July 7 Perception, Communication and Transitioning

Today in class we worked with Lindsay Welsford. She had us discuss literacy in the framework of perception, communication and transitioning for students with low incidence disabilities. We had circle discussions about how literacy shapes experience for students with low incidence disabilities. We talked about how perception - our understanding of what is going on around us, shapes our identity. It is very important for students with low incidence disabilities to have literacy experiences and for parents, support workers and teachers to foster risk taking and independence as they would with all children/students.

Literacy skills are important for transitioning students with low incidence disabilities. Students change classrooms, schools and go out into the community. It is important for all learners to have basic functional literacy skills. Educators can model, role play, practice, prepare devices, and teach skills that help achieve a level of independence for students transitioning after high school into the community. As part of a team, teachers can incorporate functional literacy into basic life skills training and independent living skills training. As an elementary school teacher, it is important for me to understand how to scaffold this training and to know what we are scaffolding towards in the future - what are the students' goals.

Reading is a key feature of participating in school, community and life. (Book by Leslie Broun)

Doing laundry, taking the bus, depositing a pay cheque, entering a room of people, grocery shopping, communicating understanding, and needs all require basic literacy skills. It is important to work towards building competencies that lead to independence and social success. 

When students transition from high school to the community it is important for them to be able to represent themselves and their abilities to community programs and potential employers. 

Our class assignment for tomorrow is to take a student profile and describe how we would teach them to create a portfolio or resume. Student's with low incidence disabilities can create portfolios and resumes with carefully considered supports in place.