Guest guest Posted May 11, 2006 Report Share Posted May 11, 2006 In a message dated 5/11/2006 1:52:41 P.M. Eastern Daylight Time, bkmackellar@... writes: Is this something that is supposed to be done through my school district? Your school is the one to hire/contract for services, but I think you can call and ask if TODs or SLPs or whatever is available through them. But I don't think you can privately hire their services. Also, I don't think you can be the one to arrange for them to evaluate your child. I believe that all that has to go trhough the school. (TODs from Dutchess BOCES have evaluated Ian) We use to live in northern Westchester so I know that they have an office in Yorktown. Here's a link to a page listing all the BOCES offices with active links to all of them -- if you have the urge to call others in the State to ask questions. _http://www.monroe2boces.org/statewide.cfm_ (http://www.monroe2boces.org/statewide.cfm) Ours has a department for TODs and communication issues, not sure what the actual name is for the department, but I have the name and number of the lady in charge because, well, because I found it ages ago and put it in my phone book. I'll bet that if you call, you could get a similar name and number. Here's the link to their personal page listing phone numbers. I don't see one for D/HOH stuff, but there are several people listed for Special Services. I'd just pick a name and call. I can ask our TOD about this, but most likely she'll know a few of TODs who work in Westchester, but not specifically what services are available at SWBOCES.. _http://www2.lhric.org/swboces//contact/index.html_ (http://www2.lhric.org/swboces//contact/index.html) I have just tried searching your BOCES site for TOD info and stumbled over this link about a D/HOH child: _http://www2.lhric.org/swboces//public/press/deaf05.html_ (http://www2.lhric.org/swboces//public/press/deaf05.html) Blurb: " For most of her life, Jaclyn has lived with a hearing loss that might have held others back. But this confident young woman who graduated from the SWBOCES Deaf and Hard of Hearing Program in 1996 is an accomplished artist and a former Miss Deaf New York. ... Ms. credits much of her success to the education she received from BOCES teachers at the Blind Brook Middle/High School in Rye Brook. " Now that we've located an established program as part of the SW BOCES, I'd go looking for info about it as well ... are you near Rye Brook? I'd make that part program of the questions when calling. best -- Jill Quote Link to comment Share on other sites More sharing options...
Guest guest Posted May 11, 2006 Report Share Posted May 11, 2006 In a message dated 5/11/2006 3:20:36 P.M. Eastern Daylight Time, m_krauthamer@... writes: Hi Bonnie, I first went to BOCES to look at there program from my son, 5 months. I was given their phone number from EI. Bonnie, I am so sorry. I was assuming that your child is school age and you were looking for school age programs. The EI stuff is very different, and I don't know the rules for that kind of contact. We never had any direct contact with it. My sister's son was in an EI program for delayed speech issues, unrelated to hearing loss. The program she ended using with was orchestrated through one of our local hospitals. EI has different processes and I am very vague on those details. Still, the people on that BOCES personnel list should be able to point you to the right person to contact for a BOCES EI program. My apologies! Jill .. Quote Link to comment Share on other sites More sharing options...
Guest guest Posted May 11, 2006 Report Share Posted May 11, 2006 In a message dated 5/11/2006 3:37:25 P.M. Eastern Daylight Time, bkmackellar@... writes: I'm getting very nervous about getting him ready for kindergarten in another year. Bonnie Okay ... so then Elias is about 4, yes? Um, that places you in the somewhat transitional phase where he's too old for EI and not yet actually in the schools yet. I would still call the BOCES numbers and see if you can find the person in charge of the D/HOH stuff. I'd ask about local programs and what itinerant support is provided in your area. I'd call refer to it as the fact finding mission it is, and tell them you are looking for information and help.. Down there you have a larger and denser population than we do. So it is possible that you have programs based in individual school districts with full time staff like TODs and SLPs. < > What kind of evaluations have they done? Have they been educational assessments, or just functional hearing tests? In order to get things in place for kindergarten, or any grade, you need results from that kind of assessment. That way you have an idea of what's needed and what services to ask for. What kind of therapists is he seeing that do not worry about hearing issues? I'm sorry if you're already put this into a post, I can't remember things from one day to the next lately. Best -- Jill PS: Our geneticist is out of Blythedale (and Montefiore) and everyone there has always been great with us. Quote Link to comment Share on other sites More sharing options...
Guest guest Posted May 11, 2006 Report Share Posted May 11, 2006 What is the process for finding out about services offered by BOCES? We live in southern Westchester. I sent email to the address advertised on their website, asking for information, but never got a reply. I am not even sure who to contact, or exactly what to ask. Is this something that is supposed to be done through my school district? -- Bonnie Quote Link to comment Share on other sites More sharing options...
