My first year writing Individual Education Plans (IEPs) an administrator coached me in “The Stranger Test.” I would argue it was one of the hardest ongoing writing assignments I will ever have: everything you ever learned in graduate school, all the jargon and technical language, hide it. Write and communicate in such a way that a stranger on the street would understand what you mean.
It’s important because in practice, failing “The Stranger Test” means you’ve failed a student, and that failure can mean, literally, life and death.
A student I got to work with for a few years had moved across the state. I got a friendly email from the new team asking if I could help them out. When I recognized the student, I asked about the Augmentative and Alternative Communication (AAC) tools that he had been using at his previous school.
“He has specific AAC tools? All the IEP says is that he gets ‘high and low tech AAC.’”
What in the world could that mean?
- A picture of snack choices and an eye gaze controlled computer
- An alphabet board and an iPad with any random app.
- The cases of DVDs from his video collection and the Speak & Spell from my childhood.
All of those would satisfy the legal document. Yet none would match what this student had been using for years, the only way the team had figured out how to help him communicate what he wanted and gave him access to his education.
Why had the IEP been written in such a way that one of our most vulnerable students potentially lost all of his access to language? The most common answer I hear: “I was told not to name the exact brand/type of device in the Assistive Technology box.”
In the words of the greatest movie of 2003, Pirates of the Caribbean, the unwritten rule about not naming brands is “more what you’d call ‘guidelines’ than actual rules.” Individually, with the case conference committee, consider what the student needs and be clear about the features. In some cases, one and only one specific language system or product may meet that student’s needs and it may need to be named. For other students, several options might be appropriate, and then it’s critical to name the features that make that tool successful for that student, and “high and low technology” is not professional vocabulary for a stranger test.
In other words: the language systems of Proloquo2Go and LAMP Words for Life are not interchangeable for many students. The language system that is only available in iOS is not often interchangeable for whatever language system that can be found on a Chromebook. They might both be “high tech AAC” but for many people it’s like exchanging German for Mandarin. That change move might mean the difference between being able to communicate pain, needs, and accessing education and not. It might mean the difference between life and death.
Of course, we at PATINS have nothing but good news:
If you need help, a friendly stranger for your stranger test, PATINS is here with Specialists to assist you in making sure that you accurately describe the features in the tools your team has trialed. If your student has outgrown those tools and you’re looking for something new, we are here for that too!
Also, I have created a list of common feature terminology used in Augmentative and Alternative Communication tools with descriptions of what they mean, a little study aid for your ongoing Stranger Tests.
The hardest writing assignment of your life, the one in which the futures of children rest in the words you choose, is a living, breathing group assignment. Don’t hesitate to reach out if PATINS can help.