A Part Time AAC Using Teacher in an AAC Classroom

I’ve been using AAC a lot at home recently. It feels really good. It feels comfortable in a way that mouth words don’t. Mouth words are stressful even in non-stressful situations. They tend to tumble out of me unbidden and uncontrolled. Ensuring that the correct words come out in the correct order with the correct tone at the correct time.... I can usually manage most of that, but rarely all of it, and it’s a lot of work. And don’t ask me what I said. I rarely have a clue.

Still, although I often text across the classroom or across the building for communication access, I’ve never seen AAC as a viable communication tool in the classroom. What’s frustrating is that it’s not for any practical reason.

It’s feeling like I owe people explanations I don’t want to give for why I’m doing things differently than I used to. I don’t owe anybody any explanation I don’t want to give. “I can communicate clearer this way” is enough. I say that. I’m not sure I believe it.

It’s feeling like I’m sending mixed messages or like I’m not providing a good model for my students and staff of the expectations for language modeling or AAC device use because even when I’m using AAC, I tend to mix it with mouth words. I’m a part time AAC user and that’s hard to explain. (It’s also different from my students who are primary AAC users or my students who use AAC for communication repair.) I understand the difference. I’m still afraid others won’t.

I know the answer, like all the accessibility tools I’ve tried incorporating into my classroom routines this year, is “try it and see how it works for you.” I don’t know why this one feels so different from using mobility aids. Maybe it’s because we teach students to use AAC and we don’t teach students to use canes? Really, that should be all the more reason to do it.

Maybe I’ll try on Monday. Assuming we don’t get snowed out.

Communication Badges: A More Nuanced Approach

I’ve written about Autistic Communication Badges before. My first attempt to implement them in the school environment was a total bust. (I couldn’t find a way to functionally implement it that was both safe and useful.) Quite similar to my first attempt at creating a classroom-wide communication accommodation actually. That one also failed spectacularly.

I’ve also written a lot about trying to teach self advocacy and body autonomy to students with significant needs. I’ve generally been impressed with what my students have been able to learn and demonstrate. But, by a chance of circumstances, I got to see what happened when one of those students left the environment where the staff was trained to respect body autonomy and to support self-advocacy. If those skills remained, they weren’t recognized or respected. I learned that my students did not have the skills to stand up to authority who tried to take away their rights. I also learned that they needed clear, unambiguous tools to use in their own defense.

So, when September starts, I am planning to reintroduce the Communication Badges, with one significant difference. This time, I’m creating a whole class set for teachers and students. For teachers: It will help students understand who is available to ask for help. It will help other teachers/specialists know who is available to talk to (or who needs help). For students: It will help teachers and peers know who is ready and who needs more time. It will let teachers know who needs more support and who needs to be left alone. 

These are skills we need to teach. One of the biggest challenges, especially when working with students who have difficulty with expressive communication and who express emotion in non-standard ways is to find a way to bridge that communication gap so students can find the support they need and reject the support that is unhelpful.

It’s not a cure, but communication badges might just be a start to helping bridge that communication gap in a way that respects all communication.

Queer Eye: A Problematic Relationship With Disability from the Start

There’s a new episode in the upcoming season of Queer Eye that’s getting, well deserved, derision from the disability community for the title “Disabled But Not Really.” The primary frustration I’ve heard is that Queer Eye has steadfastly ignored the Disability community for so many seasons and episodes, and then chose this, extremely problematic, individual to highlight as their one “disabled makeover.”

My argument is simple. Queer Eye hasn’t been ignoring the disability community. They’ve had a problematic relationship with disability throughout the run of the show. 

Many of the individuals they have made over have explicitly said during the episode that they currently have or previously had a diagnosis of depression. Depression is a real mental illness. It is a disability. But the way Queer Eye treats it, giving them a fresh start is the cure. (It’s not.) There’s a reason that the dramatic “after the makeover” parties that end the episode are videos of the day after the intervention, and not a week or month or year later. That kind of intervention is exciting and fresh, but doesn’t have long term effects. I’d love to see them do a “Queer Eye: One Year Later” special and prove me wrong, but without follow-up intervention, the research is on my side.

