Re: IEP meeting not an IEP meeting

[Guest guest]

Hello Angel,

My best argument for services and an IEP is that my daughter needs services

for continuing auditory habilitation for her cochlear implant. If she can't

hear, she won't succeed. This is critical for my daughter, who has had a

poor transition to Hi-Res. I also think that the school district does not

really understand cochlear implants and how people need to learn to use the

CI effectively. This is not a delay issue, it is an on-going training issue

in order to get access to the general curriculum. My daughter also receives

special services in social skills and conversational skills with the school

psychologist and special services to learn music, one- on -one with the

music teacher before school, music is part of the general curriculum here.

I think even if the language level is fine, there are still often issues

with social skills, conversational repair strategies, self advocacy, and

other teacher of the deaf type of issues.

Good luck. Do your research. Find out what the eligibility rules are for

your state. Find out if a 504 plan would be a good fall back position. Get

all your arguments together.

Terri , Mother of Kathy, 9 1/2, CII BTE, Jan '02, future artist and

paleontologist

>

> Now, they are pushing our determination meeting back 3 months. They plan

to ask for a bunch of testing to see where is, but the asst.

supervisor of the county has given me the impression she doesn't feel

qualifies for services because her delay is not significant enough to

warrant services. My point is - she is not looking at the total child who

is profoundly deaf without her implant. She is looking at language and

speech skills, not auditory skills.

>

> Is there an auditory test that shows developmental stages like the Speech

and Language tests?

>

> I haven't lost all hope. Our goal is to get them to put together a class

that would combine the hearing impaired kids but incorporate some typical

language peers as well. (Reverse mainstream). They had a hearing impaired

class a few years ago, but are resistant at this time to put another one

together. I don't know why. We have at least 5 kids all around the same

age that would be appropriate for this kind of class.

>

> We were not told " yes " , but we were not told " no " either. Any ideas or

suggestions would be greatly appreciated.

>

> Angel in land

>

[Guest guest]

Hello Angel,

My best argument for services and an IEP is that my daughter needs services

for continuing auditory habilitation for her cochlear implant. If she can't

hear, she won't succeed. This is critical for my daughter, who has had a

poor transition to Hi-Res. I also think that the school district does not

really understand cochlear implants and how people need to learn to use the

CI effectively. This is not a delay issue, it is an on-going training issue

in order to get access to the general curriculum. My daughter also receives

special services in social skills and conversational skills with the school

psychologist and special services to learn music, one- on -one with the

music teacher before school, music is part of the general curriculum here.

I think even if the language level is fine, there are still often issues

with social skills, conversational repair strategies, self advocacy, and

other teacher of the deaf type of issues.

Good luck. Do your research. Find out what the eligibility rules are for

your state. Find out if a 504 plan would be a good fall back position. Get

all your arguments together.

Terri , Mother of Kathy, 9 1/2, CII BTE, Jan '02, future artist and

paleontologist

>

> Now, they are pushing our determination meeting back 3 months. They plan

to ask for a bunch of testing to see where is, but the asst.

supervisor of the county has given me the impression she doesn't feel

qualifies for services because her delay is not significant enough to

warrant services. My point is - she is not looking at the total child who

is profoundly deaf without her implant. She is looking at language and

speech skills, not auditory skills.

>

> Is there an auditory test that shows developmental stages like the Speech

and Language tests?

>

> I haven't lost all hope. Our goal is to get them to put together a class

that would combine the hearing impaired kids but incorporate some typical

language peers as well. (Reverse mainstream). They had a hearing impaired

class a few years ago, but are resistant at this time to put another one

together. I don't know why. We have at least 5 kids all around the same

age that would be appropriate for this kind of class.

>

> We were not told " yes " , but we were not told " no " either. Any ideas or

suggestions would be greatly appreciated.