Guest guest Posted May 11, 2006 Report Share Posted May 11, 2006 Hi Bonnie, I first went to BOCES to look at there program from my son, 5 months. I was given their phone number from EI. From what I remember, BOCES had forms for me to fill out that they then forwarded to Albany to get approval. We ended up using a different school and not BOCES, but it was the same thing. I made the appointment to see the program, I filled out paperwork and they forwarded it to Albany for approval and then I started after that. Hope that helps Marni mom to 26 months hearing 5 months mod/sev --- Bonnie MacKellar bkmackellar@...> wrote: > What is the process for finding out about services > offered by BOCES? We live > in southern Westchester. I sent email to the address > advertised on their > website, asking for information, but never got a > reply. I am not even sure > who to contact, or exactly what to ask. Is this > something that is supposed > to be done through my school district? > > -- > Bonnie > > > [Non-text portions of this message have been > removed] > > __________________________________________________ Quote Link to comment Share on other sites More sharing options...
Guest guest Posted May 11, 2006 Report Share Posted May 11, 2006 So it seems that I have to go through my district? My problem is, if I don't know what is offered, I can't suggest it to my district. This has been a big problem for the last 2 years - I have no idea what services are available, or what to ask for. Elias doesn't really need another hearing evaluation. He goes to Blythedale for his evals, and they have done a fine job. I am more interested in learning what programs are available. Elias's current therapists see everything through their own lens, and nobody pays attention to the effects of the hearing loss. I'm getting very nervous about getting him ready for kindergarten in another year. Bonnie Quote Link to comment Share on other sites More sharing options...
Guest guest Posted May 11, 2006 Report Share Posted May 11, 2006 Jill, It looks like we both assumed. Bonnie hope both of our information helps. --- JillcWood@... wrote: > > In a message dated 5/11/2006 3:20:36 P.M. Eastern > Daylight Time, > m_krauthamer@... writes: > > Hi Bonnie, > > I first went to BOCES to look at there program from > my > son, 5 months. I was given their phone > number > from EI. > > > > Bonnie, > > I am so sorry. I was assuming that your child is > school age and you were > looking for school age programs. The EI stuff is > very different, and I don't > know the rules for that kind of contact. We never > had any direct contact with > it. > > My sister's son was in an EI program for delayed > speech issues, unrelated to > hearing loss. The program she ended using with was > orchestrated through one > of our local hospitals. EI has different processes > and I am very vague on > those details. > > Still, the people on that BOCES personnel list > should be able to point you > to the right person to contact for a BOCES EI > program. > > My apologies! > Jill > > . > > > [Non-text portions of this message have been > removed] > > __________________________________________________ Quote Link to comment Share on other sites More sharing options...
Guest guest Posted May 11, 2006 Report Share Posted May 11, 2006 No, Elias is not under EI. He is under CPSE through his school district. He is 4, and has been under CPSE for a year. Bonnie > > > > Bonnie, > > I am so sorry. I was assuming that your child is school age and you were > looking for school age programs. The EI stuff is very different, and I > don't > know the rules for that kind of contact. We never had any direct contact > with > it. > > My sister's son was in an EI program for delayed speech issues, unrelated > to > hearing loss. The program she ended using with was orchestrated through > one > of our local hospitals. EI has different processes and I am very vague on > those details. > > Still, the people on that BOCES personnel list should be able to point > you > to the right person to contact for a BOCES EI program. > > My apologies! > Jill > > . > > > Quote Link to comment Share on other sites More sharing options...
