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The article below is from Linda Hodgdon, M.Ed., CCC-SLP, ABOARD’S speaker at our Fall Conference on Saturday, September 24, 2005 (8:00 am – 4:00 pm) at the Embassy Suites Hotel (550 Cherrington Parkway, Coraopolis, PA 15108). See our website at www.aboard.org for details—or call the ABOARD office at 412-781-4116 or 800-827-9385. The full day event is entitled “Visual Strategies: The Key to Improving Communication, Behavior, and Social Skills”
As a new school year begins, most students 'go with the flow." They embrace everything new or different. Changes in rules and routines are mastered quickly. But most important, typical students quickly understand the transparent information that is a part of a new school year.
Our students with communication or behavior challenges may not transition so easily. One of the reasons they have difficulty is transparent information. Transparent information refers to what we understand because it is obvious or we assume it. We just figure it out.
Giving information helps handle change
We know that students with learning challenges benefit from preparing for something new.
Taking them a few days early to view a new classroom or meet a new teacher helps reduce anxiety.
Creating a schedule for the first day of school will give students a sense of stability in a crazy new environment.
But there is more information that we don't think about telling or teaching or explaining.
Assuming and Presuming
We do a lot of assuming and presuming. We assume students understand. And we presume they figure out why or why not or what is different or what will be the same. They don't.
In fact, lots of the transition challenges we deal with can exist because we have assumed a student understands more than he really does. What is obvious to us may not be obvious to him.
Is everyone going?
Here is an example:
My grandchildren recently moved to a new house. Their parents did a wonderful job of preparing them. They took photos of the old house and the new house and the boxes stacked in the dining room.
They took the children to visit the new house to look at their new bedrooms and plan where their furniture would go. They pointed out moving vans so the children could anticipate what was going to happen on moving day.
Then one day my granddaughter became teary eyed and asked what was going to happen to the dog. Of course, he was moving too. Everyone else had made an assumption that she did not. But the important point is that she had enough language and communication ability to ask the important question.
Many students cannot do that. Even if they have a lot of verbal language and seem to communicate capably, they may not be able to ask the right questions to get the answers to their inner concerns and confusions.
What is the same and what is new?
So now what? We need to look at the environment through a different set of eyes. Don't assume a student will perceive things the same way we do. The start of a new school year can create multiple changes we don't even think about.
People can look different. Consider people's physical changes when someone loses a tooth, has a growth spurt, puts on weight, has a baby, or changes a hairdo.
Where are people? Did they move? Are they gone forever or will they be back in a few weeks? Are they in a different classroom?
Did the environment change? New seats on the bus? Will he have the same bus driver? Tile changed on the hallway floor? Did the Speech Teacher move to a new room?
Last year lunch was at 11:15. This year it is at 11:30. Will it be like that for the whole year? Will we eat lunch in the same place? Will the lunch ladies be the same people?
Become a detective
The list of questions can go on and on. Our biggest job is to discover the thoughts and observations and the questions and concerns of our students.
Don't forget, reviewing what will not change can be just as important as discussing what will change.
And here is the most important part. . .
Make it VISUAL! Write some little stories and explanations. Take photographs to talk about. Draw pictures. Make a little book about my new bus or my new class or my new whatever.
If it is really important to them, verbally telling them is not enough. When it is visual, students can look and discuss and review many times to help them understand and adjust.
It is great to give students information about the big changes that occur. But don't forget to become a detective so you can identify the little things. . .the transparent things.
Just remember. . .whatever is of interest or concern to the student is worthy to communicate about in a visual form.
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