common sense? I
overcome. I wanted to learn more about some chuckled at the apparent incongruity of using
of the sophisticated devices that children like common sense to guide us in the pursuit of
Nicholas had been using, and began to unrealistic goals, but it really resonated with
wonder if Anna could learn to use one. We me. This man’s matter-of-fact point of view
inquired, but specialists gingerly let us know was liberating, and in retrospect I should have
that we were being unrealistic about our expected it from him. He was the one who
daughter’s limitations. According to them, not always asked Tim or me questions like,
only had she not shown enough motivation to “Where do YOU think Anna has the best
communicate, she certainly couldn’t use a field of vision?” “Do YOU think her delayed
complex device until she had learned basic response is due to vision processing?” He said
communication skills and was able to follow we were the ones who knew her best and he
directions. Hearing that, I should have known needed our observations. CVI, like language
that being called “unrealistic” could once impairment, is very complicated and he didn’t
again indicate that we were on the right track. mind telling us he couldn’t determine exactly
Might it be that assumed truths about how Anna processed visual information. I
communication prerequisites were wrong? decided to view language processing in a
Might it be possible that the developmental similar way, with respect for how much is
model, like the medical model, could hinder unknown, and with trust in our own
teaching rather than promote it? Ultimately, perspective. I became adamant about finding
even if we weren’t on the right track, what AAC people who would evaluate Anna in a
harm would it do to try? A standstill like this more open way, listening to her family,
in communication isn’t about being able to assuming her competence, admitting they
order a pizza or not. It is about self- don’t know everything, and looking for
preservation, possibly even about one’s soul “whatever works”.
living or dying. With something this crucial at
stake, it is only fair to think in terms of what In the process of my search, I was encouraged
Anne Donnellan in 1984 called “The Criterion to learn that a number of researchers and
of the Least Dangerous Assumption”, a clinicians had been voicing concern about the
guideline we adopted when deciding school imposition of prerequisites for access to AAC
placement: “When we cannot be sure, because and communication training (Kangas &
we have too little information, we should base Lloyd, 1988; Reichle & Karlan, 1985). Reichle
our efforts on assumptions which, if wrong, (1991) refers to a lack of data supporting the
will have the least dangerous effect on need for prerequisites: “Despite this lack of
outcomes” (Donnellan & Leary, 1995, p. 15). evidence, some interventionists persist in
demanding cognitive prerequisites. As a result,
I decided to take Anna to see her a learner may be forced to learn inappropriate
ophthalmologist, a specialist in neurological and non-functional series of tasks aimed at
(cortical) vision impairment (CVI). I took a teaching presumed cognitive prerequisites, or
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Fall 2005, Vol. 2, Num. 1
a learner may be prohibited from receiving steps for us. From the start, we knew we had
any communication instruction at all” (p. 41). the right people, since they treated Anna with
great respect, and were not bound by
This was indeed a sinking feeling of déjà vu convention or preconceived expectations.
for me. In looking for information about Tim and I watched as they tried different
AAC, we were in yet another situation in devices and access methods with her, all in the
which the field practices were clearly lagging context of enjoyable activities and un-
behind research-indicated best practices. pressured interactions. Sadly, even though the
Earlier, when Tim and I were seeking school hours they spent were engaging for Anna, we
inclusion for Anna, authorities seemed still didn’t see her perform or prove herself in
unaware of the concept of education in the any way. Our hopes were once again on hold,
least restrictive environment (LRE), even until we understood with great relief that
though it had been directed by the Federal these new people weren’t concerned about an
Government more than 10 years prior impressive performance or quick “proof.”
(Education for All Handicapped Children Act Instead, they were looking for clues as to what
of 1975). There was also a more insidious Anna’s best modes of learning might be, and
aspect to both of these roadblock situations, for her attraction to various technologies.
and it should be mentioned. Even educators They were looking for the best way to teach
who were well versed in LRE philosophy had Anna to use a device that would give her
assumed the policy did not refer to students access to the most language possibilities. The
with the most severe disabilities - “those evaluation process and reports were the first
kids.” Now, I was recognizing similar we’d seen with such a positive emphasis on
conclusions being made regarding the use of teaching. In the past it felt like assessment
AAC, for which “those kids” were not conclusions came from mere exposure to
considered candidates. Enjoying the company technology, implying “either you have it or
of our intriguing daughter, it often slipped my you don’t.” These new sensitive and sensible
mind that she belonged to the historically assessments, and the menu of teaching
most devalued category of citizens: individuals methods they offered, helped to change our
with cognitive disabilities (Wolfensberger, view of Anna’s potential as an AAC
1975). But that reality once again hit me in the communicator.
