Guest guest Posted January 30, 2001 Report Share Posted January 30, 2001 In a message dated 1/30/01 2:59:57 PM Eastern Standard Time, momav@... writes: > We are also trying to decide where she would be better off, in public school > or private (catholic) school. Her communication skills though better and > improving are not perfect and to be honest the thought of her in a huge > school with a teacher who has a large class and no extra time to try to > understand her scares me to death. > Since your daughter is 4, she is at preschool age. The preschool Speech/Language Impaired classes in the public schools are usually quite small with a teacher(speech/language pathologist), and a teacher's aid and your daughter would be eligible for auditory training sessions (one on one with a Teacher of the Deaf and Hard of Hearing). My daughter has been in one since the age of 3 and she is now 5 and her class had never been larger than 13 children. Some of the children have speech and language issues, some do not. My daughter happens to be the only one with a hearing loss. Maybe you should investigate what your public school district offers - it might be just right. Suzette Quote Link to comment Share on other sites More sharing options...
Guest guest Posted January 30, 2001 Report Share Posted January 30, 2001 << Speech/Language Impaired classes in the public schools are usually quite small with a teacher(speech/language pathologist), and a teacher's aid and your daughter would be eligible for auditory training sessions (one on one with a Teacher of the Deaf and Hard of Hearing). >> Lots and lots of schools don't have any such thing...ther are often not enough kids with hearing loss to make a whole class...my son is one of two kids in his whole school with a hearing loss, and the other kid's needs are a lot different than Teddy's. FWIW. --kerri Quote Link to comment Share on other sites More sharing options...
Guest guest Posted January 30, 2001 Report Share Posted January 30, 2001 Suzette, Regrettably, this is not true in many parts of the U.S. We had the choice of a voice-off TC program or mainstreaming. There was no oral option. Our son was forced into a multi-handicapped, language impaired group with no visual modality of communication AND no auditory training. Luckily, the children in the program the years our son was in it only had mild language...mainly articulation delays. And, the class size was 4-5 since that was the population in our area. Now, the program has over 12 kids and is full of kids so handicapped that there is no good language modeling going on and lots of behavioural issues. Your area may have an excellent selection of programs in place. Many other places don't. You're very lucky! suzette1118@... wrote: > > In a message dated 1/30/01 2:59:57 PM Eastern Standard Time, momav@... > writes: > > > We are also trying to decide where she would be better off, in public school > > or private (catholic) school. Her communication skills though better and > > improving are not perfect and to be honest the thought of her in a huge > > school with a teacher who has a large class and no extra time to try to > > understand her scares me to death. > > > > Since your daughter is 4, she is at preschool age. The preschool > Speech/Language Impaired classes in the public schools are usually quite > small with a teacher(speech/language pathologist), and a teacher's aid and > your daughter would be eligible for auditory training sessions (one on one > with a Teacher of the Deaf and Hard of Hearing). My daughter has been in one > since the age of 3 and she is now 5 and her class had never been larger than > 13 children. Some of the children have speech and language issues, some do > not. My daughter happens to be the only one with a hearing loss. Maybe you > should investigate what your public school district offers - it might be just > right. > > Suzette > > Quote Link to comment Share on other sites More sharing options...
