A mother in Waterloo is advocating for her non-verbal son to have the opportunity to use a communication method that the Waterloo Regional District School Board (WRDSB) does not currently acknowledge as valid.
Jude Valant, a 19-year-old student at Bluevale Collegiate Institute in Waterloo, has severe autism and relies on the Rapid Prompting Method (RPM) to communicate as he does not speak. RPM enables him to spell out words and sentences by pointing to letters on a board, allowing him to convey his thoughts, opinions, and even humor. However, the WRDSB does not permit the use of RPM in their schools.
Melissa Valant, Jude’s mother and a part-time teacher in the region, believes that her disagreement with the school board highlights a broader issue in special education. She argues that there is a gap between official school policies and the genuine communication needs of some students, especially autistic individuals. Valant emphasizes the importance of recognizing the unique communication requirements of each student instead of applying a one-size-fits-all approach.
RPM involves a communication partner offering prompts or questions while the individual points to letters, words, or pictures on a board to formulate responses. Valant first encountered RPM when Jude was nine years old, where he spelled out complex thoughts that surpassed his teachers’ expectations, showcasing his remarkable capabilities.
Despite Valant’s advocacy for RPM, the WRDSB maintains that they carefully consider professional advice when determining appropriate resources for students. The board cites concerns about RPM’s lack of independent communication and emphasizes the importance of evidence-based methods aligned with expert guidance.
Sari Risen, a speech-language pathologist and behavior analyst, raises doubts about RPM’s efficacy, noting that the method’s reliance on a communication partner may influence the messages conveyed. Risen highlights the potential risks of misinterpreting a student’s abilities based on RPM-generated responses, leading to inappropriate educational placements.
Valant continues to push for individual accommodations for Jude, who currently demonstrates his understanding through challenging multiple-choice tests and communication apps. She stresses the need for flexibility in accommodating autistic individuals’ diverse needs and urges for a personalized approach to support their educational journey.
As Jude navigates his final years of high school, Valant remains determined to advocate for his communication rights, emphasizing the importance of allowing him to utilize methods that work best for his unique needs. She underscores the significance of ensuring that individuals with autism receive tailored support to maximize their educational experiences and be truly heard.