stomach, and I knew I’d better keep it in
mind, even when trying to enlist the support Five years ago, based upon several thorough
of other AAC users, who had struggled for evaluations and a videotaped trial period,
years to prove they were not cognitively Anna received funding for a Vanguard
impaired. dynamic screen display device by Prentke
Romich Company. The Vanguard is a speech-
Gaining Access to More Versatile generating device with a language system
Technology called Minspeak, or Unity, which enables
AAC users to create original sentences “from
Fortunately for Anna, we met experienced scratch.” It has a selection of voices, which
leaders in the field of AAC who were use ‘Dectalk’ to speak the words. The amount
cognizant of best practices and unwilling to let of instruction required to learn Unity
IQ scores, behaviors or appearances prevent completely depends on the student’s
students from having a go at high tech individual needs and experience. In the past,
devices. I recruited several of these teachers and therapists had been hesitant to
innovators to evaluate Anna’s language and show a device like the Vanguard to Anna,
communication skills, and to recommend next because of her severe cognitive disabilities and
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Fall 2005, Vol. 2, Num. 1
unpredictable visual processing. However, my icons - all 45 of them on a page - fascinating
experience now convinces me that this is to Anna, but her visual attention was
exactly the kind of technology a student like summoned each time they “jumped” while
Anna needs, because of these complicated pressed. It was as if she was glad to see what
impairments. she was saying. She saw not only icons, but
words, because text is included above or
Greater Competence Revealed below each icon that represents it. Anna’s
attending span was easily extended it seemed,
In training with the Vanguard, Anna was by the ever-changing screens of icons as she
shown how to direct select, using the dynamic navigated through her pages. People with CVI
screen feature in which one page is linked to often see objects more easily when the objects
another. The sentence-based utterances were are moving (Roman, 2004), and this device
pre-programmed for her, based on what was addressed that fact as no other had, even
known about her interests. After weeks of though the icons were only one inch square.
teaching and experimenting, Anna was able to
recite by herself, “I want to listen to music. We could tell that the aspect of predictability
Play a tape. Earth, Wind and Fire.” She was was important to Anna from the start, in the
so excited that she repeated this sequence placement of her icons on the new device.
over and over, pointing to different musical Again, with the challenges of CVI, familiar
selections as desired, as if delayed movement activities and things are often more attractive
had never been a problem. As I described than novel (Roman, 2004), so it is no wonder
earlier, Anna did not form these sentences predictability mattered to her. Anna counted
herself, but in uttering them independently, on the icons being in the exact same place on
she demonstrated more enthusiasm and her core page and the other pages she used, so
competence than we had ever seen. Indicating much so that she would become upset if
the above musical choice took Anna six somebody decided there was a “better” place
separate hits, navigating rapidly through four to put them. Stability of icon location proved
changing screen displays. She was able to use to be crucial for Anna’s motor planning.
similar sequencing patterns in a matter of
weeks, allowing her to ask for her treasured The Vanguard’s voice, specifically the Dectalk
candles and incense, and asking everyone who voice “Ursula”, seemed to appeal to Anna far
came to our house, “Do you want to dance?” more than friends’ digitized voices. With the
There were other surprises as well. We had Vanguard, she could predict what she would
been told for years that Anna’s inability to hear each time, acquire more of a sense of
point her finger indicated the need for a large control and have a voice to hear as her own.
icon target area; that her CVI required at least As for not being able to point, this was solved
two inch x two inch size icons; that her degree by a 45-square key guard, a clear plastic grid
of cognitive delay meant using no more than that allowed Anna to perch her index finger
four to eight icons per page; and so on. just below an icon square, in order to rock her
Anna’s new skills with the Vanguard, even isolated finger tip in and press the selection.
though inconsistent, changed all that. Here she was, learning how to point while
learning how to communicate. One
The first important feature of this device for prerequisite after another was going out the
Anna was its back lit screen. Whereas paper window!
