The Impact of Facilitated Communication--Part I

 

Kevin’s mother best summed up the collective experience: “Wow my life has changed a lot. . . . changed the dynamic of the entire household. . . . There is another voice to be heard and opinions being stated” (Mrs. Katzman, interview, May 7, 2012).  In many respects, Kevin’s current school feels the same way.  It is fair to deduce that Kevin added a spectacular dimension to the classroom through his conversational contributions.  This experience was filled with many different emotions, ranging from frustration to elation.

As a growing adolescent student, Kevin lacked communication tools required for functional and sensory integration development for much of his teenage life.  Through supported typing, however, a steady stream of self-expression, self-advocacy, and communicative empowerment helped Kevin.  Consequently, Kevin was able to experience strong growth in the academic, physical, social, and emotional intelligence areas.

Long overdue, Kevin was free to communicate.  For the first time in his academic life, he was experiencing educational freedom.  He touched the hearts of all he encountered, including his teachers.  Unmistakably, Kevin wanted to tell his story with conviction to the world.  According to Kevin, “This is the end of my first real participation in a study that will teell the world the truth about us. . . . i am seen as intelligent now .  yes” (Kevin Katzman, interview, May 24, 2012).

Statements of this nature are the reason many have depicted Kevin as eloquent and inspiring with his words.  Kevin was able to meet academic goals and demonstrate unexpected levels of intelligence.  Despite destructive reactions from earlier school systems, Kevin was able to overcome discouragement and experience school success as an exemplary student leader.