How do oral-only kids do it?

[Guest guest]

Hi,

I observed in class today (they started last week here

in Texas). My daughter Kathy is starting 1st grade

and doing pretty well. She has a profound-to-severe

hearing loss, uses an FM toteable, and she is oral,

but needs to read lips to supplement her hearing in

noise.

AAAAAAAAGHHHHH!! The first grade teacher speaks

really fast and walks around the room constantly.

at least 80% of the time she was out of lip reading

view. I almost started crying. The teacher was

blazing along through a directed reading session,

wandering around the room (which she has to do to

help keep the kids in line), popping off questions

right and left, kids were answering and the teacher

would only repeat what they said if they were

really quiet or if they phrased things wrong.

Kathy didn't know what page they were on, would mess

up when they were all supposed to be " choral reading "

or " echo reading " or a single student reading. It was

a total waste of her time! No wonder she told me the

first week of school (last week) that the teacher told

her not to daydream - what the heck else can she do?

I am still upset! We worked for so long, for so many

years to get to a " mainstream classroom " and now she

can't function there. What do you with oral kids do?

transliterators? interpreters? nail the teachers

feet to the floor? Please help me.

Terri , Mother of Kathy, almost 7, HoH, future

paleontologist and pokemon trainer (and maybe future

home schooler)

[Guest guest]

You'll never change the teacher. That is why we went to cued speech.

However, he does not really use a transliterator effectively since he

didn't learn it until he was seven. Then went to home tutoring. One on

one, he understands, and if he doesn't, his tutor knows it and repeats.

If ever our son is mainstreamed again it will be with CART (Computer

Aided Real Time Captioning). We fought and fought for years to educate

teachers...including the teachers of the deaf who only understood Deaf

kids who signed. My chest still hurts even thinking about it, let alone

living it.

Terri wrote:

>

> Hi,

>

> I observed in class today (they started last week here

> in Texas). My daughter Kathy is starting 1st grade

> and doing pretty well. She has a profound-to-severe

> hearing loss, uses an FM toteable, and she is oral,

> but needs to read lips to supplement her hearing in

> noise.

>

> AAAAAAAAGHHHHH!! The first grade teacher speaks

> really fast and walks around the room constantly.

> at least 80% of the time she was out of lip reading

> view. I almost started crying. The teacher was

> blazing along through a directed reading session,

> wandering around the room (which she has to do to

> help keep the kids in line), popping off questions

> right and left, kids were answering and the teacher

> would only repeat what they said if they were

> really quiet or if they phrased things wrong.

>

> Kathy didn't know what page they were on, would mess

> up when they were all supposed to be " choral reading "

> or " echo reading " or a single student reading. It was

> a total waste of her time! No wonder she told me the

> first week of school (last week) that the teacher told

> her not to daydream - what the heck else can she do?

>

> I am still upset! We worked for so long, for so many

> years to get to a " mainstream classroom " and now she

> can't function there. What do you with oral kids do?

> transliterators? interpreters? nail the teachers

> feet to the floor? Please help me.

>

> Terri , Mother of Kathy, almost 7, HoH, future

> paleontologist and pokemon trainer (and maybe future

> home schooler)

>

>

> 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.

>

>

[Guest guest]

Terry:

I had the same feelings as you do all through Kindergarten. My daughter is

also a terrific lip reader and very oral (profoundly deaf). We chose cued

speech for her and she has had a transliterator ever since - this way she

misses very little - mainly when she is tired or daydreaming.

Amy

At 05:11 PM 8/21/01 -0500, you wrote:

>Hi,

>

>I observed in class today (they started last week here

>in Texas). My daughter Kathy is starting 1st grade

>and doing pretty well. She has a profound-to-severe

>hearing loss, uses an FM toteable, and she is oral,

>but needs to read lips to supplement her hearing in

>noise.

>

>AAAAAAAAGHHHHH!! The first grade teacher speaks

>really fast and walks around the room constantly.

