Feedback for Activity 2

Who: Parent (E) of kindergartner with Down Syndrome (L)

Date of activity implementation: Nightly at bedtime by parent since April 9, 2022

Date of feedback: Friday, April 15, 2022

Goal: Improve expressive communication (for the purpose of L communicating with her parents), improve fine motor skills

This activity was more difficult to plan than the first activity because I wanted to go out of my comfort zone, but unfortunately and fortunately, I stayed in my comfort zone because I wanted the resource to be something I know would benefit the student and parents, and based on the amazing results from the first resource, I thought it best to stay within the realm of the student's favorite books.

This resource was fun to make because I was able to utilize some CASE (conceptually accurated signed English). ASL is my second language, and any time I can use sign in a way that is culturally appropriate and supports the therapeutic goals, I jump at that chance. 

My assumptions about the reception of this resource were not as accurate as my assumptions regarding the first activity. I thought this resource would not be as well-received as the first one because the family does not sign on a regular basis. I was wrong in this. While the parent informed me that it took L a little longer to engage and connect that the song was her favorite book, L is now loving it and utilizing it as much as the first resource. I think it took L a little longer, because with the first resource, I utilized the hard copy of the book that shows the pictures, but with this resource, I did not hold up the physical copy of the book while I was signing (that would be a lot considering I do not have three or four hands!). Below is an email from E regarding this recent activity:

Hi Laura,

She loves this one, too! It took her longer to engage with it since she didn't immediately connect it with the book, but once she realized that (on her own!) she was very interested. I wouldn't change a thing, Laura. Thanks again for including us in such wonderful work.

It means so much to me that L's parents are so involved in her education and that they are so appreciative of my time and effort. L's parents already read with her every night, and these past two resources have allowed them to connect in a different way while still maintaining that familiarity associated with the books.

I connected this activity to coursework through the very intentional use of UDL. This resource uses all three categories of multiple means: engagement, representation, and action and expression. I was not sure if I would be able to use all three in a resource, but I did. Engagement because this is L's favorite book, representation because I am singing and signing the book, action and expression because L can choose to listen, sing, or sign along. I am very proud in how far I have come this semester in creating melodies to books. I do this a lot in internship and for this service-learning project, and it is a skill that I will continue to hone and use for all of my career.

For the next activity, I will for sure branch out and do something different. E has mentioned that L needs help "getting her wiggles out," so for the next activity, I will do something related to movement that they can all do together.