Documentation – Implementation Plan

Weekly Meeting Log (April 9th – June 22nd)

Week 1 – April 9th – 15th

April 9th:
- Phone call meeting with the school division’s speech pathologist
Questions asked :
What tools does he have at school? :
- Books : to work on combining words (subject + verb, add object later),
personalized print books with velcro images for subject-verb practice
- sign language
- iPad applications (Proloquo2Go, GoTalk)
- Communication boards
- PowerPoint albums using Pictello
- Other games and activities to practice ASL
What is being used the most?:
- Books and communication board
- She wants him to be using his iPad more consistently
Other important information:
- Started going to MB school for the deaf twice a month
- Goes to swim class once a week

April 10th:
- Phone call with classroom teacher
Questions asked:
Who works with him during the day?:
- Same two EA’s since kindergarten
Is he involved in classroom activities?
- Not often
- He does his own thing with his EA’s
How often is he pulled out of the classroom?
- most of the day
Does he have any friends?:
- students are respectful and try to communicate with him but he is often doing
his own thing with his EA’s
How are the parents?:
- they are more involved with the EA’s and specialists
How do you communicate with him?:
- some sign language
- communication boards
- usually communicates with EA’s
April 14th:
- Meeting with the child’s parents:

Journal Entry:
The meeting went really well. I’ve known this family since I was a little girl and I’ve often
seen them at family gatherings but rarely spent a lot of one on one time with them. The
parents were extremely welcoming and kind and were really excited for their son. I
explained in more detail what I needed to do for my project and shared with them what
my goals were and what I wanted to achieve. They were really eager and wanted to
learn how to use the applications. We discussed the child’s wounds, risk factors and
current roles.

Wounds: impaired, rejection, relationships,

Risk factors: expectancy to fail, not capable
Current roles: relationship role (son, nephew, grandchild…), student

They continued the meeting by sharing some concerns:

- The child is becoming more excluded by his peers as he is getting older and they seem
to be less interested in him.
- The child is becoming less confident and overall interacting less with others
- The child is getting used to being with one adult all day and stops interacting with
peers
- They worry that if something were to happen to child he wouldn’t be able to
communicate what happened to a stranger
- They want a more effective communication tool. I explained how the Proloquo2Go
application worked and how it could help him communicate once he developed his
language and was familiar with the application.

I could see how much they wanted their son to be valued and included in activities with
his peers. The boy wasn’t feeling well so I was unfortunately unable to spend time with
him that day. They told me they would contact me as soon as he felt better. Overall, I
was really happy about our meeting and was overjoyed by the amount of support I was
given.
Week 2 – April 16th – 22nd
April 17th:
- Phone call with the Speech pathologist to go over some basic concepts
(communication boards, application, sign language resource)
- spent some time researching and familiarizing myself with the communication tools
and applications available

April 19th:
- Visit at the child’s home in the evening
- Watched some television with the child and his mother
- The child said hello but wouldn’t communicate or acknowledge my presence
- Spent an hour at the house and made little progress

April 21st:
Visit at the child’s home in the afternoon with my boys
- Went for a walk with the boy, his mom and my two sons
- The boy loved making my 7 month old smile
- The boy pushed my oldest son on the swings for a few minutes
- After the walk, the boy went inside the house and watched television
- He was no longer interested in spending time with myself or my boys so we went
home

Week 3 – April 23rd – 29th

April 25th :
- Visit at the child’s home in the evening:
- Downloaded the Proloquo2Go application on the child’s iPad
- Parents and I decided it was important that I try to come on the same day to
keep a routine
- Little interaction with child this evening, he was very quiet and very tired

April 29th:
- Child and parents came to my house for a visit
- We were hoping the child would enjoy interacting with my boys
- We went for a walk and played at the park
- The boy was distracted by the other kids and the play structure
- He paid little to no attention to me but enjoyed pushing my oldest son on the
swing.

