CONTEXT-DEPENDENT • Linguistic Skills: Expressing and understanding language, learning and using vocabulary, reading, writing, and spelling. • Dependence on Context: AAC users at this level rely on structured environments, familiar partners, and known topics to successfully communicate and engage. Recognizing these distinctions helps tailor Sidney’s support, ensuring her continued communication development. NAVIGATING LIFE AFTER GRADUATION: KEY CONSIDERATIONS As Sidney transitioned out of the school system, her parents found themselves contemplating how to best support her ongoing development. With no formal school structure to rely on, they focused on the questions that would guide their approach to ensuring Sidney continued to thrive. These thoughtful reflections shaped their efforts: 1. How can we continue fostering Sidney’s communication development now that she is no longer in the school system? With school behind her, Sidney’s parents sought ways to maintain and even enhance her communication skills, ensuring she continued to learn new vocabulary, practice her communication device, and improve her interactions. 2. What steps can we take to help Sidney become more actively engaged in her community, given the limited opportunities available for adults with AAC? Recognizing that community engagement was more challenging after graduation, they explored ways to create new opportunities for Sidney to participate in meaningful activities and raise awareness about AAC within their local community. 3. How can we support Sidney in building and maintaining meaningful social connections outside of school, especially considering her preference for passive activities like watching TV? Sidney’s parents understood the importance of her maintaining social relationships, so they looked for ways to help her interact with friends and peers, offering opportunities that felt natural and enjoyable to her. 4. What strategies can we implement to balance Sidney’s personal growth, community involvement, and social interactions, while respecting her pace and preferences? Above all, Sidney’s parents aimed to strike a balance between supporting her development and giving her the flexibility to engage in activities as she felt comfortable, ensuring that these efforts were sustainable and suited to her needs. By reflecting on these key questions, Sidney’s parents
were able to create a plan that supported her holistic growth—fostering her communication skills, strengthening her community connections, and maintaining her social relationships in a meaningful way with her support team. SIDNEY’S EDUCATIONAL AND MENTORSHIP JOURNEY As Sidney transitioned out of the traditional school system, her educational journey evolved into a multifaceted approach that not only continued her learning but also empowered her to teach and mentor others. Together, as a team, we developed a series of flexible programs that were tailored to Sidney’s goals, supporting her growth and fostering a strong learning community.
“I wanted to be a teacher. I like to help people.” - Sidney Daswick
1. Teach and Talk was originally designed to empower Sidney to teach and mentor others in a relaxed, creative environment. The concept was inspired by an idea from Sidney’s high school compensatory education teacher, which emphasized the value of sharing knowledge in an informal setting. Working with her support team, Sidney would collaborate during tutoring sessions to brainstorm and develop engaging lesson ideas. These lessons were then filmed and posted on YouTube and a dedicated website, giving Sidney the opportunity to connect with others while sharing what she had learned. The program focused on a no-pressure approach, emphasizing purposeful practice over performance, ensuring that each session contributed to Sidney’s growth in a supportive learning environment. Although Teach and Talk no longer exists, the experience allowed for growth and adaptation, helping Sidney and her team understand what works best for her and her community moving forward. 2. Tutoring became a way for Sidney to mentor other AAC users at a local school district. She prepares for each session by working with her parents, care providers, and speech therapist, practicing her approach and refining the content. Although there were challenges in figuring out the logistics, such as who would help her prepare for the sessions and assist with transportation, her strong support system worked together to find solutions. With a clear plan in place, these hurdles were overcome, allowing Sidney to lead the tutoring sessions at the school. Through this process, she not only helps students see what they can achieve but also demonstrates the value of teaching using the same tools and methods they are learning to use. Sidney’s role as a mentor highlights the importance of real-world application in learning and the power of peer-led teaching, showing that with the right support, meaningful participation is always within reach. 3. AAC Zoom Cast was created to offer engaging learning
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