Guest guest Posted January 30, 2001 Report Share Posted January 30, 2001 > > Since your daughter is 4, she is at preschool age. The preschool > Speech/Language Impaired classes in the public schools are usually quite > small with a teacher(speech/language pathologist), and a teacher's aid and > your daughter would be eligible for auditory training sessions (one on one > with a Teacher of the Deaf and Hard of Hearing). My daughter has been in one > since the age of 3 and she is now 5 and her class had never been larger than > 13 children. I agree with Suzette that the school district may offer an appropriate preschool program for your daughter's age group. In our case, our school district does not...although they are investigating starting one now that more parents (myself included) have become vocal about their children's rights. If you visit the program they offer you (which is a MUST), do be sure to ask what the maxiumum number of children is. (The class my son was placed in maxes out at 22...with only 4 adults.) Also, be sure that the people who would work with your child are qualified to do so. My son (along with 21 other children with all manner of special needs) was to be served by one regular education teacher (who had never worked with preschoolers before), one special education teacher, a classroom aide, and an occasional assistant teacher. None of these people had experience with children who are deaf or HOH. When I asked about speech therapy, was offered one half-hour of speech therapy--which I had to drive him to--with an SLP who was a wonderful lady but who admitted to no experience with children with hearing loss. Here's the sad part; These guys (who were very nice people, all of them) really thought they were going out of their way to help my son. They kept telling me how lucky I was to be getting such a good placement. Ultimately, we were able to " nudge " the district to pay to place in a school specifically for children with hearing impairment. We might not have had to if they had been as responsive as the one Suzette describes and one or two I have visited in our neighboring communities. They are out there...but you need to ask those questions. Carol - mom to Quote Link to comment Share on other sites More sharing options...
Guest guest Posted January 31, 2001 Report Share Posted January 31, 2001 In a message dated 1/30/01 10:49:10 PM Eastern Standard Time, semesky@... writes: > Your > area may have an excellent selection of programs in place. Many other > places don't. You're very lucky! > > > Actually my area doesn't. I guess we just got lucky with what we got. Our county only offers TC for hard of hearing students in one central location. However, for the preschoolers who are language delayed, they have the SLI class at two elementary schools. The one she's in doesn't have the handicapped preschool, the other one does and that's where she started off. We didn't have the same population problems that you're facing. Come kindergarten, my daughter must be mainstreamed or go into the TC program. I hate being so limited. Suzette Quote Link to comment Share on other sites More sharing options...
Guest guest Posted January 31, 2001 Report Share Posted January 31, 2001 In a message dated 1/30/01 11:56:26 PM Eastern Standard Time, KerriAHicks@... writes: > Lots and lots of schools don't have any such thing...ther are often not > enough kids with hearing loss to make a whole class...my son is one of two > kids in his whole school with a hearing loss, and the other kid's needs are > a > lot different than Teddy's. FWIW. > > --kerri > > That's why I told her to investigate. Apparently she already has, I just responded to her post. Quote Link to comment Share on other sites More sharing options...
Guest guest Posted January 31, 2001 Report Share Posted January 31, 2001 > > We are also trying to decide where she would be better off, in public school > > or private (catholic) school. What I've always found helpful is to go visit each of the placement situations and observe the class. In our case, it told me which classroom I DIDN'T want JD in. Kay Quote Link to comment Share on other sites More sharing options...
Guest guest Posted January 31, 2001 Report Share Posted January 31, 2001 , I am struggling with 's preschool placement. She is in a classroom with 8 very diverse handicapped kids. They have one special ed teacher who has never taught preschool and an aid who has no experience. Needless to say, neither of them have any experiences with the deaf or HOH. 's IEP states that she is to have an interpreter in there as well. However, a week after that meeting the position still wasn't authorized by the powers that be. Now it is but the principal still hasn't advertised for it. I have found 2 different people in the community who have some signing and/or preschool experience. I am at the point where anyone who knows a little more than me would benefit versus what she has now. I was going to give them 30 working days to find someone before I start the legal paperwork. I go in every day to ask the principal if she has hired anyone yet. Then I promptly go to the classroom to help my child. I have not gone a few days or just popped in to see how it was going. When I do that, the incompetence just burns me up. Her hearing aids are not always on or on the right settings. One day I went in and the teacher did not even have the FM turned on around her neck. I have written down, shown them, gone over and over the directions, and still we have this problem.... Anyway, I jsut wanted to share the inept school system I am dealing with. Thanks for letting me vent. Tammy Mom to 9, 5, and 3 profound loss Quote Link to comment Share on other sites More sharing options...
