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Mentoring

THOUGHTS ON AAC MENTORSHIP

A recent tribute to a friend described him as a "mentor", someone with a special gift to bring out the best in people by zoning in on special qualities and making them believers in themselves through a kind word, an open ear and an ability to listen without judgment. He was described as someone who truly led by example, someone who made a difference in many people's lives.

Mentor, according to Greek mythology, was Telemachus's guide when his father Odysseus went off to fight in the Trojan wars some 3000 years ago. Merlin was King Arthur's, Thomas Edison the mentor of Henry Ford, and more recently, Obi Wan and Yoda were mentors to Luke Skywalker. All of us acknowledge mentors in our lives who have influenced us in important ways, respecting and encouraging our growth and by doing so, fostering a belief in our ability to achieve sometimes seemingly impossible dreams. Sometimes those we least expect have been our mentor... a neighbour, a bus driver, a waitress, and sometimes we may recognize a mentor only years later when, in retrospect, we become more able to identify significant sources of inspiration and influence. Sometimes those we see as mentors would not particularly identify themselves in this way.

A mentor can be many things... a guide, a coach, a teacher, an advocate, an information source, a role model or trusted friend, usually to someone who is less experienced, eager to learn, respectful and appreciative of the mentor's ongoing support. A mentor can be a parent, a peer, a professional, a supervisor or an employer who, in either specific or general situations, challenges, encourages and helps the less experienced person learn new skills and ways of doing things. S/he is usually involved in an interactive ongoing relationship, although people have also identified "role models", such as media or sports heroes, to be their mentors too.

Mentoring relationships, either short or long term, between those of similar culture, circumstances and real life experiences can have a powerful impact. A new immigrant is encouraged by the support of a neighbour who has been here longer and already found her way. Parents of a young non-verbal child gain hope, skills and confidence from their friendship with parents of an AAC teenager who has already battled his way through the school system. An isolated young adult meets another more experienced non-verbal communicator, common interests are discovered, ideas are shared and a deep connection is made during which the youth discovers undreamed of possibilities and a growing confidence in new abilities he didn't even know he had. He has found a mentor, a successful coach and role model he can learn from, look up to and emulate as he discovers and accesses resources for himself.

One thinks of mentor relationships as naturally evolving between two people by virtue of proximity, choice, circumstance, common interests and a voluntarily mutually satisfying relationship. However, an increasing number of "Mentorship Programs" are being established in the community such as SoulPepper Theatre Company's program for encouraging creative and dramatic arts amongst youth. Volunteer mentors might also be appointed and job mentors or coaches assigned in employment situations. But are such appointed, assigned or paid persons truly mentors? Are they only mentors if a profoundly significant impact occurs? Is a person a mentor only when perceived and acknowledged as such by the apprentice whose life he has influenced? Does pay destroy or prevent the special bond we are talking about? Does it really matter?

Mentoring relationships occur more often and more easily when mobility and communication difficulties do not present challenges of dependency and isolation. Although conferences where AAC users speak can be inspirational and powerfully motivating they do not provide sufficient opportunities for establishing mentorships. Only a few AAC users are able to attend such organized events and of those who do, some are shy about making meaningful connections which could lead to the ongoing relationship that mentorship requires.

For those who have computers, e-mail clearly eliminates many of the mobility and verbal communication barriers. Recognizing this, efforts have been made during recent years to facilitate electronic mentoring for and between AAC users. In one study ACC users with cerebral palsy who were successful role models in education, advocacy and employment were paired with other similar youth on the basis of interests and needs. After keeping electronically in touch for 10 to 21 weeks all participants reported satisfaction with the program, although they also wanted more opportunities for face-to-face communication such as meetings, videos and phone calls.

In another project a well-funded Ambassador scheme was developed for training and supporting AAC users to become public speakers and role models for each other. Four levels of achievement, Platinum, Bronze, Silver and Gold, are offered and as each participant reaches higher skill levels s/he becomes a trainer and mentor to newcomers as well as to each other. This UK program is now successfully run by one of its first Ambassadors.

The electronics industry offers tremendous unexplored opportunities for facilitating "e-pals", "e-coaches" and "e-mentors" amongst AAC users. America Online (AOL) has recently partnered with the National Mentoring Partnership and PowerUp to establish several new e-mail mentoring opportunities as well as expand traditional mentoring between adults and youth in America. Can we also access these burgeoning resources, knowing that presently limited opportunities for mentorship amongst alternative communicators would be enhanced? As well as providing a potential new market for the electronics industry, the positive impact on the often sheltered lives of alternative communicators could be overwhelming. Networks could be formed, ideas for universal design developed, knowledge and skills shared as well as coaching, guiding and encouragement. Individuals could enhance their sense of purpose and participation through "e-lobbying", forums, newsletters or helping to organize events.

Because most professionals now communicate via the Internet, experienced AAC users would have a fairer and far greater opportunity than ever before to be sought and respected as true mentors to professionals who are newer to the field and less experienced. Traditional expectations and assumptions about the direction of mentorship lines would be challenged in a less biased way without personal threat to professional status or position.

The Internet offers one of the most dramatic and exciting resources for enhancing mentoring opportunities. ACOLUG (Augmentative Communication On-Line Users Group based at Temple University) and Dynamic Duos (for Dynavox users and their families) at http://groups.yahoo.com are two list serves that already foster ACC mentoring. It would be valuable to develop additional websites with a specific focus of interest (e.g. employment, recreation) as well as websites which address specific cultural and language needs. ISAAC Chapters are ideally suited to develop these areas.

Many alternative communicators already communicate via computer. What can we do to facilitate this interaction at all levels and within all cultures, both locally and internationally? How can we attract the interest and support of the burgeoning electronics industry? Should we set up networks, chat rooms or websites from which ACC users can connect to each other? Just as pen-pals around the world once connected people of different cultures through written snail-mail letters perhaps we can offer a more immediate virtual connecting service those who yearn to travel and learn about other cultures?

There is no question that some AAC mentors have made a powerful impact on others but more are needed. How can we attract AAC mentors, both traditional and electronic? How can we assist AAC apprentices in all aspects of life to attract the mentors they need, both peer and able-bodied? How can we encourage professionals and other traditional communicators in all walks of life to realize that alternative communicators are valued mentors too? How can we make the experience rewarding and fulfilling for everyone involved? What role should ISAAC play?

With the rapidly accelerating interest of people around the world in adopting electronic communication as a routine part of everyday life, it is easy to foresee a future where an "alternatively communicating" Merlin, Obi Wan or Yodo guide, coach and enrich the learning and lives of others less experienced. Just imagine what that would be like!

Audrey King
September, 2001
Toronto, Ontario

Canada

Readers' comments, opinions and ideas are welcomed. Direct your responses to the Chair of the ISAAC board

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