#145 - Thoughts From a Nonspeaking Autistic on Communication and Literacy

06/08/21 • 36 min

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She was denied access to appropriate educational opportunities and a robust communication system for the first 18 years of life. But now, she has a degree in education policy and is a grad student studying curriculum instruction. A self advocate shares what it was like to live with trapped thoughts for 18 years and what was helpful and harmful on her journey toward communication and literacy.

About the Guest: Jordyn Zimmerman, B.Ed.

Jordyn is a graduate student of education at Boston College studying Curriculum and Instruction with an emphasis on severe disabilities. Before graduate school, she completed her bachelors degree in education policy at Ohio University, as well as a minor in communication studies, and certificate in law, justice, and culture. She founded the seventh inclusive collegiate cheer team in the nation under Generation Spirit (formally The Sparkle Effect), served on the student senate, and was a finalist for the National Speech and Debate Association Student of the Year. She was a public policy intern for the National Disability Rights Network in Washington DC, and served as mentor, teaching assistant, and art instructor for an autism school for over 3 years.

As a nonspeaking autistic student who was denied access to effective augmentative communication until she was 18 years old, Jordyn has personal experience challenging the educational status quo. An avid advocate, Jordyn is on the board of directors for Communication FIRST and is passionate about ensuring every student is able to access effective communication and exercise their right to a truly inclusive education. Follow Jordyn on twitter and visit her website to learn more about Jordyn, including links to her publications, information on speaking engagements, and media appearances.

About the Guest: Jordyn Zimmerman, B.Ed.

Previous Episode

#144 - Emergent Literacy Strategies with Cortical Visual Impairment

Despite what research tells us about time learners need in emergent literacy environments, learners with CVI and significant disabilities are often expected to immediately jump into conventional strategies. This episode shares emergent literacy strategies, specifically in writing, for learners who have difficulty seeing and who have significant physical impairments.

About the Guest: Gretchen Hanser, PhD

Dr. Hanser has worked in the field of assistive technology and literacy for students with significant disabilities for over 20 years. She is an educator and an occupational therapist. Her primary focus has been on augmentative and alternative communication and literacy for students with the most significant disabilities. She has worked in a variety of educational settings developing model classrooms, developing school based assistive technology centers, providing teacher and related service provider trainings, participating in assistive technology assessment teams and working directly with students and staff in the classroom. Gretchen has taught university classes and presents nationally and internationally on these subjects. She is currently the Director of Assistive Technology at the International Academy of Hope in New York City.

Links to Mentioned Content

Articles for Closing the Gap
Comprehensive Literacy for All by Karen Erickson and David Koppenhaver
Article by Karen Erickson on what to do everyday with emergent learners (coming soon)
Order of teaching phonological awareness (coming soon)
Teachers Pay Teachers alphabet book
Jane Farrall’s Pinterest page and blog post

Next Episode

#146 - Literacy Series Recap

In this final episode of the literacy series, Kim shares how she is implementing into Miranda's literacy instruction what the guests have taught and what she has learned from the book Comprehensive Literacy for All.

Along with specific episode/guest mentions from the series and page references from the book Kim shares:

How at the beginning of the series it was confusing to understand the way literacy and communication were and were not the same when using a speech generating device.
What happened when she learned and implemented strategies for emergent rather than conventional stages of literacy development.
What types of lessons she is using to teach the emergent writing areas of working with words, and writing with full keyboard. What types of lessons are being used to teach the transitional strategies of shared reading, independent reading, word study, and reading comprehension.
What was the easiest and what has yet to be tried.

The take away is to think of the elements of a comprehensive literacy program (as listed on page 205 of the book) as several buffets. Each buffet has several teaching options. To get started, simply go to the buffet and put something on your plate. When you are ready for more, return and grab more. Give yourself and your learner grace. Just start with one thing. Bite what you can chew. Repeat.