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Sandy
10/5/2015 8:13 PM
I just had to share this picture of my boys this evening. The little guy, Finn, is 3 years old (typical vision and hearing) and his older brother, Liam is 6 years old (deafblind). Liam uses Tactile American Sign Language. The boys are sitting at Liam's homework table. I am in the other room getting Liam's reading homework to bring to the table. In the meantime, Finn took over my chair and told me he was 'teaching' Liam. He was trying his best to tactile sign with his brother independently...If you look closely, you can see the little smiles on both faces. Isn't communication awesome! What a gift:)
Does anyone have any tips or neat experiences to share on including peers/siblings in the communication process??
Here is a link to a previous post I wrote about the homework table:
http://www.pathstoliteracy.org/strategies/homework...
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Siblings are powerful! I know because of my own sister, Melody, who remains one of my greatest teachers and friends. Melody has complex communication needs but despite her obstacles, she lives in a home of her own, has a part-time job, attends church and fully participates in the world around her! Thanks for sharing your life and work with us Sandy! Siblings can be some of the best communication partners and allies!
Amy Parker - 10/6/2015
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This is such a lovely photo capturing a moment between them! It truly is important to bring sibs into the communication process. From my experience, they learn very very quickly how to support communication with the use of symbols or other means. I am amazed, too, at the natural patience and understanding exhibited by siblings. At our school, we've held some fun sibling events (such as ice cream, movie night, or other activities) with some symbol vocabulary available (including switches, choice boards, commenting boards) to keep things interactive! :)
Karen Natoci - 10/6/2015
I LOVE the idea of including and supporting siblings--How awesome that your school has hosted those events!!
Sandy - 10/6/2015
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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.
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He knows how to get me to do something for him. He uses some of the kinds of behaviors below to communicate:
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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
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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