Guest guest Posted February 1, 2001 Report Share Posted February 1, 2001 Kay, Is there anywhere on your website that would give examples of formal complaint letters? The need for the interpreter for EMily is in her IEP. They made very specific demands of this person-not just interpreter but also, aide, tutor, program planner etc. So, it is not just a fly by night modification on there. They knew in Oct. the specifics for this position. However, the position was not even authorized until January 23 (IEP mtg was held on 16 Jan), 2 weeks after I forced the issue that she should be attending school and was not doing so. The position has not been advertised until TODAY, 1 February and no one can tell me why. Remember I am dealing with a DODDS school in Germany. So, where do I turn from here?? Thanks for any help anyone on the list can share. Tammy Mom to 9, 5, and profound loss Quote Link to comment Share on other sites More sharing options...
Guest guest Posted February 1, 2001 Report Share Posted February 1, 2001 Tammy, This is the first time I have responded to someone about their school placement, but reading your note really burned me up! I have worked in special ed. myself, and have seen these cost cutting measures too often. I really think you should find a good parent advocate to help you. If possible, not a general advocate, but someone who specializes in deaf/hh students. The needs of deaf students are very unique, and the spec. ed. laws pertain to deaf students differently. I've seen this tactic of putting a child in a regular sp. ed. classroom, and then saying they'll find an interpreter, but, of course, they don't really try to find one, and then they just say they can't find one. You shouldn't have to educate them on how to use your daughter's FM system. Actually, I believe the school is responsible for supplying the equipment, not using your equipment. You may want to use your own, and that's entirely up to you, but it shouldn't be because they don't want to purchase it. Also, I don't mean to nitpick, but our school district tried the " we'll get an interpreter " bit with us also. A 3 or 4 year old is not developmentally ready to use an interpreter, but if the person is working more as a 1 to 1 teacher consultant with your child, that's different. But I think that should also be clarified on the IEP. I could go on and on, but I'll let it go at that. Best of luck! Pam mom of Drew, , Shane(hearing), and 4 (severe-profound hl) Re: New > , > I am struggling with 's preschool placement. She is in a classroom with > 8 very diverse handicapped kids. They have one special ed teacher who has > never taught preschool and an aid who has no experience. Needless to say, > neither of them have any experiences with the deaf or HOH. > 's IEP states that she is to have an interpreter in there as well. > However, a week after that meeting the position still wasn't authorized by > the powers that be. Now it is but the principal still hasn't advertised for > it. I have found 2 different people in the community who have some signing > and/or preschool experience. I am at the point where anyone who knows a > little more than me would benefit versus what she has now. > I was going to give them 30 working days to find someone before I start the > legal paperwork. I go in every day to ask the principal if she has hired > anyone yet. Then I promptly go to the classroom to help my child. I have > not gone a few days or just popped in to see how it was going. When I do > that, the incompetence just burns me up. Her hearing aids are not always on > or on the right settings. One day I went in and the teacher did not even > have the FM turned on around her neck. I have written down, shown them, gone > over and over the directions, and still we have this problem.... > Anyway, I jsut wanted to share the inept school system I am dealing with. > Thanks for letting me vent. > Tammy > Mom to 9, 5, and 3 profound loss > > > All messages posted to this list are private and confidential. Each post is the intellectual property of the author and therefore subject to copyright restrictions. > Quote Link to comment Share on other sites More sharing options...