>

> Angel in land

>

[Guest guest]

>

> Hello:

When dealing with my school district regarding services for my son... we

always ask fo: 1- an audiogram to be attached to the IEP, this them

focused on the fact that we are taking about a hearing impaired child and

not IQ. 2- it is my understanding and you need to check with your state.

But when you request a IEP meeting they must schedule one within seven

days. Once you find the time frame in the manual when requesting a IEP do

it in writing and state the law that it is your understanding per ......

that when you request and IEP meeting once must be granted to you. Never

be advesarial (even though most of the time you will be frustrated .. it

will never help you child) Just state the facts (in writing) and say you

are just trying to ensure that your child gets what is necessary for them

per your state and federal law. And that you are working to ensure your

child has equal access to their classroom enviornment. 3- keep all of

your communication with anyone regarding you child in writing. 4- do you

research and use appropriate language. for instance we never request

anything so our son can be successful or the best he can be..... they will

use that against you. We constantly request equal access to his classroom

enviornment. The disability law will support you with the language equal

access. 5- Always remember you are not alone in your struggles to ensure

your child their services. 6- You are your childs only advocate.

Your argument is that your child is HEARING IMPAIRED, therefore qualifies

for services. That the disability law has certain requirements and don't

let anyone in your school district tell you what is best for your child.

Do your research keep GOOD records. Stay involved.

Good Luck

>

> Hello Angel,

>

> My best argument for services and an IEP is that my daughter needs

> services for continuing auditory habilitation for her cochlear

> implant. & nbsp; If she can't hear, she won't succeed. & nbsp; This is

> critical for my daughter, who has had a poor transition to Hi-Res. & nbsp;

> I also think that the school district does not really understand

> cochlear implants and how people need to learn to use the CI

> effectively. & nbsp; This is not a delay issue, it is an on-going training

> issue in order to get access to the general curriculum. My daughter also

> receives special services in social skills and conversational skills

> with the school psychologist and special services to learn music, one-

> on -one with the music teacher before school, music is part of the

> general curriculum here. I think even if the language level is fine,

> there are still often issues with social skills, conversational repair

> strategies, self advocacy, and other teacher of the deaf type of issues.

>

> Good luck. & nbsp; Do your research. & nbsp; Find out what the eligibility

> rules are for your state. & nbsp; Find out if a 504 plan would be a good

> fall back position. & nbsp; Get all your arguments together.

>

> Terri , Mother of Kathy, 9 1/2, CII BTE, Jan '02, future artist

> and paleontologist

>

> & gt;

> & gt; Now, they are pushing our determination meeting back 3

> months. & nbsp; They plan to ask for a bunch of testing to see where

> is, but the asst. supervisor of the county has given me the

> impression she doesn't feel qualifies for services because her

> delay is not significant enough to warrant services. & nbsp; My point is -

> she is not looking at the total child who is profoundly deaf without her

> implant. & nbsp; She is looking at language and speech skills, not

> auditory skills.

> & gt;

> & gt; Is there an auditory test that shows developmental stages like the

> Speech and Language tests?

> & gt;

> & gt; I haven't lost all hope. & nbsp; Our goal is to get them to put

> together a class that would combine the hearing impaired kids but

> incorporate some typical language peers as well. (Reverse

> mainstream). & nbsp; They had a hearing impaired class a few years ago,

> but are resistant at this time to put another one together. & nbsp; I

> don't know why. & nbsp; We have at least 5 kids all around the same age

> that would be appropriate for this kind of class.

> & gt;

> & gt; We were not told & quot;yes & quot;, but we were not told

> & quot;no & quot; either. & nbsp; Any ideas or suggestions would be greatly

> appreciated.

> & gt;

> & gt; Angel in land

> & gt;

>

>

>

>

>

>

>

> All messages posted to this list are private and confidential. & nbsp;

> Each post is the intellectual property of the author and therefore

> subject to copyright restrictions.

