• Welcome
  • For AAC Users
  • For Parents
  • For Educators
  • For Providers
  • Blog
Menu

NWACS

Street Address
Seattle, WA
Phone Number
Northwest Augmentative Communication Society

Your Custom Text Here

NWACS

  • Welcome
  • For AAC Users
  • For Parents
  • For Educators
  • For Providers
  • Blog

Remote Learning - Fall Edition

October 3, 2020 NWACS
Remote Learning - Fall Edition

Remote Learning - Fall Edition

by Sara Jerger, MS, CCC-SLP (Speech-Language Pathologist); NWACS Contributor

Back in July I wrote my first blog post for NWACS. The topic of that essay was how we managed to provide services to students who use AAC during the spring COVID-related school facilities closures and racial justice uprising. I knew I would be writing again in September, and I assumed I would be covering the re-entry into school - how to catch up with students, how the relationships and communication with families that we forged in the spring had been carried over as a component of my practice, how anti-racism is something we are talking about explicitly and embedding into our practice.

Instead, it seems as though we are living through Groundhog’s Day where one day runs into the next. But if I take a closer look, I can see that things aren’t really the same as they were in the spring. Our services are more robust. At the very least, the communication that was forged between providers and families in the spring is indeed making things easier this fall, and while I can’t say that we have moved into an era of anti-racism curriculum, we are at least having conversations about equity.

I am approaching a return to services this fall with rigor, humor, and flexibility. I have started with my usual core word lessons based on Zangari’s Tell Me curriculum and, honestly, in some ways I think they are more engaging than usual because each student has an individual screen to see the animations and hear the sound effects up close and personal. I push into student “classrooms” (i.e. Zoom meetings) and the benefit is that I am modeling for both school staff and families. I have never had that kind of opportunity before and I see it as a huge benefit to working under pandemic conditions.

In addition to live lessons, I am posting asynchronous (recorded) videos for families who can’t access live instruction or who want repetition. Access is a huge issue with remote learning, especially for our students with disabilities. Asynchronous learning is one way to address that.

When in the building, I would have a whole packet of things to put on classroom walls, hallway walls, and information for staff about the next group of focus words. Since we are not in the building, I am sending out a parent information packet. I am glad that I have this opportunity to work with families so closely. It is forcing me to increase my family communication and communicate with families in a way that I probably should have been doing all along.

Additionally, my district has an AAC Task Force of which I am a member, and we are hosting monthly AAC office hours. These will have a short presentation covering the basics of AAC (why does my student need AAC, modeling, core words, etc.) as well as a Q and A format. NWACS board member Margaret Edwards is spearheading these efforts, and I am grateful for her leadership.

We know that students with disabilities are members of the distinguished category “those furthest from educational justice”. The spring closure exposed existing inequities in our students’ lives, and the Black Lives Matter movement is forcing a social reckoning for our country (finally). What I find missing from the conversation is a discussion on the intersection of disability and race. We know Black and Brown students are disproportionately identified as having a disability. What are we doing about it? What opportunities does the pandemic offer?

I am pushing myself to think about how we uphold justice and maintain safety. I have many questions and very few answers. How do we keep our students with complex needs engaged AND safe? How do we respect the health of staff who serve these students? How do we foster anti-racist practices and acknowledge the intersection of disability and race in our work? What do our families need to feel like school is a community that respects their needs and cultures?

The pandemic offers an opportunity to re-think our practices and make fundamental changes in the systems they uphold. It’s time to work as a community to offer strategies for change and answers to these questions. What practices are you changing or starting to ensure your students are receiving safe, just, and engaging services during this period of remote learning? How can we ensure those practices are maintained when buildings are re-opened?

Comment below to join the conversation.


Related:

lessons from remote learning.png

Sara.png



In AAC Implementation Tags remote learning
← AAC Spotlight: Margaret Edwards, MA, MEd, CCC-SLPAAC Awareness Month 2020 →

ADD YOUR VOICE!

Are you interested in contributing to the NWACS blog? Click HERE


WELCOME TO THE NWACS BLOG

Collections by topic:

  • AAC and Literacy

  • Communication Bill of Rights

  • Communicative Competence

Browse around or use the navigation tools below to help you find the information that you seek. 1 - This Blog has several main Categories. 2 - You can also look through the Tags. Tags can exist in any of the categories and across categories. 3 - Or use the Search tool ⬇!

CATEGORIES

  • AAC Across the Lifespan
  • AAC Assessment
  • AAC Awareness Month
  • AAC Best Practices
  • AAC Education
  • AAC Implementation
  • AAC Organization
  • AAC Spotlight
  • AAC Systems
  • AACademics
  • Advocacy
  • Assistive Techonology
  • Awareness
  • Language
  • Let's Talk AAC
  • New Discoveries

TAGS

  • AAC
  • AAC abandonment
  • AAC across the lifespan
  • AAC advocacy
  • AAC and Literacy
  • AAC awareness
  • AAC awareness month
  • AAC collaboration
  • AAC community
  • AAC device
  • AAC families
  • AAC in Early Intervention
  • AAC preparedness
  • AAC professionals
  • AAC rep
  • AAC Rights
  • AAC skills
  • AAC stories
  • AAC supports
  • AAC users
  • access
  • accessory
  • acquired conditions
  • acute care
  • advocacy
  • allyship
  • app
  • approach
  • Autonomy
  • awareness
  • basics
  • Bilingualism & AAC
  • birth to 3
  • book
  • collaboration
  • communication
  • community involvement
  • competencies
  • conference
  • cultural awareness
  • device trials
  • disability etiquette
  • Emergency Preparedness
  • family
  • funding
  • goals
  • interview
  • mental health
  • mindset
  • multi-cultural practices
  • myths
  • neurodiversity
  • reading instruction
  • remote learning
  • research
  • resource
  • school
  • shared reading
  • shared writing
  • strategy
  • symbols
  • Team Collaboration
  • tool
  • transition
  • troubleshooting
  • vendor
  • webinar
  • writing instruction
Donate to NWACS - NWACS is a nonprofit organization run solely on volunteer power! Your donations help us: to cover our operating costs, to grow our events and outreach, to provide conference scholarships, and more! Thank you for your ongoing support
 
Blog RSS

Subscribe to our Mailing List

Northwest Augmentative Communication Society (NWACS) will use the information you provide on this form to be in touch with you via email to provide news, updates, and marketing.

You can change your mind at any time by clicking the unsubscribe link in the footer of any email you receive from us, or by contacting us at info@nwacs.info. We will treat your information with respect. For more information about our privacy practices visit our Disclosures Page. By clicking ‘Sign Up’, you agree that we may process your information in accordance with these terms.

We use MailChimp as our marketing automation platform. By clicking ‘Sign Up’ to submit this form, you acknowledge that the information you provide will be transferred to MailChimp for processing in accordance with their Privacy Policy and Terms.

Thank you!

© 2016-2025 Northwest Augmentative Communication Society