Guest guest Posted September 7, 2004 Report Share Posted September 7, 2004 In a message dated 9/7/2004 8:58:24 AM Eastern Daylight Time, momto3goodones@... writes: As is also entering K, we asked for and got, inservices for all staff working with her and her homeroom classroom on the IEP. After having some parents in the daycare asking for more help (they'd had an inservice) in getting their children to be more understanding, we really felt strongly about this. The district readily agreed to the teachers but hesitated on the classroom. The IU agreed with us (and this is the administrator who had gone to due process against us!) and supported writing it in. Volunteering as a hmeroom mother may help me 'spy' on how things are going!! Betsy Our son is entering 9th grade and there is a yearly in-service training of all his teachers. It is written into his plan (a 504 plan, now called an IAP, individualized accomodation plan) That item has been in place since he was in 4th grade. We've found that no matter how well meaning or cooperative a teacher is, if they have no formal instruction on dealing with a D/HOH kid in class, they will make silly mistakes. Talking to the board, pacing when giving instruction, that kind of thing. Walking around the room thing is actually something teachers are taught to do, instead of standing at the front always lecturing. It works for " regular " kids. Unfortunately for our kids, that wandering the room moves the sound and the lips in an out of range. So, that annual in-service training has been a part of Ian's IEP (then his IAP/504 plan) since the beginning. The elementary teachers were horrible about it and the middle school teachers were great. The high school teachers just recieved their first in-service this past Thursday, so we've yet to see how they responded. You might also want to include time for the TOD/HI to work or meet with the classroom teacher on a weekly basis into the IEP. There is an additional 15-30 minutes a week built into Ian's TOD's schedule for her to talk/meet with the teachers and address any concerns or issues, or simply to plan. Pre-teaching was a big compontent until 7th grade. At that point the TOD just needed to know the testing schedule and what work was coming. Ian needed less pre-teaching as he got older. In elementary school I was always volunteering as the room mom. It was great. The one thing I did that I'd never have expected was that around 2nd grade I stopped going on all my son's class trips. I'd arrange for other parents that I trusted to do those. My reason was that he needed to build up his self-reliance in safe and controlled situations. So, I did go pumpkin picking with my daughter, but a friend's husband did it with our HOH sons. (the only 2 HOH kids in the school.) I chose not to always be there because he needed me not to. (Geez, was that a hard choice.) Now my " baby " daughter is going into 5th grade and there is little if anything a room mom does. (sigh) The days of making paper and playing math bingo are over for me. But now we get to put together the school's yearbook. (Have I lost my mind?!) Good luck with the in-servce. It is a very good thing! Jill Quote Link to comment Share on other sites More sharing options...
Guest guest Posted September 7, 2004 Report Share Posted September 7, 2004 In a message dated 9/7/2004 8:58:24 AM Eastern Daylight Time, momto3goodones@... writes: As is also entering K, we asked for and got, inservices for all staff working with her and her homeroom classroom on the IEP. After having some parents in the daycare asking for more help (they'd had an inservice) in getting their children to be more understanding, we really felt strongly about this. The district readily agreed to the teachers but hesitated on the classroom. The IU agreed with us (and this is the administrator who had gone to due process against us!) and supported writing it in. Volunteering as a hmeroom mother may help me 'spy' on how things are going!! Betsy Our son is entering 9th grade and there is a yearly in-service training of all his teachers. It is written into his plan (a 504 plan, now called an IAP, individualized accomodation plan) That item has been in place since he was in 4th grade. We've found that no matter how well meaning or cooperative a teacher is, if they have no formal instruction on dealing with a D/HOH kid in class, they will make silly mistakes. Talking to the board, pacing when giving instruction, that kind of thing. Walking around the room thing is actually something teachers are taught to do, instead of standing at the front always lecturing. It works for " regular " kids. Unfortunately for our kids, that wandering the room moves the sound and the lips in an out of range. So, that annual in-service training has been a part of Ian's IEP (then his IAP/504 plan) since the beginning. The elementary teachers were horrible about it and the middle school teachers were great. The high school teachers just recieved their first in-service this past Thursday, so we've yet to see how they responded. You might also want to include time for the TOD/HI to work or meet with the classroom teacher on a weekly basis into the IEP. There is an additional 15-30 minutes a week built into Ian's TOD's schedule for her to talk/meet with the teachers and address any concerns or issues, or simply to plan. Pre-teaching was a big compontent until 7th grade. At that point the TOD just needed to know the testing schedule and what work was coming. Ian needed less pre-teaching as he got older. In elementary school I was always volunteering as the room mom. It was great. The one thing I did that I'd never have expected was that around 2nd grade I stopped going on all my son's class trips. I'd arrange for other parents that I trusted to do those. My reason was that he needed to build up his self-reliance in safe and controlled situations. So, I did go pumpkin picking with my daughter, but a friend's husband did it with our HOH sons. (the only 2 HOH kids in the school.) I chose not to always be there because he needed me not to. (Geez, was that a hard choice.) Now my " baby " daughter is going into 5th grade and there is little if anything a room mom does. (sigh) The days of making paper and playing math bingo are over for me. But now we get to put together the school's yearbook. (Have I lost my mind?!) Good luck with the in-servce. It is a very good thing! Jill Quote Link to comment Share on other sites More sharing options...