overlays on her other devices were of little
interest to Anna, the Vanguard’s screen
captivated her. Not only were the colorful
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Fall 2005, Vol. 2, Num. 1
Versatility: The ‘High Tech’ Inside the Expanded Interaction and More
Device Meaningful Inclusion
I believe versatility is the best way to think Even though Anna’s use of the Vanguard
about a dynamic screen display device, rather fluctuated unpredictably, we could see that
than assuming the linear definition of high her communication was indeed far more than
tech, as in “cognitively advanced”. Complexity choice making. Anna liked finding keys for
and sophistication are other words applied to asking questions and making comments, even
such devices, but in my experience these though still using the questions and comments
words refer to technical aspects, which don’t that others programmed for her. She liked
automatically require a particular cognitive hitting the key that had been freshly
level for the user. Years of cognitive effort are programmed to tell me something about her
expended by the inventors and researchers day. Though late in life to begin learning
who create the language system, and design, AAC, it was beneficial that she was still in
build and program the devices, but in the end, high school when she got the device, because
the complexity on the inside does not have to her peer tutors were quick to learn how the
be reflected on the outside, in the screen that device worked and happy to provide
faces the communicator. Technology like the appropriate teenage vocabulary. Teen AAC
Vanguard is so versatile in its options, that it users who are at the mercy of polite parents
can be introduced in many ways and at any and teachers for their vocabulary may not be
age, so that student and teacher have all the given enough opportunities to complain or to
tools at their fingertips, allowing them to insult friends, as their peers like to do, so it
proceed through a completely individual path was good that her friends gave Anna a way to
of learning. This can include the opportunity say negative things. Negativity can be very
to begin with full language, rather than use it motivating to young people with newfound
as a distant goal. control in communication. “This is pissing me
off!” became a favorite, as well as “You don’t
Through Anna, we have learned to leave our understand!” and “Whatever!” Unfortunately,
fear of technology behind. I’m convinced she has said “Will you please shut up!” and
another reason “high tech” items are not “Leave me alone!” at completely
always in the evaluation tool kit has more to inappropriate times. Then again, who hasn’t?
do with teacher, parent or therapist
intimidation than with user capability. It isn’t In academic classes, Anna’s new technology
fair to project this fear onto a child who might helped her participate more meaningfully.
be very comfortable with technology. Cousins Though she didn’t do biology curriculum at
Kevin and Logan were nine and eleven when anywhere near the same level as the other
Anna got her Vanguard. They learned in students, her teacher was now able to call on
about ten minutes the basics of using it and her and she could at least say something.
programmed their own jokes for Anna to tell. Johnny, her assistant in biology, might help
The demeanor of all of them was not that of her form a comment pertinent to the subject,
trying to fathom a complicated device. Rather, or then again, she might reply on her own,
the effect on these three young people was of “This is pissing me off!” The reaction to
looking at something fascinating that could be Anna saying that statement in class would
even more fascinating, once they got their surely show her the power of her spoken
hands on it. words.
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Fall 2005, Vol. 2, Num. 1
I visited one day in auto shop to take some There is a difference between AAC goals for
pictures and was able to surreptitiously participation and those for communication
photograph Anna balancing a tire on her skills. As long as we know the difference, both
wheelchair tray, with the help of Libby, her are worthy goals. It was during the resource
peer tutor. The teacher aide who supervised room periods that Anna was able to receive
was showing Anna and Libby how to spell more communication training with her device,
“lug nut” on the Vanguard. Here was my another convenience of the secondary school
daughter referring to lug nuts, something schedule. The practice time was not her
immediate and personally meaningful, saying, favorite, as she didn’t always respond well to
hearing and spelling it on the spot in the auto the sequencing repetitions. During these
shop garage. What a sight it was! They were times, it was more stimulating for Anna when
able to do this because every Vanguard page peer tutor Marcus helped her write letters or
Anna uses has a link to a spelling page; any create short reports for her classes by using
word at all can be included when forming a her Vanguard connected to the computer.