>at least 80% of the time she was out of lip reading

>view. I almost started crying. The teacher was

>blazing along through a directed reading session,

>wandering around the room (which she has to do to

>help keep the kids in line), popping off questions

>right and left, kids were answering and the teacher

>would only repeat what they said if they were

>really quiet or if they phrased things wrong.

>

>Kathy didn't know what page they were on, would mess

>up when they were all supposed to be " choral reading "

>or " echo reading " or a single student reading. It was

>a total waste of her time! No wonder she told me the

>first week of school (last week) that the teacher told

>her not to daydream - what the heck else can she do?

>

>I am still upset! We worked for so long, for so many

>years to get to a " mainstream classroom " and now she

>can't function there. What do you with oral kids do?

>transliterators? interpreters? nail the teachers

>feet to the floor? Please help me.

>

>Terri , Mother of Kathy, almost 7, HoH, future

>paleontologist and pokemon trainer (and maybe future

>home schooler)

>

>

>

>

>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.

>

>

[Guest guest]

My son is both oral and " manual, " using Cued Speech, which involves

lipreading and the hands. The transliterator's purpose is to ensure that

everything the teachers and the other kids say is clear to the deaf

student. I know there are oral interpreters, as well. Maybe you could

check into that. I do know that teachers of hearing impaired kids who

are oral should be educated on how they need to handle these things by

the deaf ed. teacher, or by taking some training (in ideal situations).

I fully understand your frustration, and admire your strength. I

probably would have started crying--no almost about it! It's hard to be

a parent and watching our kids struggle when they don't need to. Does

anyone have info. on oral interpreting?

Darla

On Tue, 21 Aug 2001 17:11:55 -0500 " Terri "

writes:

> Hi,

>

> I observed in class today (they started last week here

> in Texas). My daughter Kathy is starting 1st grade

> and doing pretty well. She has a profound-to-severe

> hearing loss, uses an FM toteable, and she is oral,

> but needs to read lips to supplement her hearing in

> noise.

>

> AAAAAAAAGHHHHH!! The first grade teacher speaks

> really fast and walks around the room constantly.

> at least 80% of the time she was out of lip reading

> view. I almost started crying. The teacher was

> blazing along through a directed reading session,

> wandering around the room (which she has to do to

> help keep the kids in line), popping off questions

> right and left, kids were answering and the teacher

> would only repeat what they said if they were

> really quiet or if they phrased things wrong.

>

> Kathy didn't know what page they were on, would mess

> up when they were all supposed to be " choral reading "

> or " echo reading " or a single student reading. It was

> a total waste of her time! No wonder she told me the

> first week of school (last week) that the teacher told

> her not to daydream - what the heck else can she do?

>

> I am still upset! We worked for so long, for so many

> years to get to a " mainstream classroom " and now she

> can't function there. What do you with oral kids do?

> transliterators? interpreters? nail the teachers

> feet to the floor? Please help me.

>

> Terri , Mother of Kathy, almost 7, HoH, future

> paleontologist and pokemon trainer (and maybe future

> home schooler)

>

>

>

>

[Guest guest]

Terri, First off I would ask for a conference with the teacher. Before I

went I would load myself down with information for the teacher on how to

teach with oral children. I did this with Zander's first grade teacher who

actually looked at me once when I went in to pick him up early and told me

she did not believe he had a hearing problem at all. The reason was he had

scored the only perfect score on a verbal reading vocabulary test. I had to

" prove " to her he did in fact have a hearing problem but that he 1) hid it

well, 2) compensated for it, and 3) could lip read fairly well. I brought

the written info to her at the conference and gave it to her explaining I

knew she probably already had it, but since I had been making myself copies

I made her some too. I also several times looked toward Zander, away from

her, and kept speaking. Several times she had to ask me to repeat things.

