A student with moderate cognitive impairment struggles to participate in class discussions due to clarity issues. What is the best teaching strategy for her picture communication device?

A student with moderate cognitive impairment struggles to participate in class discussions due to clarity issues. What is the best teaching strategy for her picture communication device?

• A. Have peers model the device for her
• B. Demonstrate use of the device while monitoring her imitation
• C. Assign a peer buddy for assistance
• D. Limit device use to one-on-one sessions only

Answer: (C)

Utilizing a peer buddy for assistance is a highly effective strategy for a student with moderate cognitive impairment who experiences difficulties in participating in class discussions due to clarity issues with her picture communication device. A peer buddy can provide both social support and encouragement, helping to create a more inclusive environment. This approach fosters a sense of belonging and can motivate the student to engage more actively in discussions, as the peer can model the use of the device in real-time and assist in interpreting communication. Having a peer buddy allows for opportunities for collaborative learning and enhances practical usage of the device in a natural setting, which is crucial for the student’s development and comfort level. Additionally, this peer interaction can build confidence as the student practices using the device within a supportive context, ultimately leading to improved communication skills and participation in discussions over time. Other approaches, such as having peers model the device or monitoring her imitation, might be beneficial but may not provide the consistent, personalized support that a peer buddy can offer during class interactions. Limiting device use to one-on-one sessions negates opportunities for the student to practice and engage with classmates, which is essential for her growth in communication and social skills.

Utilizing a peer buddy for assistance is a highly effective strategy for a student with moderate cognitive impairment who experiences difficulties in participating in class discussions due to clarity issues with her picture communication device. A peer buddy can provide both social support and encouragement, helping to create a more inclusive environment. This approach fosters a sense of belonging and can motivate the student to engage more actively in discussions, as the peer can model the use of the device in real-time and assist in interpreting communication.

Having a peer buddy allows for opportunities for collaborative learning and enhances practical usage of the device in a natural setting, which is crucial for the student’s development and comfort level. Additionally, this peer interaction can build confidence as the student practices using the device within a supportive context, ultimately leading to improved communication skills and participation in discussions over time.

Other approaches, such as having peers model the device or monitoring her imitation, might be beneficial but may not provide the consistent, personalized support that a peer buddy can offer during class interactions. Limiting device use to one-on-one sessions negates opportunities for the student to practice and engage with classmates, which is essential for her growth in communication and social skills.