Guest guest Posted February 1, 2001 Report Share Posted February 1, 2001 > -----Original Message----- > From: TKWOOD1988@... > I am struggling with 's preschool placement. ....[horror story snippage]... > Anyway, I jsut wanted to share the inept school system I am > dealing with. > Thanks for letting me vent. Let me vent along with you. I know that too much is expected of all teachers, and that the special needs of diverse children can really be a challenge, but is it too much to ask that a teacher check every now and then that three little devices are turned on? GEEZE! When (now 8, mod to severe bilateral hi, oral, digital aids with FM at school, non-modified curriculum) was three he was in an integrated childcare with a play-based program where he shared a class with 6 to 8 other children, two of whom had add/adhd. It took very little for us to get his Educators with one exception to use the hearing aids and FM system properly, and they were all very willing and eager to implement other classroom changes for him. The one exception was a new caregiver who had not done any specific training in working with children at all, let alone special needs, and apparently thought that she was a babysitter rather than an educator. As soon as she started to work with him we started getting complaints from her about his behaviour: acting up, wandering away, refusing to sit still for stories, and on and on. She kept asking us to 'speak to him' about his behaviour at school. I knew that children don't suddenly start to have behavioural problems for no reason and nothing at home had changed so I suspected her classroom management methods. Since I wasn't able to go to his childcare at the time I asked our APSEA Parent Educator to drop by for me. She went in and observed the classroom and discovered that she read stories to the children with her back to them, that she thought the FM was a 'nuisance', that she constantly played stimulating music (she assumed that he couldn't hear it so it wouldn't bother him), and that she was regularly reading stories that were too advanced for her age group. Sharon <bless 'er> went to work training this teacher by pointing out various things she could do starting with the ones that work for the entire class. She made suggestions about the environment. She read stories facing the children and signing along. She demonstrated how to get 's attention before talking to him. All these little things that make such a world of difference. As soon as she started to realize that these suggestions were making her whole day easier things began to run smoothly again. In fact, his more experienced caregivers started to implement some of the environmental changes for *all* of the children they cared for. Now that he is in grade three, I've noticed that every teacher he has had in the public school system *still* has tennis balls on all of the chair legs Some of them said that reducing background noise and enabling speech reading seems to have helped all of their students. Maybe you could sell his caregivers on these aspects. Of course, none of this does a lick of good if they aren't competent/concerned enough to make sure her aids are on and that the FM is functioning! Good luck! @... (in Canada so without knowledge, but wondering at what point failing to follow an IEP becomes some sort of 'breach of contract' or something) Quote Link to comment Share on other sites More sharing options...
Guest guest Posted February 1, 2001 Report Share Posted February 1, 2001 > wondering at what point failing to > follow an IEP becomes some sort of 'breach of contract' or something If it's in the IEP and they don't do it, a formal complaint can be filed against them. If that doesn't improve matters, you can take it to due process. Rulings have been made that if the IEP is not being followed, FAPE (free and appropriate public education) can not occur and you can ask for compensatory education. I've been in that situation before. The issue was that the school turn on the closed captioning on the TV's that had been installed in each classroom that summer. After 5 months of being told, " We're working on it. " , I got fed up and I hand delivered a letter to my son's principal that said I felt he was in non compliance with the IEP and that he had 10 school days to be in compliance or I would file a formal complaint with the state department of education. I also included a copy of the regulation that says there is no permissible delay allowed between when an IEP is signed and when it is to be implemented. 2 days later everyone including my son had been trained in how to turn it on. Kay Quote Link to comment Share on other sites More sharing options...