After a while I apologised saying how it really IS hard to hear when someone

is saying something not directed towards you and how I had to always

remember at home not to do this to Zander as he could not hear me if I was

walking around and not facing him. Yes, I was playing " tricks " instead of

being direct, but I didn't want her defensive to me, and wanted her on my

side. She understood what I was doing and saying, but I let her " save face "

by not confronting her with what I saw as her inadequacies. She stopped

walking around and also began to quietly monitor the HOH and deaf children

in the room to make sure they were where they were supposed to be. She

assigned buddies to ALL children in the room to help each other be on the

correct page. It ended up a wonderful year. Would all teachers understand

and fix the problem? No, but some will. I don't know if this helps, but even

if it does a little..... Take care, Deb (PS Being a teacher myself

also makes other teachers more sensitive to what they feel it criticism from

another teacher, so I have to be extra cautious on how I approach a

problem.)

<<The first grade teacher speaks

really fast and walks around the room constantly.

at least 80% of the time she was out of lip reading

view. I almost started crying. The teacher was

blazing along through a directed reading session,

wandering around the room (which she has to do to

help keep the kids in line), popping off questions

right and left, kids were answering and the teacher

would only repeat what they said if they were

really quiet or if they phrased things wrong. >>

Deb Cawley

debcawley@...

aislinnpapillons@...

http://www.geocities.com/aislinnpaps/

PCA Rescue Committee

[Guest guest]

Some implant centers are not as aggressive as others. Your child has to be

assessed to see if he/she is a candidate for one....just because you want an

implant does not mean it will automatically happen. House Ear Clinic in LA

urged us to go to the orallingua schools and Clinic to see how we

felt about the implants after observing children with implants. my daughter

is not currently implanted. She is a very active bright loving child who

uses ASL, and who will be fitted with a new digital (widex C19 hearing aid

on Monday). I encourage you to consider all your options.

>From: suzette1118@...

>Reply-To: Listen-Up

>To: Listen-Up

>Subject: Re: How do oral-only kids do it?

>Date: Wed, 22 Aug 2001 14:38:00 EDT

>

>In a message dated 8/22/01 6:04:13 AM Central Daylight Time,

>dlarkin@... writes:

>

>

> > I hate to be ignorant yet again, (lol) but I thought cochlear implants,

>at

> > least I was told this, were for kids that were totally and completely

>non

> > hearing; in other words, could not hear a thing. Mark is

>severe-profound.

> >

>

>Nope, they definitely implant children who are severe-profound. My daughter

>is one who just received her implant in December 2000.

>

>Suzette

>

>

>

[Guest guest]

Kay, I hope I did not sound too " flip " . My Microsoft Word program would not

open (one of the jobs is typing from home) and I spent 10 hours trying to

figure out what to do last night and this a.m.

I truly cannot imagine running a website and managing all that goes with it.

I never knew you had all the other " stuff " on your site; amazing and really

helpful. Being on this site has really made me feel I am not the only one

going through all this; kind of a support group!

Debbie

Re: How do oral-only kids do it?

> > what we need in this house is a wife! Someone to do all the " stuff "

because

> > there is NEVER enough time!!!!!!!!!!!!!!

>

> If it's any consolation, I've never figured out how parents with more than

one kid ever

> find the time to do all that needs to be done. My hat is off to every one

of you with more

> than one child.

>

> Kay

>

>

>

> 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.

>

>

[Guest guest]

> Some implant centers are not as aggressive as others.

So true. Our very own Sherry Zee (great website for info about educational

rights, you'll

find a link to her site near the top of my page called " Your Rights " has been

trying to

get her son qualified for an implant, but they keep telling her to try new

hearing aids,

come back in so many months, etc. He has very little hearing left and those who

have heard

his speech before say his speech has deteriorated greatly. His audiogram and

sound booth

test scores are worse than JD's, but the 2 implant centers near her say that he

has too

much hearing to qualify.