Guest guest Posted May 11, 2006 Report Share Posted May 11, 2006 When he transitioned from EI to CPSE, they did all the evaluations : speech, cognitive, physical, OT - at Blythedale. He scored normally on the cognitive test. He scored very poorly on the other tests, because he has low muscle tone in addition to the hearing loss. Based on those evaluations, he started getting services. It was at this same time that they discovered that he needed hearing aides (which we were not surprised about - it was just a matter of getting a good evaluation). He ended up with a SEIT in the classroom only because his preschool teacher came to the IEP meeting and asked for one. This year, however, the therapists did the evaluations. I don't know how you get any other kind of evaluation. Thus, he was evaluated for speech and motor skills, but nothing else. The IEP meeting has already been held, and there was no opportunity for any kind of discussion. It was very cut and dry - they read the evaluations and approved him for another year of services. I asked that the audiologists recommendations be placed in his IEP - she had a number of recommendations regarding use of the FM system, use of visual cues, and so forth - but they refused, saying it wasn't appropriate for an IEP. I feel really stuck at this point, because I am not an educator, and I simply don't know what resources are out there, or the teminology, or really anything. What is a TOD, for example? Is a child with moderate-to-severe high frequency loss really in need of any other services? How bad is that? He has a cousin with profound hearing loss, and I can certainly see that her needs are far different from his. Maybe I am making a mountain out of a molehill? Bonnie > > > > > Okay ... so then Elias is about 4, yes? Um, that places you in the > somewhat > transitional phase where he's too old for EI and not yet actually in the > schools yet. > > I would still call the BOCES numbers and see if you can find the person > in > charge of the D/HOH stuff. I'd ask about local programs and what > itinerant > support is provided in your area. I'd call refer to it as the fact > finding > mission it is, and tell them you are looking for information and help.. > > Down there you have a larger and denser population than we do. So it is > possible that you have programs based in individual school districts with > full > time staff like TODs and SLPs. > > > < getting > very nervous about getting him ready for kindergarten in another year.>> > > What kind of evaluations have they done? Have they been educational > assessments, or just functional hearing tests? In order to get things in > place for > kindergarten, or any grade, you need results from that kind of > assessment. That > way you have an idea of what's needed and what services to ask for. > > What kind of therapists is he seeing that do not worry about hearing > issues? > I'm sorry if you're already put this into a post, I can't remember things > > from one day to the next lately. > > Best -- Jill > > PS: Our geneticist is out of Blythedale (and Montefiore) and everyone > there > has always been great with us. > > > > Quote Link to comment Share on other sites More sharing options...
Guest guest Posted May 11, 2006 Report Share Posted May 11, 2006 Hi Bonnie, I know nothing about BOCES since I live in IL, but I can share some of what I know. < > For starters you can ask for an IEP meeting at anytime throughout the year. If you need to have one a month, you can...and don't let them tell you otherwise. If he has a hearing loss, he has a disability that is certainly not going to get any better and may get worse. Although it appears that most of his issues til this time have been non hearing related, it seems odd that they do not want to consider the loss or even acknowledge it (of course I should know better, I've read the horror stories). There is a spot on the IEP to list that the child has a hearing loss/blindness/ and something else that I can't remember. If you child has a hearing loss, then by all means I would make sure it is written into the IEP. If you do not agree with what it written on the IEP, then you do not have to sign it. They can not make you. Now about evaluations. From what I remember you can ask for an Independent Educational Evaluation from someone other than those in your school district if you think that their findings are not accurate. I'm not exactly sure how that plays out, I just know that you may be entitled to one. I believe that you can visit your state school for the deaf to obtain one (here in IL you can). You may want to call and find out. Or if you have a local oral school, see if they would be able to do an evaluation. As far as the IEP meeting...was there no discussion of goals? That's an intrigal part of an IEP meeting and those goals are to be done at the meeting, not before. You are a part of that IEP team and if you feel that something needs to be addressed, then it should be considered. I know that use of the FM system and other auditory goals are included in my daughters IEP. There is a specific place for listing equiptment that is needed by the student (darn if I can't remember what that section is called) but it is there. I highly suggest visiting the slaw website http://www.wrightslaw.com and/or getting a copy of their book " From Emotions to Advocacy " . Although it is not written specifically for parents who have deaf/hoh children, it is a very handy book to have (It's also great to bring with to meetings...lol). Another site that may help you prepare for IEP's is the pop-up IEP on the Hands & Voices website http://www.handsandvoices.org/articles/education/popup/pop_index.html The accromins that come with having a child with a hearing loss (HL) need to be taught in a lesson. I've picked up on most of them, but a few still throw me. Mostly it's the ones that are district or state specific. A TOD is a Teacher of the Deaf sometimes refered to as a HI or hearing intinerent (traveling teacher of the deaf). My daughter has a moderate sloping to severe loss at the highest frequencies and she has the services of a HI. She currently sees her three days a week for 40 minutes. Next year for second grade we are hoping to up that to 5 days a week. Although I have a teaching degree and taught a few years before having children, nothing prepared me to sit on the other side of that table, so don't beat yourself up. It's a learning process. For some it goes smoothly...others....well not so good. If you have any questions....complants...or just need to vent, you're in a safe place. And probably someone here has been where you are now, or may have the answer you are looking for. Debbie, mom to , 6, moderate SNHL and , 3, hearing Some men see things as they are and ask why. Others dream things that never were and ask why not. G.B Shaw --------------------------------- New Yahoo! Messenger with Voice. Call regular phones from your PC and save big. Quote Link to comment Share on other sites More sharing options...
