Read more
Ten autistic self-advocates share their experiences with alternative forms of communication such as rapid prompting method (RPM) and facilitated communication (FC), both highly controversial. Their narratives document the complexities that autistic individuals navigate--in both educational and community settings--when choosing to use approaches that utilize letter boards and keyboards. While the controversies remain--RPM requires further scientific study, and FC is subject to criticism about confirmation bias--these individuals share powerful stories in the context of aiming for disability rights. The book concludes with a chapter about best practices for educators, particularly for schools and colleges that have students who use these communication methods.
List of contents
Preface
Introduction: From Confession to Declaration (Edlyn Vallejo Peña)
Section 1: Escaping the Institutionalization Mindset
1.¿Finding My Voice Through Typing (Tracy Thresher)
2.¿Popular in the Movies: Larry Bissonnette Becomes Writer of His Life Story (Larry Bissonnette)
3.¿Defiantly Reclaiming My Right to Learn (Amy Sequenzia)
Section 2: A Movement Toward Full Inclusion
4.¿Not Talking Is Not the Same as Not Thinking (Ido Kedar)
5.¿Relentless Hope (Samuel Capozzi)
6.¿Letter by Letter (Dillan Barmache)
Section 3: Triumphs and Obstacles in Navigating the Educational Maze
7.¿Expectations (Henry Frost)
¿8.¿I Am Emma (Emma Zurcher Long)
¿9.¿Write to Be Heard (Philip Reyes)
10.¿I Have my Voice (Rhema Russell)
Conclusion: Research-Based Recommendations for Educators and Therapists ¿(Edlyn Vallejo Peña, Ph.D.)
Appendix: Examples of Approved Augmentative and Alternative Communication Accommodations by U.S. Schools That Have Enrolled Students Who Type and Spell to Communicate
Glossary
RPM and FC Resources
References
Index
About the author
Edlyn Vallejo Pena is an associate professor of higher education leadership and the director of the Autism and Communication Center at California Lutheran University in Thousand Oaks, California. She has published over two dozen journal articles and book chapters in the fields of education and disability.