>

>

>

>

>

>

>

>

>

[Guest guest]

>

> Hello:

When dealing with my school district regarding services for my son... we

always ask fo: 1- an audiogram to be attached to the IEP, this them

focused on the fact that we are taking about a hearing impaired child and

not IQ. 2- it is my understanding and you need to check with your state.

But when you request a IEP meeting they must schedule one within seven

days. Once you find the time frame in the manual when requesting a IEP do

it in writing and state the law that it is your understanding per ......

that when you request and IEP meeting once must be granted to you. Never

be advesarial (even though most of the time you will be frustrated .. it

will never help you child) Just state the facts (in writing) and say you

are just trying to ensure that your child gets what is necessary for them

per your state and federal law. And that you are working to ensure your

child has equal access to their classroom enviornment. 3- keep all of

your communication with anyone regarding you child in writing. 4- do you

research and use appropriate language. for instance we never request

anything so our son can be successful or the best he can be..... they will

use that against you. We constantly request equal access to his classroom

enviornment. The disability law will support you with the language equal

access. 5- Always remember you are not alone in your struggles to ensure

your child their services. 6- You are your childs only advocate.

Your argument is that your child is HEARING IMPAIRED, therefore qualifies

for services. That the disability law has certain requirements and don't

let anyone in your school district tell you what is best for your child.

Do your research keep GOOD records. Stay involved.

Good Luck

>

> Hello Angel,

>

> My best argument for services and an IEP is that my daughter needs

> services for continuing auditory habilitation for her cochlear

> implant. & nbsp; If she can't hear, she won't succeed. & nbsp; This is

> critical for my daughter, who has had a poor transition to Hi-Res. & nbsp;

> I also think that the school district does not really understand

> cochlear implants and how people need to learn to use the CI

> effectively. & nbsp; This is not a delay issue, it is an on-going training

> issue in order to get access to the general curriculum. My daughter also

> receives special services in social skills and conversational skills

> with the school psychologist and special services to learn music, one-

> on -one with the music teacher before school, music is part of the

> general curriculum here. I think even if the language level is fine,

> there are still often issues with social skills, conversational repair

> strategies, self advocacy, and other teacher of the deaf type of issues.

>

> Good luck. & nbsp; Do your research. & nbsp; Find out what the eligibility

> rules are for your state. & nbsp; Find out if a 504 plan would be a good

> fall back position. & nbsp; Get all your arguments together.

>

> Terri , Mother of Kathy, 9 1/2, CII BTE, Jan '02, future artist

> and paleontologist

>

> & gt;

> & gt; Now, they are pushing our determination meeting back 3

> months. & nbsp; They plan to ask for a bunch of testing to see where

> is, but the asst. supervisor of the county has given me the

> impression she doesn't feel qualifies for services because her

> delay is not significant enough to warrant services. & nbsp; My point is -

> she is not looking at the total child who is profoundly deaf without her

> implant. & nbsp; She is looking at language and speech skills, not

> auditory skills.

> & gt;

> & gt; Is there an auditory test that shows developmental stages like the

> Speech and Language tests?

> & gt;

> & gt; I haven't lost all hope. & nbsp; Our goal is to get them to put

> together a class that would combine the hearing impaired kids but

> incorporate some typical language peers as well. (Reverse

> mainstream). & nbsp; They had a hearing impaired class a few years ago,

> but are resistant at this time to put another one together. & nbsp; I

> don't know why. & nbsp; We have at least 5 kids all around the same age

> that would be appropriate for this kind of class.

> & gt;

> & gt; We were not told & quot;yes & quot;, but we were not told

> & quot;no & quot; either. & nbsp; Any ideas or suggestions would be greatly

> appreciated.

> & gt;

> & gt; Angel in land

> & gt;

>

>

>

>

>

>

>

> All messages posted to this list are private and confidential. & nbsp;

> Each post is the intellectual property of the author and therefore

> subject to copyright restrictions.

