happen at a slower rate than non disabled children. In some cases, this is one of the first signs of an intellectual disability and causes doctors or caregivers concern. As children grow older and begin going to school the learn to writing. Writing and reading tend to be taught hand in hand. While learning the alphabet we sound out each letter. As we right them we are expected to annunciate each letter and then groups of letters. From there we are taught how to words, phrases, and sentences. During the process of learning how to read we are told to read aloud in order to hear ourselves. We are read to by teachers in order to hear each word and perfect our pronunciation. As we get older reading and writing become a solitary and silent activity. Conversations with ourselves begin to happen within our own heads. To the others around us we are silent yet, to ourselves we can hear sound. This of course varies from person to person as some people thinking more in images then sound. Yet, none the less we are told that we should be filling space. In classroom teachers expect students to fill the classroom with questions, discussion points, or responses. Students’ participation grades tend to be largely waited on how often the student talks no matter what the student is saying. Both students and teachers find discomfort in silence, whether it be a question left floating unanswered or a discussion halted. The fear comes with the sense of performance that is asked of both student and teacher during a lesson. It is as if a comedian is on stage and hears no laughter or a play ends with no applause. We find affirmation as well as reassurance in the noise, the talking. Another aspect of this is the grading for students who are non verbal. Many teachers believe that if a student remains silent they are
happen at a slower rate than non disabled children. In some cases, this is one of the first signs of an intellectual disability and causes doctors or caregivers concern. As children grow older and begin going to school the learn to writing. Writing and reading tend to be taught hand in hand. While learning the alphabet we sound out each letter. As we right them we are expected to annunciate each letter and then groups of letters. From there we are taught how to words, phrases, and sentences. During the process of learning how to read we are told to read aloud in order to hear ourselves. We are read to by teachers in order to hear each word and perfect our pronunciation. As we get older reading and writing become a solitary and silent activity. Conversations with ourselves begin to happen within our own heads. To the others around us we are silent yet, to ourselves we can hear sound. This of course varies from person to person as some people thinking more in images then sound. Yet, none the less we are told that we should be filling space. In classroom teachers expect students to fill the classroom with questions, discussion points, or responses. Students’ participation grades tend to be largely waited on how often the student talks no matter what the student is saying. Both students and teachers find discomfort in silence, whether it be a question left floating unanswered or a discussion halted. The fear comes with the sense of performance that is asked of both student and teacher during a lesson. It is as if a comedian is on stage and hears no laughter or a play ends with no applause. We find affirmation as well as reassurance in the noise, the talking. Another aspect of this is the grading for students who are non verbal. Many teachers believe that if a student remains silent they are