Date Created: 5/27/2017
Posts: 5
I am an Educational Interpreter in North Carolina. I graduated from Gardner-Webb University in 2012 with my B.A. in American Sign Language with minors in English and Interpreting. My interest in supporting people with deafblindness began in 2010 at a workshop on Support Service Providing for Deafblind Adults. Since then, I have volunteered at several events hosted by the North Carolina Deaf-Blind Associates as well offered support to adults with deafblindness in the community. For the past three years I have been interpreting for a student with CHARGE Syndrome. This June I will complete my Deafblindness Graduate Certificate from East Carolina University. I learned sign language because in pre-school there was a boy who used sign language. The interest stuck! I found out years later that my little counterpart actually had CHARGE Syndrome. Picture Description - a headshot of a young woman with fair skin and large green eyes is pictured to the left of the paragraph. Her hair is tightly pulled back and she is smiling. She is wearing a black shirt with black squiggly embroidered designs. The background is of several muddled shades of grey.
This post gives some background information on my student Marcos and I so that my next few posts will make more sense.
This week I will be sharing with you the top four gems I found while facilitating and developing language with my student who has CHARGE Syndrome. I have permission from his parents to talk about the ...
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Learning that Marcos wanted to hear even though it was uncomfortable and how the audiologist turn down the background sound.
The Desire: Hearing Marcos' parents made the choice to implant their son with a cochlear implant, not once, but twice! I knew it was a top priority for Marcos’ parents that he try to learn to hear....
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Remembering to model language before expecting it.
The Desire: Independent Use of Expressive Language As many of us know, our learners are trying to communicate with us but we do not always know what they are saying. Or in many cases, it seems our...
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This post talks about some strategies that can helped us understand Marcos and teach him that his communicative attempts do mean something.
The Desire: Expression Through Sign We wanted Marcos to move away from non-conventional ways of expressing himself and toward the use of sign language. The Challenge: Understanding "Marcos Sign...
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We are supporting Marcos through high-level of success strategies to help him learn to read.
The Desire: For Marcos to Become a Reader Marcos loves to look at books. For as long I a have known him, books have been something he likes to do on his own and with others. He likes the pictures ...
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The only way I know that he wants something is because he fusses or whines when he's unhappy or uncomfortable, and he smiles, makes noises or calms down when he's happy and comfortable. Does this statement describe your child?
She doesn't come to me to let me know what she wants, but it's easy for me to figure out, because she tries to do things for herself. She knows what she wants, and her behavior shows me what she wants. If she runs out of something to eat, she will just try to get more, rather than trying to get me to give her more.
Does this statement describe your child?
He knows how to get me to do something for him. He uses some of the kinds of behaviors below to communicate:
Does this statement describe your child?
Each question you will see is related to a certain message that your child might be able to express using a variety of behaviors. Read the question and decide whether your child is able to express the message described using any of the listed behaviors. If the answer is YES, then you must also decide whether your child has mastered the use of each behavior or whether it is still at an emerging stage. Check either the mastered or emerging box next to any behaviors your child uses to express the message. Use the following definitions to decide whether a behavior is mastered or emerging
– Does this independently most of the time when the opportunity arises
– Does this in a number of di erent contexts, and with di erent people
– Does this inconsistently
–
Only does this when prompted or encouraged to do so. Only does this in one or two contexts or with one person.
Each question you will see is related to a certain message that your child might be able to express using a variety of behaviors. Read the question and decide whether your child is able to express the message described using any of the listed behaviors. If the answer is YES, then you must also decide whether your child has mastered the use of each behavior or whether it is still at an emerging stage. Check either the mastered or emerging box next to any behaviors your child uses to express the message. Use the following definitions to decide whether a behavior is mastered or emerging
