A mother in Waterloo is advocating for her non-verbal son’s right to use a communication method that the Waterloo Regional District School Board (WRDSB) does not acknowledge as valid.
Jude Valant, a 19-year-old student at Bluevale Collegiate Institute in Waterloo, has severe autism and communicates through the Rapid Prompting Method (RPM). This method enables him to spell out words and sentences by pointing to letters on a board. According to his mother, Melissa Valant, RPM allows Jude to convey his thoughts, opinions, and even humor, but the WRDSB prohibits its use in school.
Melissa Valant, who is also a part-time teacher in the area, believes that her disagreement with the school board highlights a broader issue in special education – the gap between official school policies and the unique communication needs of certain students. She argues that school boards often take a one-size-fits-all approach to autistic students instead of recognizing individual differences.
RPM involves a communication partner providing prompts or questions while the individual points to letters, words, or pictures on a board to spell out responses. Melissa Valant first encountered RPM when Jude was nine and realized the depth of his capabilities beyond what educators had previously assumed.
When Melissa informed the school board about RPM, she was informed that it was not an approved communication method, which disappointed her. The WRDSB stated that they carefully consider professional advice when selecting resources for students and that RPM is not approved.
Sari Risen, a speech-language pathologist and behavior analyst, expressed concerns about RPM, particularly regarding the authenticity of the communication. She highlighted that there is no solid evidence proving that messages generated through RPM truly come from the individual using the method.
Melissa Valant continues to advocate for RPM, emphasizing that she is not pushing for its universal adoption but simply wants her son to have access to a communication method that works best for him. She is urging for individualized accommodations for people with autism, emphasizing the need for flexibility in educational approaches.
Valant’s primary goal is to ensure that her son, Jude, can make the most of his remaining time in school by being heard and understood in a way that suits his unique communication needs.