Attend team meetings to organize and prepare for virtual bi-monthly gatherings for AAC communicators of all ages Co-lead bi-monthly gatherings of AAC communicatorsGuide small and large group discussions, applying open-ended questions, door openers, unconditional positive regard, empathetic understanding, and genuineness

I mentor and peer counsel adolescents with significant mobility and communicative differences, applying person-centered therapy, solution-focused brief therapy, and dialectical behavior therapy.

I discuss with graduate students from Communicative Disorders and Special Education departments at universities in San Francisco Bay Area about my communicative development and experiences from my speech therapy. I lead and model language in social activities for children and adolescents with augmentative and alternative communication (AAC) devices. I have been mentoring several children who communicate through AAC. Occasionally, I attend vendor fairs to answer the questions that people have about my speech device.

I have been working, as unpaid position, in classes for students who have physical disabilities and complex communicative impairments. The ages of the students are ranging from 5 to 22.The students' diagnoses include cerebral palsy, Spina Bifida, Muscular Dystrophy, Traumatic Brain Injuries, Rett syndrome, spinal muscular atrophy, facial tumor, and complex medical needs. Learning issues, lower IQ, shorter attention span, behavioral issues, hearing impairments, vision limitations, and communicative disorders accompany some of the students' diagnosis, which taught me to adapt how I work with them. Regardless of the students' abilities, I always work with them respectfully, compassionately, and professionally with patience. I see their highest potential, and I support them to reach their potential. My tasks include work on students' reading comprehension, assist with students' spelling, assess the students on sight words, assist students with math, model language in small groups of those who communicate through AAC, teach and lead class discussions nutrition to students to develop decision-making how and what to eat healthily, and encourage the students with speech devices to be social.

I have been working in classes for students who have physical disabilities and complex communicative impairments. The ages of the students range from 5 to 22.The students' diagnoses include cerebral palsy, Spina Bifida, Muscular Dystrophy, Traumatic Brain Injuries, Rett syndrome, spinal muscular atrophy, facial tumor, and complex medical needs. Learning issues, lower IQs, shorter attention spans, behavioral issues, hearing impairments, vision limitations, and communicative disorders accompany some of the students' diagnosis, which taught me to adapt how I work with them. Regardless of the students' abilities, I always work with them respectfully, compassionately, and professionally with patience. I see their highest potential, and I support them to reach their potential. My responsibilities included planning and leading multiple social groups, encouraging students with speech devices to socialize with their peers, teaching and guiding the students with their self-advocacy skills, working with students on their academic work, assessing the students on sight words, programming and showing students' academic and everyday vocabulary on their speech devices, planning the activities with the teacher and speech-language pathologist a week in advance, consulting with the speech-language pathologist and teacher on the students' communicative skills, and guiding the students socially and emotionally. The skills that I have mastered as a mentor and tutor for my internship include: augmentative and alternative communication, leadership skills, to thrive in a fast-paced and stressful environment, positive self-discipline, teach listening skills, flexibility, teach self-esteem, communicating professionally, learn about various disabilities, plan activities, develop vocabulary, and learn about cognitive development.

I was assisting the instructor of an undergraduate course, COMM 132F: Dis/Ability Communication, at San Jose State University for 50 hours on ableism by checking Canvas (San Jose State's online assignment portal) whether the instructions for class assignments sounded sensible and accurate, answering e-mails from students regarding their questions, lecturing to the class on ableist language and behaviors and how they influence the individuals with differing abilities, answering the students' clarifying questions on their assignments as needed, providing my standpoints on my ableism from my positionality, collaborating with the instructor regularly on what her expectations of me, and guiding the students on what they are able to do for their group projects.