Guest guest Posted February 1, 2001 Report Share Posted February 1, 2001 Hi , Did you have much trouble getting this teacher to change? My son is in Grade One (we're in Ottawa) and his teacher just doesn't seem to " get it " ; although she appears to mean well, she does an awful lot of talking without much in the way of visual cues. I get a lot of comments about his inability to focus! But worse than that, I was just told that one of the Grade Two teachers refuses to use the FM. I was astounded that a) she would be so inconsiderate and she can't be forced to use it. I guess I'm pretty naive, eh? Just wondering if you have any tips on helping them adapt their methods a bit. Or should we go ahead with our efforts to transfer him to another school? -----Original Message----- From: @... Let me vent along with you. I know that too much is expected of all teachers, and that the special needs of diverse children can really be a challenge, but is it too much to ask that a teacher check every now and then that three little devices are turned on? GEEZE! When (now 8, mod to severe bilateral hi, oral, digital aids with FM at school, non-modified curriculum) was three he was in an integrated childcare with a play-based program where he shared a class with 6 to 8 other children, two of whom had add/adhd. It took very little for us to get his Educators with one exception to use the hearing aids and FM system properly, and they were all very willing and eager to implement other classroom changes for him. The one exception was a new caregiver who had not done any specific training in working with children at all, let alone special needs, and apparently thought that she was a babysitter rather than an educator. As soon as she started to work with him we started getting complaints from her about his behaviour: acting up, wandering away, refusing to sit still for stories, and on and on. She kept asking us to 'speak to him' about his behaviour at school. I knew that children don't suddenly start to have behavioural problems for no reason and nothing at home had changed so I suspected her classroom management methods. Since I wasn't able to go to his childcare at the time I asked our APSEA Parent Educator to drop by for me. She went in and observed the classroom and discovered that she read stories to the children with her back to them, that she thought the FM was a 'nuisance', that she constantly played stimulating music (she assumed that he couldn't hear it so it wouldn't bother him), and that she was regularly reading stories that were too advanced for her age group. Sharon <bless 'er> went to work training this teacher by pointing out various things she could do starting with the ones that work for the entire class. She made suggestions about the environment. She read stories facing the children and signing along. She demonstrated how to get 's attention before talking to him. All these little things that make such a world of difference. As soon as she started to realize that these suggestions were making her whole day easier things began to run smoothly again. In fact, his more experienced caregivers started to implement some of the environmental changes for *all* of the children they cared for. Now that he is in grade three, I've noticed that every teacher he has had in the public school system *still* has tennis balls on all of the chair legs Some of them said that reducing background noise and enabling speech reading seems to have helped all of their students. Maybe you could sell his caregivers on these aspects. Quote Link to comment Share on other sites More sharing options...
Guest guest Posted February 1, 2001 Report Share Posted February 1, 2001 > -----Original Message----- > From: Hodge > Did you have much trouble getting this teacher to change? Hi : No, we had no serious problem. It was just a matter of education in this case--as soon as she was able to see that the behaviour problems she was having with him did not exist when others taught him and that they disappeared when she followed our 'sage advice', she caught on.] When was almost ready to start Grade one we had a mega IEP meeting with everyone from the principal and M & R teacher to his outgoing and incoming SLP and his audiologist. We discussed every issue and resources were provided (here through APSEA and through the audiology/SLP dept at the hospital) to help his teachers optimize his learning environment. Since then I've never had to do any more than perhaps send a gentle reminder if there's a hint of a problem. > My son > is in Grade> One (we're in Ottawa) and his teacher just doesn't seem to " get it " ;> although she appears to mean well, she does an awful lot of > talking without> much in the way of visual cues. I get a lot of comments about his > inability> to focus! Unless he has a problem focussing ALL THE TIME, including at home, I would almost guarantee that focus problems are related to his not hearing well enough in the classroom. Background noise might be distracting him when he's doing quiet work, or perhaps he can't hear the teacher because of a technical problem (Someone mentioned 'dead spots' in a room as being a relevant problem. Don't give up! > But worse than that, I was just told that one of the Grade Two > teachers refuses to use the FM. I was astounded that a) she would be so> inconsiderate and she can't be forced to use it. I guess I'm pretty> naive, eh? She must use an FM system to teach your child. If she refuses to use the FM she is denying him instruction. End of story! I wonder if that's a breach of professional ethics and it certainly seems to be discrimination. ( " I think I'll teach all the children in class today except little ny because he doesn't always understand me. Here ny, put on some earplugs so you won't hear me. " Sounds pretty dang nasty if you put it that way doesn't it?) > Just wondering if you have any tips on helping them adapt their > methods a bit. Or should we go ahead with our efforts to transfer him to> another school? The only advice that I have is to get an IEP if he doesn't have one and clearly define his needs and the teachers' and schools' responsibilities. If they won't/can't adapt when offered gentle nudges and advice and there is another school available, I think you should demand a transfer. It's unconscionable that a teacher would refuse to use the simple technology required to teach one child in his or her class. Our kids don't have any instruction time to waste arguing about politics or whether the mic from the FM system wrinkles the teacher's clothes or messes his or her hair. @... Quote Link to comment Share on other sites More sharing options...