Guest guest Posted September 7, 2004 Report Share Posted September 7, 2004 In a message dated 9/7/2004 8:58:24 AM Eastern Daylight Time, momto3goodones@... writes: As is also entering K, we asked for and got, inservices for all staff working with her and her homeroom classroom on the IEP. After having some parents in the daycare asking for more help (they'd had an inservice) in getting their children to be more understanding, we really felt strongly about this. The district readily agreed to the teachers but hesitated on the classroom. The IU agreed with us (and this is the administrator who had gone to due process against us!) and supported writing it in. Volunteering as a hmeroom mother may help me 'spy' on how things are going!! Betsy Our son is entering 9th grade and there is a yearly in-service training of all his teachers. It is written into his plan (a 504 plan, now called an IAP, individualized accomodation plan) That item has been in place since he was in 4th grade. We've found that no matter how well meaning or cooperative a teacher is, if they have no formal instruction on dealing with a D/HOH kid in class, they will make silly mistakes. Talking to the board, pacing when giving instruction, that kind of thing. Walking around the room thing is actually something teachers are taught to do, instead of standing at the front always lecturing. It works for " regular " kids. Unfortunately for our kids, that wandering the room moves the sound and the lips in an out of range. So, that annual in-service training has been a part of Ian's IEP (then his IAP/504 plan) since the beginning. The elementary teachers were horrible about it and the middle school teachers were great. The high school teachers just recieved their first in-service this past Thursday, so we've yet to see how they responded. You might also want to include time for the TOD/HI to work or meet with the classroom teacher on a weekly basis into the IEP. There is an additional 15-30 minutes a week built into Ian's TOD's schedule for her to talk/meet with the teachers and address any concerns or issues, or simply to plan. Pre-teaching was a big compontent until 7th grade. At that point the TOD just needed to know the testing schedule and what work was coming. Ian needed less pre-teaching as he got older. In elementary school I was always volunteering as the room mom. It was great. The one thing I did that I'd never have expected was that around 2nd grade I stopped going on all my son's class trips. I'd arrange for other parents that I trusted to do those. My reason was that he needed to build up his self-reliance in safe and controlled situations. So, I did go pumpkin picking with my daughter, but a friend's husband did it with our HOH sons. (the only 2 HOH kids in the school.) I chose not to always be there because he needed me not to. (Geez, was that a hard choice.) Now my " baby " daughter is going into 5th grade and there is little if anything a room mom does. (sigh) The days of making paper and playing math bingo are over for me. But now we get to put together the school's yearbook. (Have I lost my mind?!) Good luck with the in-servce. It is a very good thing! Jill Quote Link to comment Share on other sites More sharing options...
Guest guest Posted September 7, 2004 Report Share Posted September 7, 2004 As is also entering K, we asked for and got, inservices for all staff working with her and her homeroom classroom on the IEP. After having some parents in the daycare asking for more help (they'd had an inservice) in getting their children to be more understanding, we really felt strongly about this. The district readily agreed to the teachers but hesitated on the classroom. The IU agreed with us (and this is the administrator who had gone to due process against us!) and supported writing it in. Volunteering as a hmeroom mother may help me 'spy' on how things are going!! Betsy >From: kdockrey@... >Reply-To: Listen-Up >To: Listen-Up >Subject: presentation and G/K >Date: Mon, 06 Sep 2004 18:22:51 +0000 > >I totally agree that the value of the child simply explaining what hearing >aids (or cochlear implants) are is simply INVALUABLE. When our daughter was >in kindergarten we used a hearing aid stethescope and let them all listen >to how loud the hearing aids made things. We went the first week of class >in the younger grades, and then in the older grades our daughter made her >own presentation. We have never had cruelty from kids--only from adults. >The cool part about children is that they just ask right out. and our >children can answer right out, with kindness and the direct facts that >children handle well. >And no, we have always struggled with the G and K. Digital hearing aids >helped more than analog (we used Widex), and now the implant is helping. >Now that she can actually hear the G and K, her production is much better. >On the journey, > > > Quote Link to comment Share on other sites More sharing options...
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