The other problem the show has with it’s approach to disability is Karamo and his entire approach to the makeover project. He’s a charismatic guy and it’s easy to see why people connect with him. But his fundamental problem is he’s a one trick pony. To look at him, it’s obvious he takes fitness seriously. So it’s no surprise that he uses physical activity to “get people out of their comfort zone” in almost every episode. I recognize that we need that “made for TV emotional moment” for viewership. But the show misses the opportunity, every single time, to acknowledge that the “aha” moment is just the beginning of a much longer process, and that process won’t happen automatically. Every time, the show misses a real opportunity to reduce stigma and provide awareness about mental health resources that could provide long term benefits not just for the individual on the episode but for all people living with mental illness.

Queer Eye has made a start in trying to be more inclusive. They have simply fallen prey to what most of media falls prey to. Lack of representation or consultation within the production team. They don’t know what they don’t know. Much like Karamo only really knows how to get people out of their comfort zone and get that emotional moment using physical tools to get that “aha” moment, the show only knows how to portray a snapshot/momentary intervention. I encourage the show to reach out and partner with groups like NAMI to provide resources and connections that have the power to truly change people’s lives. Queer Eye has the voice. They say their goal is to promote inclusion and acceptance. My hope is that they learn from the feedback they have gotten from the disability community, step up, and use that voice to promote the resources that will create inclusion and acceptance for ALL.

Sexuality in the Special Education Classroom

CN: “sex ed” 

There is no room for sexuality in the special education classroom. It’s a difficult and controversial topic in general education that gets largely ignored in special education. Students with disabilities are either viewed as non-sexual (eternal children) or hyper-sexual (sexual deviants). Those who fall into the first category don’t get sex ed at all. The second group do get sex ed, but it’s “sex ed for special education.” Sex Ed for Special Education covers: public and private - what you can do where, circles of friendship - appropriate behaviors around people you know more/less well (aka not everyone is your best friend), and hygiene.

If you’re wondering where the actual “sex ed” is in that curriculum, that’s pretty much my point. Hygiene is as close as they come to “why my body is changing” and I’ve seen some pretty fascinating misconceptions about how the adult body works from my adult students as a result. But I only knew about it because I was supporting them in the residence in the evening when they were confused and overwhelmed and unable to express it. Most teachers don’t get that opportunity to interact with their students in that setting and most residential staff don’t have the time or training to provide the feedback to the educational staff. (And that’s assuming either side is willing to listen or do anything about it.)

Somebody did ask, at a recent conference I attended on teaching sexuality to students with significant needs, about teaching about sexuality, safe sex, or dating. The presenter dismissed this as a non-issue for this population, stating “if a student expressed an interest in any of these areas we would address it on a 1:1 basis, but it hasn’t come up.” Of course it hasn’t come up. Most of our students don’t know how to ask. It certainly isn’t default vocabulary in anyone’s communication device. Typical students have extreme difficulty talking about it and finding someone who they trust enough to talk to. We are expecting students for whom basic communication can still be a challenge, and who may only have a few people in their lives with whom fluent communication is even possible, to initiate these conversations?

But that won’t change. Because that’s not the point of Sex Ed for Special Education. The goal, like the goal of most special education curriculum, is to get those uncomfortable box 2 students back into box 1 where they make their typical educators feel more comfortable. Without changing that paradigm, sexuality will never be allowed to exist in the special education classroom.

Teaching While Autistic

To the outside world, I’ve had an incredibly successful 10 year career as a special education teacher. (You could argue 20 year career, if you count the time I spent working in residential services before getting my teaching certificate.) But under the surface lies a deeper struggle. A struggle not just with trying to reconcile my professional identity as a special education teacher with my personal identity as an autistic person, but to try to figure out how to survive as an autistic person in the incredibly ableist educational environment.

