Overcoming "Learned Helplessness"

In the previous blog posts, I've discussed resources and tools to teaching mathematics. The next blog posts will discuss how to integrate augmentative communication in the classroom, home and community. 

Teachers need to recognize that some students may have developed a pattern of learned helplessness through years of disempowerment. Providing students with a voice can be very powerful; however, many initial augmentative communication users do not know what to do with their newfound power. Therefore, teachers must be able to identify learned helplessness and provide support to overcome the passive responses of students who have yet to learn that they can exert control over their environments. 

Strategies teachers can use to overcoming learned helplessness:

• Build a daily expectation of communication through specific activities such as choosing the activity during recess, picking a book to read, or identifying where to eat lunch.
• Construct a brief daily report to parents that is communicated by the student.
• Allow natural consequences to occur and provide avenues for repair. This includes setups that alter the environment to provide less support or sabotage.
• Provide for choice making whenever possible that requires the student to use his or her augmentative communication system.
• Provide powerful phrases on the device for students to reject or protest something

The next blog post will discuss how augmentative communication can be integrated into the IEP. 

Sources:
Dell, A., Newtown, D., & Petroff, J. (2012). Assistive technology in the classroom . (2nd ed.). Upper Saddle River, New Jersey : Pearson Education.