Kay

[Guest guest]

<<I hate to be ignorant yet again, (lol) but I thought cochlear implants, at

least I was told this, were for kids that were totally and completely non

hearing; in other words, could not hear a thing. Mark is severe-profound>>

The audiologist has spoken to me about the possibility of a cochlear implant

for Zander in the future. For us it is a no, with his heart we can't do any

extra surgeries.

Deb Cawley

debcawley@...

aislinnpapillons@...

http://www.geocities.com/aislinnpaps/

PCA Rescue Committee

[Guest guest]

If Sherry really wants the implant, she should be more aggressive. If

she's willing to travel, I am sure she could find a center that would be

willing to implant her son. I was amazed how quickly my moved

through the process (six months from first visit to surgery day). I was

even able to get them to reduce the hearing aid trial time, because it

was obvious she was getting very little from the HAs. Good luck to

Sherry.

mom to , 2, N24C at 16 months

[Guest guest]

I think your solution sounds easy but it really is not. (By the way, I had

to chuckle when I read your response as I've known Sherry since 1996...I

betcha she could give us all lessons in special ed advocacy, and being the

mom of a deaf child).

More oftent than not there are insurance issues to consider also - not all

insurances cover implants. Also, if you are covered by CHIPS or whatever, I

do not believe you can just pick up and go to another state where there is

an implant center willing to implant your child...how can you be certain

that if you leave the state just for the implant, that your insurance will

cover it?

>From: jthomasx2@...

>Reply-To: Listen-Up

>To: Listen-Up

>Subject: Re: How do oral-only kids do it?

>Date: Wed, 22 Aug 2001 19:11:27 -0400

>

>If Sherry really wants the implant, she should be more aggressive. If

>she's willing to travel, I am sure she could find a center that would be

>willing to implant her son. I was amazed how quickly my moved

>through the process (six months from first visit to surgery day). I was

>even able to get them to reduce the hearing aid trial time, because it

>was obvious she was getting very little from the HAs. Good luck to

>Sherry.

>

>

>mom to , 2, N24C at 16 months

_________________________________________________________________

Get your FREE download of MSN Explorer at http://explorer.msn.com/intl.asp

[Guest guest]

In a message dated 8/23/2001 8:19:25 AM Eastern Daylight Time,

dlarkin@... writes:

> ; however, they tell me

> no interpreter because it would just embarrass Mark (8th grade) and that he

> does not need one. Now, he wears bilateral aids, has an FM system

>

> is they ... the school or the IEP team?? and do you want an interpreter

correct me if i am wrong.. but int that an IEP team decision?? and if you

feel he needs one you should get it written in his IEP

Cole is assigned a " buddy " a day ... this is to help facilitate language as

well as help with the socialization issues..

as far as the notebook.. even though Cole doesn't have homework yet.. i have

a daily communication log written into his IEP.. it is sent home every day

with notes on what he did.. and then i write in things we are working on in

AVT.

good luck!

Mom to Cole CII 8/14/01

activation date 09/04/01

[Guest guest]

Guess I should have been a little more detailed... Cole is only 4 so his

" buddy " is more of a playmate/ language role model...as he gets older i am

sure that role will change and a language facilitator will be needed .. sorry

for the confusion

Mom to Cole 4 CII 8/14/01

[Guest guest]

My son, , is going into fifth grade, and will have an interpreter/tutor

again this year, for 3 1/2 hours a day. Among her other duties, she helps

get organized so he doesn't come home without the books he needs to do

his homework. This was a chronic problem at the beginning of third grade,

until his teacher thought of something pretty ingenious. She would actually

pack 's backpack while showing all the other kids what they needed to

take home that night. Just a thought.

Kerry (mother of , age 10 - severe/profound, and Brad, age 12 - hearing)

[Guest guest]

Hi, we are trying an fm system/ auditory trainer for first grade for all the

reasons you listed below. This way, she will hear everything the teacher

says no matter where the teacher is.

I still am asking for Margie to be in the first row and away from the

airconditioner.