Part of my problem was, because I wasn’t diagnosed until I was 30, I had no experience requesting accommodations. And since most people still think “wheelchair” or maybe “blind person” when they hear “accommodations” my supervisors had no idea what to do either. (Even at schools for students with autism! Especially at schools for students with autism!)

And so my journey progressed from “how are you going to help yourself” to “We’ll help you” without any clear understanding on anybody’s part (mine included) as to what that “help” was going to look like, or exactly what I needed “help” with.

Should we be surprised that those positions didn’t work out?

So before I try again, it’s obvious there’s something I need to make clear to myself and to my prospective employers. I need to know, in concrete definable terms, exactly what I need from them in order to be successful in the position they are hiring me for. And if we cannot define clear, concrete supports that will make the position successful, either because what I would need to be successful is too abstract or because we are unclear on what would be required, then the position is not a good match for me and I shouldn’t apply.

I’m tired of hiding and trying to pretend there isn’t an issue here. I’m tired of supports that are really just attempts to recognize and fix things after the fact. I love what I do, and I’m not going to give up on my career. But it’s time to find a place where I can do it without pretending to be someone I’m not.

Coping Strategies

One of my personal projects recently has developing a system to track and analyze my energy regulation. I’ve been trying to figure out if I can predict and even out the highs and lows I’ve been having lately with more better self accommodation. The jury’s out on whether I’ve made any significant breakthrough (and that’s a different post) but as always it brought me back to the question of instruction.

I wrote about my emotion-based instructional curriculum a couple of years ago and what I’ve been doing hasn’t changed significantly in the intervening time. But thinking about it from this perspective, there’s an obvious piece missing. There’s an obvious ableism embedded in that curriculum that I didn’t even notice. Nothing there teaches students to recognize the coping strategies *that they are already using.* Nothing there teaches them to understand how they might need to modify their current coping strategies to function more effectively in a neurotypical society. (Which, like it or not, is the one we live in.) It assumed that the student didn’t have any coping strategy (not very likely for my older teen students!) and tried to teach them the ones that neurotypicals thought were a good idea. Yet we know that the  best teaching is building on skills *that are already there* not trying to build new skills without a foundation.

It seems so obvious when I say it like that, doesn’t it? Time to put it into practice!

Autistic Life Skills: Noise Blocking Headphones

Disclaimer: I receive no financial incentive to write this post. I don’t generally post product links because I assume you know how to use google. Sometimes I do, just to make my point clearer. I don’t get any compensation if you make a purchase using those links. The point of this post, as with all of this blog, is simply to share my experience in the hope that it will make education better for the students who come next.

Probably the most common association with autism and sensory challenges are the over-ear noise blocking headphones that many children and adults wear due to extreme sounds sensitivity. I’m not generally sounds sensitive (which is a very good thing since to say my classroom is loud would qualify in the runnings for “understatement of the year.”) However, I do get sound sensitive when I have a migraine or when my anxiety is very triggered. So, after a bit of research on the difference between noise cancelling and noise blocking headphones (I found this article particularly helpful) I decided to invest in a pair of Pro for Sho noise blocking headphones. (Primary positive attributes: under $20 price point and they came in purple!)

They worked exactly as advertised. My husband was able to watch Game of Thrones in the living room while I went about my life in the rest of the house without my being bothered by it in the least. (I may be the only person in the world, but I really don’t like Game of Thrones.) But they also had two other benefits that I didn’t expect, which are the point of this post.

The first was that wearing it seemed to have the effect of dampening all of my senses, not just my hearing. I assume that has to do with the way in which the sensory system is all interconnected. However, I was able to do several cleaning tasks, which are usually very draining due to the onslaught of tactile and olfactory input, and barely notice the effect.

The second, and this was the real surprise, is that I almost immediately started craving the input they gave. (I’m a very strong sensory seeker.) I wore them later in the evening when I was alone in the quiet house just because I liked the way they felt on my head and made the world sound.

