My colleague and I were facilitating a Disability Awareness training for a school division. I had the opportunity to model for her so that she could see me go through the routine of the cue-do-review. We were in the division for the entire week, repeating our trainings, so I was able to model a couple of times. When she felt comfortable, she then taught the LINCing routine, explaining its significance as a content enhancement routine to use with students with disabilities, as well as with students without disabilities. She did a very good job reminding the audience about the reminding words and how it needs to LINC to the vocabulary word (sound like, or be a part of, etc.), and finally, she concluded by having the audience review the importance of the LINCing routine and why it would be a beneficial tool. We were working with teachers and administrators, and we were very happy with the responses. Some had seen the LINCing routine before and were happy to see it again and reminded as to how to use it, others had never seen it before, yet were very intrigued by it. The challenges my colleague and I saw were that we were training on the disability categories, which have very long "medical" definitions. It was a challenge to use the routine in this way with such difficult terms. However, using the LINCing routine made learning the categories a lot more engaging.