Randie Chubin

Margie (7) moderate/moderate to severe, EVAS

Eli (4) and Mollie (1), hearing

Reply-To: Listen-Up

To: " Listen-Up ListGroup " <Listen-Up >

Subject: How do oral-only kids do it?

Date: Tue, 21 Aug 2001 17:11:55 -0500

Hi,

I observed in class today (they started last week here

in Texas). My daughter Kathy is starting 1st grade

and doing pretty well. She has a profound-to-severe

hearing loss, uses an FM toteable, and she is oral,

but needs to read lips to supplement her hearing in

noise.

AAAAAAAAGHHHHH!! The first grade teacher speaks

really fast and walks around the room constantly.

at least 80% of the time she was out of lip reading

view. I almost started crying. The teacher was

blazing along through a directed reading session,

wandering around the room (which she has to do to

help keep the kids in line), popping off questions

right and left, kids were answering and the teacher

would only repeat what they said if they were

really quiet or if they phrased things wrong.

Kathy didn't know what page they were on, would mess

up when they were all supposed to be " choral reading "

or " echo reading " or a single student reading. It was

a total waste of her time! No wonder she told me the

first week of school (last week) that the teacher told

her not to daydream - what the heck else can she do?

I am still upset! We worked for so long, for so many

years to get to a " mainstream classroom " and now she

can't function there. What do you with oral kids do?

transliterators? interpreters? nail the teachers

feet to the floor? Please help me.

Terri , Mother of Kathy, almost 7, HoH, future

paleontologist and pokemon trainer (and maybe future

home schooler)

_________________________________________________________________

Get your FREE download of MSN Explorer at http://explorer.msn.com/intl.asp

[Guest guest]

Ooops, I just re-read your e-mail. Your daughter does use an fm portable.

Uh oh, I thought those things make it all better. I'm still learning!

Randie Chubin

Margie (7) moderate/moderate to severe, EVAS

Eli (4) and Mollie (1), hearing

Reply-To: Listen-Up

To: " Listen-Up ListGroup " <Listen-Up >

Subject: How do oral-only kids do it?

Date: Tue, 21 Aug 2001 17:11:55 -0500

Hi,

I observed in class today (they started last week here

in Texas). My daughter Kathy is starting 1st grade

and doing pretty well. She has a profound-to-severe

hearing loss, uses an FM toteable, and she is oral,

but needs to read lips to supplement her hearing in

noise.

AAAAAAAAGHHHHH!! The first grade teacher speaks

really fast and walks around the room constantly.

at least 80% of the time she was out of lip reading

view. I almost started crying. The teacher was

blazing along through a directed reading session,

wandering around the room (which she has to do to

help keep the kids in line), popping off questions

right and left, kids were answering and the teacher

would only repeat what they said if they were

really quiet or if they phrased things wrong.

Kathy didn't know what page they were on, would mess

up when they were all supposed to be " choral reading "

or " echo reading " or a single student reading. It was

a total waste of her time! No wonder she told me the

first week of school (last week) that the teacher told

her not to daydream - what the heck else can she do?

I am still upset! We worked for so long, for so many

years to get to a " mainstream classroom " and now she

can't function there. What do you with oral kids do?

transliterators? interpreters? nail the teachers

feet to the floor? Please help me.

Terri , Mother of Kathy, almost 7, HoH, future

paleontologist and pokemon trainer (and maybe future

home schooler)

_________________________________________________________________

Get your FREE download of MSN Explorer at http://explorer.msn.com/intl.asp

[Guest guest]

Whistling sometimes means you need new ear molds. Or, maybe the aids need a

tune up.

Randie Chubin

Margie (7) moderate/moderate to severe, EVAS

Eli (4) and Mollie (1), hearing

Reply-To: Listen-Up

To: <Listen-Up >

Subject: Re: How do oral-only kids do it?

