As educators we focus on providing the effective intervention strategies, materials, AAC/AT tools and supports that promote active participation, learning and success for our students with severe speech and physical disabilities in their academic and social development. Along with our efforts to put all of this in place it is equally important to focus on systematically fading adult support so that our students develop independence as learners and problem solvers with as much opportunity for uninterrupted student to student interaction as possible in both academic and social contexts.
Promoting independence requires the well-coordinated efforts of many, including peers, and the sharing of information among all involved. This includes information regarding the student’s communication modes and tools, other assistive technology devices and tools, interaction strategies and additional accommodations that allow the student to participate more independently. In order to systematically organize this information, we have adapted “The Participation Model”, a tool developed by David Beukelman and Pat Mirenda to increase academic and social participation in inclusive educational environments. The information shared through the use of this framework can occur through adult modeling during structured activities, during naturally occurring interactive activities, or through direct instruction. As peers demonstrate the ability to interact comfortably and reciprocally with students using AAC, incorporating strategies that allow them to work and play together independently, the adults can step back from direct involvement into a more indirect role. From a distance, the adult can ensure that all students are benefiting from the interaction and meeting their goals. When this is successful, it builds independence and fosters healthy relationships among students.
Students who use AAC need opportunities during each school day to function independently. This gives the students a sense of being competent, contributing members of the classroom and school community. This also gives the students a greater sense of their own ability to have control of their achievements and success in school, both academically and socially. The focus for our students is to move toward greater autonomy, independence and self-advocacy.
The student’s educational team members (teacher, instructional assistant, speech language pathologist, occupational therapist, physical therapist, assistive technologist) maximize opportunities for the student to be self-determined in their own education, in their social development, in their communication and language development, and in all activities during the school day, both academic and recreational by:
School playgrounds provide a multitude of opportunities for peer interaction. Recess time provides a natural context for students to develop friendships while engaging in games and activities of mutual interest. These opportunities typically include spontaneous student-created games, social groups where students are just hanging out and chatting, as well as more structured games that can be planned in advance.
Student uses mobility device that allows for safe independent movement and participation at the same level as peers.
Upright, hands-free mobility and level playing surfaces allow for self-initiated movement and equal participation in the game.
Student-initiated games with adapted equipment allow opportunities to express creativity without adult involvement.
Adapted equipment provides balanced participation.
Student has safe independent mobility, creatively adapted to draw in peers for imaginative play.
Visual display of recess activity allows peers to quickly understand the rules, roles and equipment use for the game.
Engineering the environment includes adaptations that staff can make to equipment and to the playground space to make it more accessible for students and to ensure their safety. It is also essential to engineer the play environment and equipment in order to maximize opportunities for social engagement and to minimize the need for adult support. The adults supporting students at recess need to continue to assess activities on a regular basis for equipment needs (appropriately adapted), communication needs, mobility needs and peer interest.
Some of examples of adaptations that can be made to engineer the environment are:
Appropriate upright-mobility and voice-output communication devices promote social orientation and interaction with peers.
With barriers removed and utilizing appropriately adapted equipment, students are able to explore the playground together.
Appropriately adapted equipment allows for safe imaginative play.
In order for our students to have maximum participation and inclusion in recess activities with their peers, it is essential that they have the appropriate assistive technology tools required for independent communication and mobility. For communication, this consists of appropriate high-tech and low-tech communication tools and devices that are easily accessible and programmed with vocabulary appropriate to the recess activity. For mobility, this consists of equipment that allows for self-initiated movement and engagement within recess activities as well as social orientation and interaction with peers.
The adult supporting students at recess needs to assess activities on a regular basis for any additional assistive technologies necessary to meet students’ ongoing communication and mobility needs on the playground.
The Instructional Assistant allows time for students to get to know each other and their varied modes of communication.
The Instructional Assistant encourages consistent peer buddies as a way to increase student’s comfort and confidence in participating more independently.
The Instructional Assistant ensures that peers have knowledge about student’s motor ability and how student can use own movement to manipulate play equipment.
The Instructional Assistant fosters opportunities for students to make their own choices, problem-solve together and negotiate play.
