How can peer interactions be facilitated for a student who primarily uses a communication board?

Facilitating peer interactions for a student who primarily uses a communication board can effectively be achieved by incorporating the board into group activities. This approach encourages collaborative learning and social engagement among peers, allowing the student to actively participate in discussions, share ideas, and contribute to group tasks using their communication tool.

Incorporating the communication board supports an inclusive environment where all students learn to recognize and utilize different modes of communication. It helps peers understand how to assist and interact with the student, fostering relationships and enhancing social skills across the group. By practicing effective communication strategies together, classmates can learn from their interactions, leading to greater acceptance and understanding of diverse communication needs.

Training select students on the use of the board may limit interaction as it restricts participation to only those who are trained, and avoiding group activities altogether would eliminate important opportunities for social engagement and learning. Limiting communication to adults would further isolate the student from peer interactions, negating the benefits of developing relationships with classmates. Thus, incorporating the board into group activities promotes both communication and social inclusion, enriching the educational experience for the student using the board and their peers.