Date: Wed, 22 Aug 2001 07:04:28 -0400

I hate to be ignorant yet again, (lol) but I thought cochlear implants, at

least I was told this, were for kids that were totally and completely non

hearing; in other words, could not hear a thing. Mark is severe-profound.

Mark's hearing seems worse, yet I had him checked a few months ago and the

audiologist said nothing changed. He wears bilateral aids and I asked them

if they were turned up and he said not all the way because they whistle.

does this sound right?

School starts next week, and I would love to have all these bases covered!

Thanks

Debbie

Mark's mom

Re: How do oral-only kids do it?

> Terri,

> Is your daughter a candidate for a cochlear implant? Would you consider

> one? From what I have heard, the CI addresses precisely the problems you

> mentioned. You can feed the FM right into the implant, and that filters

> background noise. Also, you can turn down the sensitivity, which would

> enable her to concentrate more on the voices around her. Having an

> excellent language base, your daughter would probably greatly improve her

> listening skills and reduce her dependence on lip reading.

>

> This is only a suggestion based on your concerns and frustration. The

> technology is available to greatly improve the lives of deaf/HOH kids

> everywhere. Please don't feel that I am pushing my choice on you, or

> opening up a heated debate. This is just my honest response to your

> post. Good luck.

>

> One more note: Don't believe that you'll never change the teacher. I am

> a teacher, and when a parent comes to me with a concern or special

> instructions, I do my best to incorporate them into my learing style.

> Talk to the teacher, you never know!

>

>

> mom to , 2, N24C at 16 months

>

>

> 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.

>

>

[Guest guest]

Randie, Just read this. I am calling the audie today, his molds are new

within the month. Thanks.

Debbie

Re: How do oral-only kids do it?

>

>

> > Terri,

> > Is your daughter a candidate for a cochlear implant? Would you

consider

> > one? From what I have heard, the CI addresses precisely the problems

you

> > mentioned. You can feed the FM right into the implant, and that

filters

> > background noise. Also, you can turn down the sensitivity, which would

> > enable her to concentrate more on the voices around her. Having an

> > excellent language base, your daughter would probably greatly improve

her

> > listening skills and reduce her dependence on lip reading.

> >

> > This is only a suggestion based on your concerns and frustration. The

> > technology is available to greatly improve the lives of deaf/HOH kids

> > everywhere. Please don't feel that I am pushing my choice on you, or

> > opening up a heated debate. This is just my honest response to your

> > post. Good luck.

> >

> > One more note: Don't believe that you'll never change the teacher. I

am

> > a teacher, and when a parent comes to me with a concern or special

> > instructions, I do my best to incorporate them into my learing style.

> > Talk to the teacher, you never know!

> >

> >

> > mom to , 2, N24C at 16 months

> >

> >

> > 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.

> >

> >

[Guest guest]

I'm sorry, between my computer causing problems, a band picnic for my other

son last night, etc etc, I can't remember if I responded to this; I know I

wrote the school says they cannot assign a peer to Mark for a study buddy in

the classroom as the kids are not required to do so; however, they tell me

no interpreter because it would just embarrass Mark (8th grade) and that he

does not need one. Now, he wears bilateral aids, has an FM system in school.

He starts next week at school and I do enforce a homework notebook and make

him have the teachers sign off in every class. Mean mom that I am, he hates

it; but he has consequences to pay if he does not get it signed off. We have

gone through: forgetting teacher's sign off, loosing the notebook, loosing

the page in the notebook, writing in pencil (I make him use pen, he was

erasing assignments). So I am not particularly looking forward to this year.

Any suggestions on homework notebook or on not having an interpreter would

be highly appreciated!!!

Debbie

Re: How do oral-only kids do it?

> In a message dated 8/21/01 5:13:04 PM Central Daylight Time,

> tcharles@... writes:

>

>

> > I am still upset! We worked for so long, for so many

> > years to get to a " mainstream classroom " and now she

> > can't function there. What do you with oral kids do?

> > transliterators? interpreters? nail the teachers

> > feet to the floor? Please help me.

