Page 15 - Dainfern Precinct Living Issue 8 2024

HOME FRONT Today's Child
S A S TUDENT A CHIEVEMENT

UNIQUE WORLD FIRST

arlier this year, while social media “The British Council was supportive, and
was flooded with the successes of together we ensured that everything was
matric students across the country, in place for Steph to do her best, right
E19-year-old Stephanie Pringle quietly up to the moment she arrived to begin
celebrated a groundbreaking achievement her exams,” explains McKelvey.
of her own. A non-speaking autistic student,
Stephanie used a letterboard to write The letterboard and trained
and pass her Cambridge Examinations facilitator are part of the broader
in Extended Mathematics and Business spectrum of Augmentative and
Studies—becoming the first non-speaking Alternative Communication (AAC)
autistic student in the world to accomplish tools. AAC encompasses any form of
this feat. communication used besides speech. It
can include gestures, facial expressions,
Stephanie has apraxia, a neurological writing, drawing, or spelling words on a
disorder that makes it difficult for her letterboard. Technology also plays a role,
to perform tasks on command, despite with apps and speech-generating devices
understanding them and being willing to offering additional support.
do them. This condition prevents her from
speaking or writing reliably. A letterboard, Stephanie was diagnosed with a
which allows non-speakers to express their developmental delay just before she turned
thoughts by pointing to letters, empowers two, and later, with autism at age four.
students like Stephanie to overcome Despite receiving speech and occupational 2 to Grade 7 Maths. She was finally able
traditional communication barriers. With therapies, she struggled in traditional special to access age-appropriate content, and
consistent practice, it helps synchronise needs education. everything changed.
cognitive and motor systems. A trained “Steph was stuck, repeating Grade 1 and 2 Stephanie communicated that she had
facilitator works alongside students to help work for about eight years with no reliable taught herself to read at four, and many
them regulate their bodies and communicate means of communication,” recalls her other non-speaking individuals, now using
their thoughts effectively. mother, Zelda. “She was often frustrated a letterboard, report similar experiences.
Stephanie’s achievement is a testament and upset because she couldn’t express For the first time, Stephanie could share
her thoughts and make sense of the world
to her determination, the support of her herself or prove her understanding, leading around her.
trained facilitator, and the efforts made to frequent tantrums.”
behind the scenes to secure the necessary Zelda and her husband searched for When schools reopened after lockdown,
accommodations for her exams. alternatives, noticing that Stephanie would Stephanie refused to return to her original
Jacqui McKelvey, the principal and co- become excited when introduced to new school, as she had outgrown the curriculum.
Her family was at a crossroads, unsure of
founder of EDU360—Stephanie’s specialist material but lose interest after just a few how to proceed. But when asked which grade
school—began the process by engaging with repetitions. It wasn’t until Stephanie started she wanted to join, Stephanie boldly chose
the Cambridge system through the British using the letterboard that her true potential matric.
Council. began to emerge.
“This was just the beginning. We consulted “Once she could express herself using the Finding a suitable school was challenging
until Zelda discovered EDU360, a forward-
with their team to secure the concessions letterboard, the problematic behaviour, thinking school with an autistic teacher,
Steph needed, including a Regulation and anger, and tantrums nearly vanished,” says Dr Emile Gouws. After a discovery session,
Communication Partner, a Scribe and Zelda. Stephanie was placed in Grade 9 in 2021.
Reader, a separate venue, additional time, Stephanie’s progress was rapid. During She thrived, connecting with her teachers
and an individual invigilator to oversee the lockdown, she practised spelling on the and peers, and excelling in her studies.
process. letterboard, moving quickly from Grade
Stephanie now communicates that while she
has an unlimited capacity for learning, the
motor planning and eye tracking required
for the letterboard limit how much she
can share. She is working towards using a
keyboard for communication, with the goal
of achieving this by the time she enters
university. Her ultimate dream, however, is to
communicate telepathically, a possibility that
emerging technology may make a reality in
her lifetime.
Stephanie and her family are eager to share
their journey, hoping to inspire others to
explore similar communication methods.

“It’s crucial to understand that just because
someone can’t speak, it doesn’t mean
they don’t understand or have something
valuable to say,” says Stephanie.

Zelda adds, “We’re incredibly grateful for
the technology and tools available today that
allow us to connect, learn from others, and
share our experiences.”

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