The Instructional Assistant provides support in ways that encourage movement.
Peer interactions on the playground provide a natural context for authentic friendships to build. In addition, peers provide natural supports to students with severe speech and physical impairments thereby allowing the instructional assistant to step back and fade their support.
Through peer relationships:
The Instructional Assistant can engage, educate and encourage peer partners by:
The Instructional Assistant provides support unobtrusively to foster independence and allow peers to provide natural supports.
The Instructional Assistant provides physical support minimally, only as needed, and unobtrusively from behind so peers are facing each other.
The Instructional Assistant employs a ‘wait and see’ approach rather than interrupting peers’ attempts to communicate and negotiate play.
The Instructional Assistant fosters natural peer supports and interactions.
The role of the Instructional Assistant is critical to the success of students with severe speech and physical impairments in inclusive recreational settings. The four key areas of support that Instructional Assistants provide to these students are the following:
While providing support to the student, consider the following:
With the Planning For Independence Framework completed, the environment engineered and assistive technology supports in place, the Instructional Assistant provides support as unobtrusively as possible to foster the independence and autonomy of the students and to allow peers to provide natural supports.
The progression for systematically fading Instructional Assistant support is as follows:
Through peer relationships:
Click on an activity title to read the full description.
What are the opportunities?
What are the potential barriers?
How are the barriers addressed by engineering the environment and providing supports?
What can the instructional assistant do to foster this type of spontaneous student-selected activity?
What are the opportunities?
What are the potential barriers?
How are the barriers addressed by engineering the environment and providing supports?
What can the instructional assistant do to ensure that these kinds of planned games continue to be successful?
What are the opportunities?
What are the potential barriers?
How are the barriers addressed by engineering the environment and providing supports?
What can the instructional assistant do to foster this type of creative play?
What are the opportunities?
What are the potential barriers?
How are the barriers addressed by engineering the environment and providing supports?
What can the instructional assistant do to foster social interactions?
As peers demonstrate the ability to interact comfortably and reciprocally with students using AAC, incorporating strategies that allow them to work and play together independently, the adults can step back from direct involvement into a more indirect role. From a distance, the adult can ensure that all students are benefiting from the interaction and meeting their goals. When this is successful, it builds independence as well as fostering healthy relationships among students.
Fading Support Steps
Example of Fading Support in a planned play sequence:
The students are encouraged to initiate play as the Instructional Assistant begins to step back. Additional students are welcomed into the game and the students are now able to negotiate directly with one another and inform each other about the rules.
The play environment and equipment have been engineered to maximize opportunities for social engagement and to minimize the need for adult support. The activity is familiar to the students, has a clear structure that allows for extended play, and is reciprocal and balanced. These elements lead to an effective social interaction and play experience.
The Instructional Assistant provides information and assistance only as needed to ensure that the play experience is successful and enjoyable for all students.
Now additional students feel comfortable joining in. As the interactions become more student-centered, the enjoyment level increases for all involved.
The Instructional Assistant is skillfully employing a ‘wait and see’ approach rather than interrupting the peers’ attempts to communicate and negotiate play.
The Instructional Assistant has stepped out to allow peers to step in and become active partners sharing in the experience. This boosts the students’ confidence knowing that they do not always need adult assistance.
The students are now jointly focused and interacting toward common goals in the activity.
They have achieved a successful and mutually enjoyable play experience, which benefits all and leads to the possibility of more of these experiences in the future.
Beukelman, D., & Mirenda, P. (2005). Augmentative and Alternative Communication: Supporting Children and Adults with Complex Communication Needs (3rd ed.) Baltimore: Paul H. Brookes.
Janney, R. & Snell, M. (2006). Social Relationships & Peer Support (2nd ed.) Baltimore: Paul H. Brookes.
Hunt, P., Doering, K., Maier, J., & Mintz, E. (2009). Strategies to support the development of positive social relationships and friendships for students who use AAC. In Soto, G., & Zangari, C. (Series Eds.). Practically Speaking: Language, Literacy & Academic Development for Students with AAC Needs (pp. 247-264). Baltimore: Paul H. Brookes.
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