Guest guest Posted February 1, 2001 Report Share Posted February 1, 2001 > Just wondering if you have any tips on helping them adapt their > methods a bit. Or should we go ahead with our efforts to transfer him to > another school? There used to be a video available from AVR to promote the Extend Ear (hearing aid/FM). http://www.avrsono.com/ It had a fairly good explanation and example of the effects of background noise and what the use of the FM can do to help. You might try writing to them and see if you can get a copy of this video. Not only to they get to hear the difference the FM makes, but it shows visually how sound bounces and reflects off of different surfaces adding to the problem. If your child is old enough, you might want to try the idea mentioned here http://www.listen-up.org/rights/advocate.htm#5 It might help to show that your daughter understands only X% in background noise without an FM, but with an FM, she understands Z%. Kay Quote Link to comment Share on other sites More sharing options...
Guest guest Posted February 1, 2001 Report Share Posted February 1, 2001 I wouldn't give them 30 days. They've had plenty of time already. This is a failure on their part. Write a letter to the special ed director stating that they are in violation of the IEP and are denying your child a free and appropriate public education. They need to know you mean it when you talk. Putting it in writing counts, saying it verbally is like not saying it at all. Judith Re: New , I am struggling with 's preschool placement. She is in a classroom with 8 very diverse handicapped kids. They have one special ed teacher who has never taught preschool and an aid who has no experience. Needless to say, neither of them have any experiences with the deaf or HOH. 's IEP states that she is to have an interpreter in there as well. However, a week after that meeting the position still wasn't authorized by the powers that be. Now it is but the principal still hasn't advertised for it. I have found 2 different people in the community who have some signing and/or preschool experience. I am at the point where anyone who knows a little more than me would benefit versus what she has now. I was going to give them 30 working days to find someone before I start the legal paperwork. I go in every day to ask the principal if she has hired anyone yet. Then I promptly go to the classroom to help my child. I have not gone a few days or just popped in to see how it was going. When I do that, the incompetence just burns me up. Her hearing aids are not always on or on the right settings. One day I went in and the teacher did not even have the FM turned on around her neck. I have written down, shown them, gone over and over the directions, and still we have this problem.... Anyway, I jsut wanted to share the inept school system I am dealing with. Thanks for letting me vent. Tammy Mom to 9, 5, and 3 profound loss Quote Link to comment Share on other sites More sharing options...
Guest guest Posted February 1, 2001 Report Share Posted February 1, 2001 Another option is to just sit down with all folks involved for about fifteen minutes, with your child's aids, FM, and stethoset, and pass it around. I did that with all the teachers/directors/etc. who work with my son, and it made a great difference in their understanding of how it works. Now, to all of them, it's just something he *needs*, and they all use it properly. (One teacher tells me she wishes she had one for every kid!) At 09:46 AM 2/1/01 -0600, you wrote: > > Just wondering if you have any tips on helping them adapt their > > methods a bit. Or should we go ahead with our efforts to transfer him to > > another school? > >There used to be a video available from AVR to promote the Extend Ear >(hearing aid/FM). >http://www.avrsono.com/ >It had a fairly good explanation and example of the effects of background >noise and what >the use of the FM can do to help. You might try writing to them and see if >you can get a >copy of this video. Not only to they get to hear the difference the FM >makes, but it shows >visually how sound bounces and reflects off of different surfaces adding >to the problem. Quote Link to comment Share on other sites More sharing options...
