Date Created: 6/10/2016
Posts: 5
Kelly is a self-employed consultant and trainer in assistive & educational technology. She started out her working career as a teaching assistant, and has worked as a special education teacher, instructional media specialist, and as a assistive technology consultant at the school, state and university program levels. She works as a consultant to programs, schools & families in implementing assistive technologies for communication and literacy. Kelly also presents nationally, teaches university and online courses and also works with a variety of assistive technology companies in the industry. She has her BS in Special Education from Millersville University in Pennsylvania & her MS in Educational Technology with an emphasis in Rehabilitation/Special Education Technology from the Johns Hopkins University in Baltimore. She has pursued continuing education & research in Urban Education & Adult Learning at the University of Wisconsin-Milwaukee, and is a PODD Certified presenter. You can find her at www.kellyfonner.com In addition to her professional affiliation with people with complex communication needs, Kelly has people in her personal life that use and have used assistive technologies and this has molded and shaped her career and presentations over time. She firmly believes that information about this field is at its greatest value when represented from all perspectives and this has brought her whole-heartedly to the Communication Matrix Community of Practice.
Presumed Competence hit me hardest when I felt it's impact on a family member.
My sister-in-law Kay was the oldest of the sisters and brothers in my husband's family. After their mother passed away, as many first children do, she assumed the role of family matriarch. She refused...
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In a story about one student, Shelly shares so much about Presuming Competence in all the students that we work with on a daily basis.
There's a wonderful Ted-X Talk from Shelly Moore in which she describes one of her first experiences as a high school special educator with a student with autism, sensory disabilities and intellectual...
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Presumed Competence is the basis of this state-wide project in Pennsylvania
Project MAX was developed to raise expectations for students with the most significant needs and disabilities through the core principal of presumed competence. The purpose of Project MAX is to increa...
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Modeling on an AAC system to a child is not only a great strategy for building skills in the child, but it is also a silent signal to everyone else around that you "presumed competence" in this child.
I want to share this wonderful article on modeling. It really helps to have CORE vocabulary and tangibles available "on the spot" to use while communicating "TO" our learners. I especially like #2: ...
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Presuming Competence put into Action
An Online training from Cheryl Jorgenson gives you the nuts and bolts of how to do this in instructional settings. It's always great to talk about presumed competence, but Cheryl puts it into action f...
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Many teachers require their college students in communication disorders or child development classes to complete a Communication Matrix online. Please have your students use the Test Drive site for this purpose. You may ask them to print out the Profile and Communication Skills List as proof of their work.
The only way I know that he wants something is because he fusses or whines when he's unhappy or uncomfortable, and he smiles, makes noises or calms down when he's happy and comfortable. Does this statement describe your child?
She doesn't come to me to let me know what she wants, but it's easy for me to figure out, because she tries to do things for herself. She knows what she wants, and her behavior shows me what she wants. If she runs out of something to eat, she will just try to get more, rather than trying to get me to give her more.
Does this statement describe your child?
He knows how to get me to do something for him. He uses some of the kinds of behaviors below to communicate:
Does this statement describe your child?
Each question you will see is related to a certain message that your child might be able to express using a variety of behaviors. Read the question and decide whether your child is able to express the message described using any of the listed behaviors. If the answer is YES, then you must also decide whether your child has mastered the use of each behavior or whether it is still at an emerging stage. Check either the mastered or emerging box next to any behaviors your child uses to express the message. Use the following definitions to decide whether a behavior is mastered or emerging
– Does this independently most of the time when the opportunity arises
– Does this in a number of di erent contexts, and with di erent people
– Does this inconsistently
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Only does this when prompted or encouraged to do so. Only does this in one or two contexts or with one person.
Each question you will see is related to a certain message that your child might be able to express using a variety of behaviors. Read the question and decide whether your child is able to express the message described using any of the listed behaviors. If the answer is YES, then you must also decide whether your child has mastered the use of each behavior or whether it is still at an emerging stage. Check either the mastered or emerging box next to any behaviors your child uses to express the message. Use the following definitions to decide whether a behavior is mastered or emerging