sentence. Because of the Vanguard’s With Intellitalk word processing software,
versatility, instruction can occur in context, Anna heard and saw what she was saying, first
almost anywhere, even when changing a tire. on the Vanguard and then again on the
Again, as Laura “Dollie” Meyers (Meyers & computer in enlarged font. Marcus helped her
Horton, 2001) has reminded us, “Teaching is print out the sentences, reading them to her as
the missing key. During most training for she looked at the report. Her delight showed
professionals specializing in Assistive that she was tuning in to the power of her
Technology, there is no focus on printed words. We began to see that Anna
implementation. Courses just address would be approaching AAC and literacy in
choosing the ‘right’ device…Extensive, her own unique way, or not at all. We had to
intensive teaching during implementation is live with this, even though it meant instructive
the key to success.” activities had to be highly motivating to her in
order for her to do well with them.
As a lover of music and dance, Anna has
always enjoyed being in performances. Drama Expanded Expertise: Internet Friends
class in high school was the ultimate, because Who Use AAC
now she had the Vanguard with which to say
her lines. In one student-scripted scene, Anna When I was worried about Anna’s obsessive
played a young woman, jilted by her repetition of phrases or words, another of her
boyfriend. In another play, she portrayed the habits with her new device, I emailed several
voice of God. In yet another, she got laughs AAC mentors. The internet and email provide
as a mother who yelled things at her daughter, an indispensable resource: direct contact with
such as, “You ungrateful brat! How could you other people who use AAC. Edwin “Speedie”
talk to me like that?” These were pre- Marrero (personal communication November
programmed lines that Anna needed to 10, 2000) replied ironically, “The best advice I
deliver at just the right moment, a difficult can give you is practice, practice, practice! I
task for someone who has failed for years at used to spend hours just playing with the
turn taking. Peer tutor Maria sat on stage at keyboard. I memorized words I used all the
her side, helping Anna with cues and tapping time. I didn’t use sentences at first.” Indeed
her elbow if she seemed “stuck” (Donnellan motor planning - turning voluntary into
& Leary, 1995). automatic movements - appears to be a key
focus that works for Anna in learning to use
her device.
Assistive Technology Outcomes and Benefits / 38
Fall 2005, Vol. 2, Num. 1
When Anna first started using her Vanguard, interact. One of the low tech items that is still
we contacted Snoopi Botten (personal in her life is the one hit recorded button
communication, October 13, 2000), a (talking picture frame or jelly bean switch),
Vanguard user who is also an ingenious attached to various pieces of furniture in her
software developer and musician, with some environment. By the back door one says, “I
questions about the changes we saw in our want to go outside.” On the game shelf one
daughter. Here is what he said: “The key is says, “Will anyone play Twister with me?” By
expectations. I see it everywhere. If someone her bed another says, “Hey, I’m awake!”
has very low expectations, they not only don’t Anna likes to use a multi-level message
give a person a chance, but they create an recorder to sing the lines of a song. She
environment that only validates their carries a yes/no/alphabet board in her
preconceived expectations. The problem is wheelchair pack. Each morning she goes over
people don’t even realize they are setting up her schedule with a wipe-off board of icons
the situation so it won’t go beyond what they and topic words that outline her day.
expect. Anna and her Vanguard is a good Occasionally Anna also uses an eye gaze
example. Before she had her Vanguard, there frame or a clear rectangle of plexiglass to
were things that were never tried just because dwell with her eyes on what she wants, as
the expectations weren’t there. But now her indicated by icons, words or photos.
Vanguard is slowly changing people’s views
and the expectations are slowly growing.” Since her ability with all of her AAC tools
fluctuates, Anna also relies heavily on her
Snoopi’s observations about the change in vivid facial expressions (e.g. eyes wide open
expectations for Anna really made us think, meaning something hurts), body language (e.g.
especially when he asked if we thought Anna mock-biting of her hand indicating
could be using a Vantage, which is a smaller, frustration) and mobility (e.g. moving toward
more convenient version of the Vanguard. something in answer to a question) for
(The Vanguard weighs 6 lbs. and has a 12 inch communication. She uses different vocal
diagonal screen, while the Vantage only sounds to indicate emotions (e.g. a soft hum
weighs 3.5 lbs. with an 8 1/2 inch diagonal means she’s pleased, a throaty groan means
screen.) When the Vantage came out, we she’s getting angry). I believe we should honor
hadn’t even thought of showing it to Anna, anything Anna uses to indicate her needs and
because it seemed impossibly small for her to moods, without trying to replace it with
see. After Snoopi prompted us with his something we think might be better. Initially
question, we were humbled when Anna tried we didn’t understand this and tried to
the smaller device and selected keys with no “streamline” all of Anna’s communication
difficulty at all, pointing to icons that are 3/4’ into her device. In so doing, we confused her.