Guest guest Posted February 1, 2001 Report Share Posted February 1, 2001 If an interpreter/signing aide is in your child's IEP/IFSP, then I would immediately file a state complaint that the school system is violating the IEP/IFSP with the State Dept of Education. It's amazing how this gets the local system jumping! I would further file a complaint with the US Dept of Education Office for Civil Rights for your region alleging that your child is being denied equal access to communication. The State Dept of Ed will most probably find an excuse to find your local jurisdiction in compliance, but will also most probably give them a few slaps behind closed doors. The Office for Civil Rights will deny jurisdiction until the State has finished investigating, but at least your investigation is then in the pipeline. All of this will force the local school system to get off of their duff and advertise for someone competent. How can I put this...your child's problem is not worth remedying until it becomes their problem too. One or more complaints make it THEIR problem too. <who hopes she's been coherent as she's sleep deprived!> Judith Longman wrote: > > I wouldn't give them 30 days. They've had plenty of time already. This is a > failure on their part. Write a letter to the special ed director stating > that they are in violation of the IEP and are denying your child a free and > appropriate public education. > > They need to know you mean it when you talk. Putting it in writing counts, > saying it verbally is like not saying it at all. > > Judith > Re: New > > , > I am struggling with 's preschool placement. She is in a classroom > with > 8 very diverse handicapped kids. They have one special ed teacher who has > never taught preschool and an aid who has no experience. Needless to say, > neither of them have any experiences with the deaf or HOH. > 's IEP states that she is to have an interpreter in there as well. > However, a week after that meeting the position still wasn't authorized by > the powers that be. Now it is but the principal still hasn't advertised > for > it. I have found 2 different people in the community who have some > signing > and/or preschool experience. I am at the point where anyone who knows a > little more than me would benefit versus what she has now. > I was going to give them 30 working days to find someone before I start > the > legal paperwork. I go in every day to ask the principal if she has hired > anyone yet. Then I promptly go to the classroom to help my child. I have > not gone a few days or just popped in to see how it was going. When I do > that, the incompetence just burns me up. Her hearing aids are not always > on > or on the right settings. One day I went in and the teacher did not even > have the FM turned on around her neck. I have written down, shown them, > gone > over and over the directions, and still we have this problem.... > Anyway, I jsut wanted to share the inept school system I am dealing with. > Thanks for letting me vent. > Tammy > Mom to 9, 5, and 3 profound loss > > Quote Link to comment Share on other sites More sharing options...
Guest guest Posted February 1, 2001 Report Share Posted February 1, 2001 >I wouldn't give them 30 days. They've had plenty of time already. This is a >failure on their part. Write a letter to the special ed director stating >that they are in violation of the IEP and are denying your child a free and >appropriate public education. > >They need to know you mean it when you talk. Putting it in writing counts, >saying it verbally is like not saying it at all. > I whole-heartedly agree. EGAD! This is simply egregious. More than half of the school year is over. Additionally, I would ask for compensatory ed. There are sample letters of complaint at Kay's website. Celeste Quote Link to comment Share on other sites More sharing options...
Guest guest Posted February 1, 2001 Report Share Posted February 1, 2001 > There are sample letters of complaint at Kay's > website. http://www.listen-up.org/rights/rights.htm#comp Kay Quote Link to comment Share on other sites More sharing options...
Guest guest Posted February 1, 2001 Report Share Posted February 1, 2001 > Remember I am dealing with a DODDS school in Germany. So, where do I turn > from here?? Talk about complicating matters. DODDS schools still must comply with the IDEA. When they did the IEP, were you given an explanation of parent's rights? Believe it or not, I actually found on online for DODDS Schools! http://www.brus-dso.odedodea.edu/special/PARENTR2.htm Kay Quote Link to comment Share on other sites More sharing options...
Guest guest Posted February 1, 2001 Report Share Posted February 1, 2001 >> There are sample letters of complaint at Kay's >> website. > >http://www.listen-up.org/rights/rights.htm#comp <grin> Of course, my favorite is: IEP Violation - Parent version. Failure to provide related services; Failure to provide supplementary aids; request for compensatory education - which is the one I wrote. Celeste Quote Link to comment Share on other sites More sharing options...