>

>

>

>

>

>

>

>

>

[Guest guest]

>

> Hello:

When dealing with my school district regarding services for my son... we

always ask fo: 1- an audiogram to be attached to the IEP, this them

focused on the fact that we are taking about a hearing impaired child and

not IQ. 2- it is my understanding and you need to check with your state.

But when you request a IEP meeting they must schedule one within seven

days. Once you find the time frame in the manual when requesting a IEP do

it in writing and state the law that it is your understanding per ......

that when you request and IEP meeting once must be granted to you. Never

be advesarial (even though most of the time you will be frustrated .. it

will never help you child) Just state the facts (in writing) and say you

are just trying to ensure that your child gets what is necessary for them

per your state and federal law. And that you are working to ensure your

child has equal access to their classroom enviornment. 3- keep all of

your communication with anyone regarding you child in writing. 4- do you

research and use appropriate language. for instance we never request

anything so our son can be successful or the best he can be..... they will

use that against you. We constantly request equal access to his classroom

enviornment. The disability law will support you with the language equal

access. 5- Always remember you are not alone in your struggles to ensure

your child their services. 6- You are your childs only advocate.

Your argument is that your child is HEARING IMPAIRED, therefore qualifies

for services. That the disability law has certain requirements and don't

let anyone in your school district tell you what is best for your child.

Do your research keep GOOD records. Stay involved.

Good Luck

>

> Hello Angel,

>

> My best argument for services and an IEP is that my daughter needs

> services for continuing auditory habilitation for her cochlear

> implant. & nbsp; If she can't hear, she won't succeed. & nbsp; This is

> critical for my daughter, who has had a poor transition to Hi-Res. & nbsp;

> I also think that the school district does not really understand

> cochlear implants and how people need to learn to use the CI

> effectively. & nbsp; This is not a delay issue, it is an on-going training

> issue in order to get access to the general curriculum. My daughter also

> receives special services in social skills and conversational skills

> with the school psychologist and special services to learn music, one-

> on -one with the music teacher before school, music is part of the

> general curriculum here. I think even if the language level is fine,

> there are still often issues with social skills, conversational repair

> strategies, self advocacy, and other teacher of the deaf type of issues.

>

> Good luck. & nbsp; Do your research. & nbsp; Find out what the eligibility

> rules are for your state. & nbsp; Find out if a 504 plan would be a good

> fall back position. & nbsp; Get all your arguments together.

>

> Terri , Mother of Kathy, 9 1/2, CII BTE, Jan '02, future artist

> and paleontologist

>

> & gt;

> & gt; Now, they are pushing our determination meeting back 3

> months. & nbsp; They plan to ask for a bunch of testing to see where

> is, but the asst. supervisor of the county has given me the

> impression she doesn't feel qualifies for services because her

> delay is not significant enough to warrant services. & nbsp; My point is -

> she is not looking at the total child who is profoundly deaf without her

> implant. & nbsp; She is looking at language and speech skills, not

> auditory skills.

> & gt;

> & gt; Is there an auditory test that shows developmental stages like the

> Speech and Language tests?

> & gt;

> & gt; I haven't lost all hope. & nbsp; Our goal is to get them to put

> together a class that would combine the hearing impaired kids but

> incorporate some typical language peers as well. (Reverse

> mainstream). & nbsp; They had a hearing impaired class a few years ago,

> but are resistant at this time to put another one together. & nbsp; I

> don't know why. & nbsp; We have at least 5 kids all around the same age

> that would be appropriate for this kind of class.

> & gt;

> & gt; We were not told & quot;yes & quot;, but we were not told

> & quot;no & quot; either. & nbsp; Any ideas or suggestions would be greatly

> appreciated.

> & gt;

> & gt; Angel in land

> & gt;

>

>

>

>

>

>

>

> All messages posted to this list are private and confidential. & nbsp;

> Each post is the intellectual property of the author and therefore

> subject to copyright restrictions.

>

>

>

>

>

>

>

>

>