Week 4 – April 30th – May 6th

May 2nd:
- Weekly visit:
- tried to interact with the child but little to no reaction
- he enjoyed watching videos of my boys
- I continued to explore the application while he watched television
 - the parents took some time to explore the application Proloquo2Go

May 3rd:
- phone call with speech pathologist:
- explained to me how to modify the settings on the Proloquo2Go application
- reassured me not to push the child until he was ready
- normal for a child to completely stop interacting with someone new
- gave me some tips

Week 5- May 7th – 13th

May 8th :
- Went to the boy’s school for a visit
o Talked to classroom teacher
 No change in classroom inclusion
 Child still spends most of his day outside the classroom
 Hasn’t taken time to look at the communication application
o Was hoping to talk to the resource teacher but she was in a meeting
o Talked to EA
 They are reinforcing the use of the iPad over any other tool
 Trying to prompt him to use the application

May 9th :
- Weekly visit:
- a lot of resistance tonight
- he was not interested in anything I had to do or say
- parents indicated that he had a rough evening the night before and suspected
he wasn’t feeling well

- REFLECTION on week 5:

This week was really hard for me. I was really discouraged after my visit at the
child’s school. This little boy has so much potential and I feel like the school is not
jumping on the opportunity to help him. I was shocked that the classroom teacher had
no desire to modify her activities and lesson plans to accommodate and integrate the
child. It completely broke my heart and I felt so frustrated that he was being so
devalued and treated poorly in his classroom. This boy is just as important as anybody
else in the school. I think teachers get so overwhelmed and bombarded with the
administrative and divisional expectations that they forget why they’re really there. I get
that our classrooms are overflowing and we have a hard enough time keeping up with
everything that is expected of us but it does not mean that a child should be left behind
because of it. One of my goals for next year is to observe how students with disabilities
are treated and talked about by school staff. I want to be a voice for these students and
start making small changes in the school.
Week 6- May 14th- 20th
May 16th:
- Weekly visit:
- Im trying to find ways to bond with the child so I brought my oldest son for a
short visit
- The boy was really excited
- He showed him his bedroom and his favourite toys
- He smiled at me a few times and waved goodbye
- He gave my son countless hugs!

Week 7- May 21st- 27th

May 23rd:
- weekly visit:
- the boy was very disappointed that my son was not with me
- we spent some time looking at pictures of my boys on my phone
- I took the opportunity to show him on the Proloquo2Go application the
different objects we saw in the pictures of my son
- He was starting to warm up to me
- We spent a good 20 mins trying to find objects on the application that were in
the pictures

Week 8- May 28th – June 3th

May 27th :
- Goldeye’s game with the family
- we brought the iPad to find objects around the baseball diamond
- I showed him the bathroom symbol when he needed to go to the bathroom
- he asked to sit beside me at the game

May 30th :
- weekly visit
- We made so much progress today
- he was happy to see me!
- we played his favourite video game
- we played a game using the Proloquo2Go application with bubbles
- we used the bathroom icon when he needed to use the restroom

May 31st:
- phone call with speech pathologist to share how much progress we had made in the
last week
- I also shared my concerns about the classroom teacher and school in general
- discussed the possibility of professional development for staff on inclusion

Week 9 – June 4th – June 10th

June 6th:
- weekly visit:
- played the bubble game again
- worked on using the icon yes and no
- played his favourite video game

Week 10 – June 11th – 17th

June 13th:
- pool evening:
- spent some time around the pool
- he was very open to using his application
- we found words to describe how he felt about swimming
- we practiced using yes and no
- he was prompted to use the bathroom icon when he needed to use the
restroom

Week 11 – June 18th- June 22nd

June 19th:
- school visit
- Quick conversation with resource teacher
 Shared my experience
 discussed the idea of sharing a strategy or technique at every staff
meeting
- conversation with classroom teacher
 shared my experience with her
 hoped she would be more open-minded in the future

June 20th :
- school visit
- Talked with EA’s
- made a lot of progress
- constant prompting to use the application
- uses the application to say hello and goodbye
- hopeful there will be progress in the future
- they expressed how much they loved the application vs the 50+ page
binder with communication boards.
- participated in Grade 8 exit interviews with child
- he was over the moon and participated in every talent that was shared
and demonstrated

June 21st:
- phone call with speech pathologist
- I shared my experience
- talked about successes and obstacles
- talked about future steps and goals for the child