> >

>

> Talk to the teacher and ask her to speak more slowly and to keep your

> daughter in mind more than she does. Also ask for an oral interpreter.

You'll

> have to ask for another ARD to get it written in. I think that you'll

> probably have to be a " squeaky wheel " in order for them to do what you

ask.

> My daughter's kindergarten teacher sent a couple of notes home with one of

> the hearing impaired boys. His mom told me about it. Two notes the first

week

> of school. His mom tried to tell her that she doesn't think he understands

a

> lot of what she says. She walks all over the room too so her back is

turned

> towards him a lot of the time. She has 4 hearing impaired kids in her

class,

> mine is one of them, and they all sit at round tables in different parts

of

> the room. She walks around a lot so I'm sure each of them misses quite a

bit.

> You'll have to educate your child's teacher. So often, they simply aren't

> aware of some of the simple things we've learned to do like making sure

our

> children look at us when we speak to them. Don't give up.

>

> Suzette

>

>

>

[Guest guest]

,

The IEP team decided. I really, really like the supervisor of the

intermediate unit and do trust him. It still bugs me though.

I never thought about getting the homework thing into the iep, but I am

going to look into that. Of course, they will love re opening it lol.

Debbie

Re: How do oral-only kids do it?

> In a message dated 8/23/2001 8:19:25 AM Eastern Daylight Time,

> dlarkin@... writes:

>

>

> > ; however, they tell me

> > no interpreter because it would just embarrass Mark (8th grade) and that

he

> > does not need one. Now, he wears bilateral aids, has an FM system

> >

> > is they ... the school or the IEP team?? and do you want an interpreter

> correct me if i am wrong.. but int that an IEP team decision?? and if you

> feel he needs one you should get it written in his IEP

>

> Cole is assigned a " buddy " a day ... this is to help facilitate language

as

> well as help with the socialization issues..

> as far as the notebook.. even though Cole doesn't have homework yet.. i

have

> a daily communication log written into his IEP.. it is sent home every day

> with notes on what he did.. and then i write in things we are working on

in

> AVT.

> good luck!

>

>

> Mom to Cole CII 8/14/01

> activation date 09/04/01

>

>

>

>

[Guest guest]

Our girls will be in middle school in the next couple of years, so I am

interested in this discussion. Without any sort of aide or interpreter to

help your son with the communication and organization of the school day, and

with the " buddy " system in place, I have a question for you. Does that

assigned buddy get paid for helping, and do they mind doing that? Because

in reality it would take a very organized person to get their own homework

organized, then another persons also. And if there is a conflict with not

getting information correct, is that buddy responsible? I am only looking

ahead to see what works and what doesn't.

Re: How do oral-only kids do it?

>

>

> > In a message dated 8/23/2001 8:19:25 AM Eastern Daylight Time,

> > dlarkin@... writes:

> >

> >

> > > ; however, they tell me

> > > no interpreter because it would just embarrass Mark (8th grade) and

that

> he

> > > does not need one. Now, he wears bilateral aids, has an FM system

> > >

> > > is they ... the school or the IEP team?? and do you want an

interpreter

> > correct me if i am wrong.. but int that an IEP team decision?? and if

you

> > feel he needs one you should get it written in his IEP

> >

> > Cole is assigned a " buddy " a day ... this is to help facilitate language

> as

> > well as help with the socialization issues..

> > as far as the notebook.. even though Cole doesn't have homework yet.. i

> have

> > a daily communication log written into his IEP.. it is sent home every

day

> > with notes on what he did.. and then i write in things we are working on

> in

> > AVT.

> > good luck!

> >

> >

> > Mom to Cole CII 8/14/01

> > activation date 09/04/01

> >

> >

> >

> >

[Guest guest]

In a message dated 8/23/01 12:32:56 AM Eastern Daylight Time,

maryemapa@... writes:

> I think your solution sounds easy but it really is not. (By the way, I had

> to chuckle when I read your response as I've known Sherry since 1996...I

> betcha she could give us all lessons in special ed advocacy, and being the

> mom of a deaf child).

