Overcoming Learned Helplessness

Educators want students to be active participants in the classroom and not just “bodies”.  In Chapter 12 of Assistive Technology in the Classroom (Dell, 2012), part of the information is directed at augmentive communication devices used by special needs students.  These students are STILL a part of the classroom and it is important to remember this as you teach.  With augmentive communication devices, students are empowered and yet prior to this assistive technology, these same sstudents may have used “learned helplessness” having not had a voice for so long. 

Teachers can overcome “learned helplessness” by:

·            Build a daily expectation of communication through specific activities such as choosing the activity during recess, picking a book to read, or identifying where to eat lunch.

·            Construct a brief daily report to parents that is communicated by the student.

·            Allow natural consequences to occur and provide avenues for repair. This includes setups that alter the environment to provide less support or sabotage.

·            Provide for choice making whenever possible that requires the student to use his or her augmentative communication system.

·            Provide powerful phrases on the device for students to reject or protest something.

Professional Development is also another great option for teachers to learn how to overcome “learned helplessness.”

source: tommihail.net
 Dell, A; Newton, G and Petroff, J. (2012). Assistive Technology in the Classroom: Enhancing the School Experience of Students with Disabilities. Pearson Education.