Guest guest Posted February 1, 2001 Report Share Posted February 1, 2001 She is in a preschool program with the district. If nothing else it helped with her socialization. She is the only one in the class with any type of hearing loss. When I asked about using an FM system for her they told me that it wouldn't work because there are to many different teachers that she interacts with. So I buried them in statistics and information about FM's and gave them a video showing one used in a preschool setting. Unfortunately the systems they have are old and don't work right so we are right back at square one. If nothing else they know I am not going to give up or go away. By the way she is getting 1 hour of speech a week with the district, so I supplement with some additional speech therapy ( 1 to 1) at the local hospital. Donna (4.5) severe to moderate loss in both ears Re: New > > > > Since your daughter is 4, she is at preschool age. The preschool > > Speech/Language Impaired classes in the public schools are usually quite > > small with a teacher(speech/language pathologist), and a teacher's aid and > > your daughter would be eligible for auditory training sessions (one on one > > with a Teacher of the Deaf and Hard of Hearing). My daughter has been in > one > > since the age of 3 and she is now 5 and her class had never been larger > than > > 13 children. > > > I agree with Suzette that the school district may offer an appropriate > preschool program for your daughter's age group. In our case, our school > district does not...although they are investigating starting one now that > more parents (myself included) have become vocal about their children's > rights. If you visit the program they offer you (which is a MUST), do be > sure to ask what the maxiumum number of children is. (The class my son was > placed in maxes out at 22...with only 4 adults.) Also, be sure that the > people who would work with your child are qualified to do so. My son (along > with 21 other children with all manner of special needs) was to be served by > one regular education teacher (who had never worked with preschoolers > before), one special education teacher, a classroom aide, and an occasional > assistant teacher. None of these people had experience with children who > are deaf or HOH. When I asked about speech therapy, was offered one > half-hour of speech therapy--which I had to drive him to--with an SLP who > was a wonderful lady but who admitted to no experience with children with > hearing loss. > > Here's the sad part; These guys (who were very nice people, all of them) > really thought they were going out of their way to help my son. They kept > telling me how lucky I was to be getting such a good placement. > > Ultimately, we were able to " nudge " the district to pay to place in a > school specifically for children with hearing impairment. We might not have > had to if they had been as responsive as the one Suzette describes and one > or two I have visited in our neighboring communities. They are out > there...but you need to ask those questions. > > Carol - mom to > > > > > > > > All messages posted to this list are private and confidential. Each post is the intellectual property of the author and therefore subject to copyright restrictions. > Quote Link to comment Share on other sites More sharing options...
Guest guest Posted February 1, 2001 Report Share Posted February 1, 2001 > properly. (One teacher tells me she wishes she had one for every kid!) I concur, there are times I wish I had one for my hearing son. Barb Quote Link to comment Share on other sites More sharing options...
Guest guest Posted February 1, 2001 Report Share Posted February 1, 2001 > Unfortunately > the systems they have are old and don't work right so we are right back at > square one. So many times, those who work for the school district either aren't aware of the procedures to use, or pretend they're not. First, she should receive an assistive technology assessment. If they don't agree the child needs an FM (JD's was this way), check on the info at the link I sent earlier. Some of what is there is what we did to prove it's what JD needed (took us 6 years to get to that point). At least now, if they turn you down, they have to give their reasons in writing, as well as any alternatives they considered. Second, they write it into the IEP. Be sure to include how it will be used if the one they have won't do what you feel it needs to do. There also should be an area for negative impact of proposals considered, here would be a good place to put in self esteem (for trying to get a system without cords), or safety. Third, they provide one. If what they have doesn't work right, then they have to get one that does. If the one they have won't do all that is spelled out in the IEP, they have to get a new one. Provision of AT and services isn't limited to what's currently available, or what's administratively convenient. What they provide should meet the unique educational needs of the child - which is another thing most speducrats forget about. Kay Quote Link to comment Share on other sites More sharing options...
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