I did not anticipate that this type of sensory support would have the same type of psychological benefits as stimming, but it does. I haven’t seen anyone writing or talking about that benefit before, and I think as parents and professional begin to understand the benefits on fidgeting and stimming on the neuro-atypical brain, we need to explain the other use of sensory interventions with that same model. I know it will be part of my explanatory arsenal going forward. (And those purple headphones are going to find a permanent home in my bag!)

Autistic Life Skills: Toothbrushing

Full Disclosure: I don’t get any money for telling you what products I use, like, or don’t like. My opinions are just that, my opinions. There are no product links on this page. I assume you know how to use google.

My goal, in this “Autistic Life Skills” series is simple. To, hopefully, provide a more comprehensive understanding of the complexities of developing skills that incorporate sensory challenges, so that other teachers and parents (and other autistics who struggle with those same skills) might find some guidance to approach the teaching of these skills with less frustration on everyone’s part. Hopefully, a way to end the episodes of “wrestling a crocodile” (as the parent of one of my students describes their nightly toothbrushing routine.)

As a child, I was lucky that toothbrushing was never a battle my mother chose to pick. I thought I was very clever in the ways I hid the fact that I wouldn’t do it from her. I wasn’t; she just chose not to fight me about it. Through the luck of good genetics and floride in the water, I never got a cavity, but that luck certainly had nothing to do with my (lack of) toothbrushing.

I was in my 30s when I stopped getting nauseous and sometimes physically sick at the dentist, because I was able to advocate for myself to not get any flavored pastes (they make me sick) and to skip the floride treatment (the texture and taste - yes I can taste it!) makes me gag.

I was nearly 40 when I finally developed a tolerance for the electric toothbrushes that the dentist recommended. I still hate the Sonicare ones and won’t use them. But I worked my way up with the pulsar ones (the vibrating ones that look like manual toothbrushes) and now can use the Oral-B electric toothbrush (well, the CVS generic version!) They have a smaller brush head that means the vibrational input in my mouth is more localized, and the handle doesn’t vibrate as dramatically, so I get the input (and cleaning power) without my whole face, hand, and arm vibrating, which I never could stand. I’m still waiting for the dentist to tell me that my toothbrushing has gotten good enough that I can stop going every three months. Maybe next time?

Why do I tell that story? Because most of my students do not have the language to explain things as clearly as I just did. And yet, as verbal and generally self-aware as I am, look at how long it took for me to figure it out and find relief. I’m not saying that everyone with sensory challenges experiences dental hygiene the same way I did. I’m saying these are the places to start looking when a student struggles.

Especially when working with an older student, it’s important to recognize that there is likely a trauma component to the resistance to learning this skill. Do your research: what’s been tried in the past? How does the routine go at home? What are dental visits like? For many of our students, it’s a battle of wills with the parent at home, and either restraint or sedation at the dentist office. This is a breeding ground for trauma. You can’t start with sensory desensitization, or do sensory desensitization alone, and expect it to be effective. It might be effective in the classroom if they have a positive relationship with you, but it won’t transfer to the home environment. You have to work with the student and the parent to build trust around the routine and more positive associations.

What does that look like in practice?

We start by getting the student to hold the toothbrush.

Then we work on bringing to their face (any part accepted)

Slowly we work toward bringing to the lips.

Next is getting them to open their mouth.

Once they will hold it in their mouth for a count of 10 we can start putting it in each section of the mouth.

Then work toward top and bottom of each section.

Only after that do I introduce the “brushing” motion.

Some students can and will skip steps.

Some students do better starting with the vibration on.

The vibration scares some students away (like it did me.)

For some students we alternate: do each step without and then with vibration before moving on to the next step.

That’s going to depend on their sensory profile, and also where their sensory regulation is that day. (I know I’m more sensory defensive when I’m anxious or tired.)

Toothbrushing is a challenge, but it shouldn’t be a battle. Take on the challenge, work with your student, but know when to pick your battles and don’t make it a battle you choose to pick.