by 3/4 ‘ in size. Eventually she was able to get For example she stopped using her precarious
a Vantage, and that is what she is learning on “yes” and “no” hand signs, which were almost
today. working consistently for her. We won’t make
that mistake again. A low tech method may
Using All Levels of Technology work better than a high tech one, depending
on the situation.
All the discussion about versatility of high
tech does not mean the exclusion of other Language and Literacy Support
types of AAC. By keeping ourselves aware of
what works for Anna, we have observed that The versatility of the Vantage is what allows
she wants to use all kinds of means to complete flexibility in teaching approaches,
Assistive Technology Outcomes and Benefits / 39
Fall 2005, Vol. 2, Num. 1
and also the ability to program easily, if implement the computer both as an access
changes are needed. Anna began her tool and as a personal meaning tool; that is, to
Vanguard training with a combination of use the technology to provide access to
Unity core vocabulary, and a linking of speech and text, link it to their personal
custom-created pages. Recently, SLP Kristen meaning systems, and thereby allow them to
Newman Carroll has begun skillfully guiding participate in the natural processes of
Anna, and those who support her, through language learning” (Meyers, 1994, p. 260).
the Unity language system, focusing on
building sentences completely from the core Support staff helps Anna create books with
page, rather than linking to pages and using topics of special interest to her, like dreaming,
one-hit sentences. Anna’s progress continues flowers in nature, medical equipment and
to fluctuate all the way from periods of playing the drums. Also, some of her favorite
obvious competency to days in which she authors’ books and verses have been
barely touches her device. It is probable this transcribed to her Vantage and her computer.
would have been easier for Anna to learn, had Our next task is to set up controls so that
we started from the beginning in this way, but Anna can independently come into her
that is water under the bridge, and it is bedroom, wake up her eMac, find her current
important to remember that the Vantage can favorite book in Intellipics® Studio, made with
eventually be used in any way that works best her own iPhoto illustrations, and recite it out
for Anna, including her previous loud, turning the pages with the click of her
combination approach (core word-based page, switch-adapted mouse.
plus linked custom pages) for different types
of conversation situations (Higginbotham, In poetry Anna has shown us the most
Lesher, Todman, File, & Wilkins, 2002). Also, effective tool of all with which to draw her
as one of her evaluation team members has into reading and writing. Rhythmic, rhyming
put it, “She had 16 years without a fantastical poetry is still the thing that catches
consistently effective communication system. her ear and focuses her attention. Caroline
She should have at least that long, if she needs Musselwhite refers to poetry’s attraction in
it, to learn what she needs to learn.” (K. this way: “Poetry for Life: At the highest
Weber, personal communication, March 18, levels, poetry helps students express who they
2000) are, a possibility that is especially empowering
for students who are non-speaking”
Anna’s present life in Davis includes a (Musselwhite, 1995). Cousins Kevin and
volunteer job at a local health clinic, weight Logan have recently used Garage Band
training at the athletic club, and a beginning software on Anna’s eMac, to make a CD of
choral group, using Snoopi Botten’s (2005) rhythmic/harmonic tracks over which Anna
new software to program her Vantage to sing. can recite her own rhymes. Anna and her
Anna’s schedule still also includes supported team are writing lines, singing lines, and using
education; she is taking a world music class at core vocabulary words to surround the
the community college and a night cooking colorful extended vocabulary that emerges
class for students with disabilities at the adult from their community activities (Van
school. Also included in her day are supported Tatenhove, 2000). We are experimenting with
literacy activities, guided by linguist Dollie a floor stand for the Vantage, so Anna can
Meyers’ approach to computer work with deliver verses between her beats on a real
students who use AAC. In Dollie’s words, drum. Much like she formerly used a standing
“…the keys to effective computer use by frame for weight bearing, she can now stand
children with language disabilities are to at a set of tall conga drums (with someone
Assistive Technology Outcomes and Benefits / 40