Guest guest Posted May 12, 2006 Report Share Posted May 12, 2006 I am a former school teacher,and Deb is certainly correct. You can request an IEP meeting as often as you would like. Hearing impairment is labeled as OHI (other health impaired), and you can get a 504 plan easily that would make accomodations for the child. Robin T. > > Hi Bonnie, > I know nothing about BOCES since I live in IL, but I can share some > of what I know. > < how you > get any other kind of evaluation. Thus, he was evaluated for speech and > motor skills, but nothing else. The IEP meeting has already been held, and > there was no opportunity for any kind of discussion. It was very cut and > dry > - they read the evaluations and approved him for another year of services. > I > asked that the audiologists recommendations be placed in his IEP - she had > a > number of recommendations regarding use of the FM system, use of visual > cues, and so forth - but they refused, saying it wasn't appropriate for an > IEP.>> > > For starters you can ask for an IEP meeting at anytime throughout the > year. If you need to have one a month, you can...and don't let them tell > you otherwise. If he has a hearing loss, he has a disability that is > certainly not going to get any better and may get worse. Although it appears > that most of his issues til this time have been non hearing related, it > seems odd that they do not want to consider the loss or even acknowledge it > (of course I should know better, I've read the horror stories). There is a > spot on the IEP to list that the child has a hearing loss/blindness/ and > something else that I can't remember. If you child has a hearing loss, then > by all means I would make sure it is written into the IEP. If you do not > agree with what it written on the IEP, then you do not have to sign it. > They can not make you. > > Now about evaluations. From what I remember you can ask for an > Independent Educational Evaluation from someone other than those in your > school district if you think that their findings are not accurate. I'm not > exactly sure how that plays out, I just know that you may be entitled to > one. I believe that you can visit your state school for the deaf to obtain > one (here in IL you can). You may want to call and find out. Or if you > have a local oral school, see if they would be able to do an evaluation. > > As far as the IEP meeting...was there no discussion of goals? That's an > intrigal part of an IEP meeting and those goals are to be done at the > meeting, not before. You are a part of that IEP team and if you feel that > something needs to be addressed, then it should be considered. I know that > use of the FM system and other auditory goals are included in my daughters > IEP. There is a specific place for listing equiptment that is needed by the > student (darn if I can't remember what that section is called) but it is > there. > > I highly suggest visiting the slaw website > http://www.wrightslaw.com and/or getting a copy of their book " From > Emotions to Advocacy " . Although it is not written specifically for parents > who have deaf/hoh children, it is a very handy book to have (It's also great > to bring with to meetings...lol). Another site that may help you prepare > for IEP's is the pop-up IEP on the Hands & Voices website > http://www.handsandvoices.org/articles/education/popup/pop_index.html > > The accromins that come with having a child with a hearing loss (HL) > need to be taught in a lesson. I've picked up on most of them, but a few > still throw me. Mostly it's the ones that are district or state specific. > A TOD is a Teacher of the Deaf sometimes refered to as a HI or hearing > intinerent (traveling teacher of the deaf). My daughter has a moderate > sloping to severe loss at the highest frequencies and she has the services > of a HI. She currently sees her three days a week for 40 minutes. Next > year for second grade we are hoping to up that to 5 days a week. > > Although I have a teaching degree and taught a few years before having > children, nothing prepared me to sit on the other side of that table, so > don't beat yourself up. It's a learning process. For some it goes > smoothly...others....well not so good. > > If you have any questions....complants...or just need to vent, you're in > a safe place. And probably someone here has been where you are now, or may > have the answer you are looking for. > > Debbie, mom to , 6, moderate SNHL and , 3, hearing > > > > > > > Some men see things as they are and ask why. Others dream things that > never were and ask why not. G.B Shaw > > > > > > > > --------------------------------- > New Yahoo! Messenger with Voice. Call regular phones from your PC and save > big. > > Quote Link to comment Share on other sites More sharing options...
Guest guest Posted May 12, 2006 Report Share Posted May 12, 2006 Here in GA hearing impairment is NEVER listed as Other Health Impaired. OHI is for ADHD in GA! You don't need a label to get a 504 plan, the labels and categories are from IDEA - the special ed law. 504 is part of an anti-discrimination law. All kids covered by IDEA are also under 504. Not all 504 kids are under IDEA. So for instance section 504 applies to a child who can't walk well enough to make it through hallways fast enough or a child who needs intermittent catheterization or to have their blood sugar checked. And for a child who can't hear the teacher. in GA Quote Link to comment Share on other sites More sharing options...