>

> More often than not there are insurance issues to consider also - not all

> insurances cover implants. Also, if you are covered by CHIPS or whatever, I

> do not believe you can just pick up and go to another state where there is

> an implant center willing to implant your child...how can you be certain

> that if you leave the state just for the implant, that your insurance will

> cover it?

>

Although you are right there would be an insurance issue, I wanted to share

something that Sherry might be interested in knowing. There was a family

that lived in Indiana that tried several times to get their implant center to

implant their child to no avail. This family then went to a center in

Illinois, that center did feel their child was a candidate, and called their

insurance company. The insurance company then called the center in Indiana

and said, hey look we will approve this surgery for this child, he needs it,

and not only did the child get a CI, but he got bumped up to the head of a

long waiting list. So certainly seeking a second opinion from a different

implant team, in a different area is not totally a laughable thought.

[Guest guest]

I forget who said their child uses a toteable FM. I did not even know about

these until last week. Our audiologist just suggested one for Matt as an

alternative to consider to replace the one he uses now because he is

objecting to the wires that plug into his aids. He is 11 and going into 5th

grade with a moderate/moderate-severe loss and Digifocus aids.

Is yours the Phonic Ear toteable? I looked it up on their website and it

looks really cool!

Here's the link http://www.phonicear.com/prodmoretsf.asp But I'm wondering

if anyone can tell me from experience how well it works?

LuAnn

[Guest guest]

In a message dated 8/23/01 12:08:54 PM Central Daylight Time,

sherryzee@... writes:

> I certainly don't want to alienate the two centers here

> anymore than I already have. It will work out at some point.

>

> Sherry

>

Hi Sherry, someone early made reference to CHIPS. Are you anywhere near Texas

Children's Hospital? That's where I'll be taking my daughter for all of her

mapping services.

Suzette

[Guest guest]

Well, in elementary school is when he had the buddy. The buddy was usually a

straight A student; very organized. Mark would be intimidated I think to ask

questions even of the buddy. It worked for awhile but kind of went on the

wayside.

The FMs have been very good. He had some trouble I think the year before

last; he told all the teachers the last month of school that it was broken;

it was not and I never found out about it until AFTER school was out in his

IEP. Therefore, the following year I made sure I was to be contacted if he

was not using the FM system and I had it put in his IEP.

No, the buddy did not get paid or anything. That is why they told me they

could not force it upon any one kid, they (the school) would " try " to see if

they could get someone to help him. He doesn't have anyone lined up for this

year, but I am having him mainstreamed in 2 classes this year as a trial, so

we will see.

Debbie

Mark's mom

Re: How do oral-only kids do it?

> >

> >

> > > In a message dated 8/23/2001 8:19:25 AM Eastern Daylight Time,

> > > dlarkin@... writes:

> > >

> > >

> > > > ; however, they tell me

> > > > no interpreter because it would just embarrass Mark (8th grade) and

> that

> > he

> > > > does not need one. Now, he wears bilateral aids, has an FM system

> > > >

> > > > is they ... the school or the IEP team?? and do you want an

> interpreter

> > > correct me if i am wrong.. but int that an IEP team decision?? and if

> you

> > > feel he needs one you should get it written in his IEP

> > >

> > > Cole is assigned a " buddy " a day ... this is to help facilitate

language

> > as

> > > well as help with the socialization issues..

> > > as far as the notebook.. even though Cole doesn't have homework yet..

i

> > have

> > > a daily communication log written into his IEP.. it is sent home every

> day

> > > with notes on what he did.. and then i write in things we are working

on

> > in

> > > AVT.

> > > good luck!

> > >

> > >

> > > Mom to Cole CII 8/14/01

> > > activation date 09/04/01

> > >

> > >

> > >

> > >