The readings for this week
underline the importance of process and relationship in building a communication
model to include difference. The process of first meeting the different-abled
students and then working with them requires many skills different from those
traditionally used in the education setting. Such skills are less concerned
with systematic learning, but more about negotiating, building genuine
relationships, and fostering confidence. The Communicative Competence Inventory
introduced by Chung and Douglas (2014) shows a collaborative approach based on
four elements that are essential to support students having difficulties in
speech production: students as active communicators, peers as competent
communication partners, family as involved collaborators, and educator as
effective facilitators. The inclusiveness of this model comes from the fact
that it involves everyone in and out of the class setting to become a part of
this learning process. It gives everyone a chance to contribute and provides
ownership in building an effective communication model. It is “empowerment by
difference,” claimed by Kraft and Keifer-Boyd (2013). It is crucial to
understand "the strength of differences and ways to share those strength
for a community of learners" and convey those strength through resources
and strategies.
What has been done so far for the
different abled students and what needs to be done in the future for
them should be examined in depth in order to find out what works and how we can
incorporate successful theories and methods into our individual fields, not
only school settings but also other institutions where learning happen.
Well-grounded understanding is vital in detecting the students’ needs, which
will further enable the facilitator to develop and implement programs to build a platform for the individuals
to fully demonstrate their potentials.
*Food for thought
http://thecreatorsproject.vice.com/show/make-it-wearable-part-1-human-connection
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