Guest guest Posted May 12, 2006 Report Share Posted May 12, 2006 Your daughter's hearing loss sounds similar to my son's. Does the term " sloping " refer to the way that the loss goes up as the frequency goes up? That is what the situation is for my son - he has some loss in the middle frequencies, and the loss gets worse as the frequencies go up. There was no discussion of goals at the IEP meeting. It was really cut and dried. They read the evaluations out loud, then read the therapists recommendations and said " yes " to alll of them. In that sense, it was a successful meeting - nothing was turned down. One of my problems was that I had not seen any of the evaluations until the meeting because they weren't ready until the day before. No one had seen the evaluations, in fact. The school district people didn't care because they were just going to say " yes " to everything. But I didn't have a chance to think about what Elias needed beforehand because I hadn't seen the evaluations. And it wasn't until I saw the SEIT's evaluation that I realized how much seems to be hearing loss related. Mind you, she didn't say that in her report - she attributed everything to socialization delays and attention problems. But when I read her report, alarm bells went off in my mind, But by then, it was too late, and the meeting was over. Bonnie > > > > As far as the IEP meeting...was there no discussion of goals? That's an > intrigal part of an IEP meeting and those goals are to be done at the > meeting, not before. You are a part of that IEP team and if you feel that > something needs to be addressed, then it should be considered. I know that > use of the FM system and other auditory goals are included in my daughters > IEP. There is a specific place for listing equiptment that is needed by the > student (darn if I can't remember what that section is called) but it is > there. > > I highly suggest visiting the slaw website > http://www.wrightslaw.com and/or getting a copy of their book " From > Emotions to Advocacy " . Although it is not written specifically for parents > who have deaf/hoh children, it is a very handy book to have (It's also great > to bring with to meetings...lol). Another site that may help you prepare > for IEP's is the pop-up IEP on the Hands & Voices website > http://www.handsandvoices.org/articles/education/popup/pop_index.html > > The accromins that come with having a child with a hearing loss (HL) > need to be taught in a lesson. I've picked up on most of them, but a few > still throw me. Mostly it's the ones that are district or state specific. > A TOD is a Teacher of the Deaf sometimes refered to as a HI or hearing > intinerent (traveling teacher of the deaf). My daughter has a moderate > sloping to severe loss at the highest frequencies and she has the services > of a HI. She currently sees her three days a week for 40 minutes. Next > year for second grade we are hoping to up that to 5 days a week. > > > Quote Link to comment Share on other sites More sharing options...
Guest guest Posted May 12, 2006 Report Share Posted May 12, 2006 That is so different, who do they put in the deaf, hearing impaired and visually impaired categories?? Re: New Yorkers - BOCES > >Here in NC, vision problems, hearing problems, ataxia, etc. are OHI. > >Robin > Quote Link to comment Share on other sites More sharing options...
Guest guest Posted May 14, 2006 Report Share Posted May 14, 2006 Hi Bonnie, Yes, that's what I mean by sloping. Her loss is mostly in the moderate range, but when it comes to the highest frequency her loss drops in the severe range. So it looks like the side of a mountain sloping down. I'm sorry, I'm confused and I know that you are new to thing so it's probably more so to you. You said < > Ok...so I get the evaluations being read, but what were the recommendations. Where they things like " he will receive 60 minutes of speech services a week or more like " he will be able to sustain a conversation with three turns " ? The later one is a goal and these are the things that should be included on the IEP. The first one to me is more like a recommendation. But I'm not sure what good a recommendation is unless there are goals to work on. So say that he does get 60 minutes of speech, what will they do during that 60 minutes. Usually there are several things listed as goals, not just one. I'd be happy to share some examples from 's if you want...just let me know. It's a shame that the evaluations weren't ready ahead of time. It would have been nice to have a least a sense of what was in them. Have you gotten a copy of the evaluations since then. I believe that you can, and I would. I'm pretty good with the acronyms here but I'm not sure what SEIT is. I guess though that it isn't someone who is familiar with HOH issues. It's easy to " blame " a lot of our kids issues on other things when in reality they stem from the loss itself. Since most people are unfamilar with HOH issues they fail to see the simularties between various issues. I love the chart that compares mild hearing loss to ADHD. Makes you wonder how many kids who are seen as ADHD really have a mild loss. Debbie, mom to , 6, moderate SNHL and , 3, hearing Some men see things as they are and ask why. Others dream things that never were and ask why not. G.B Shaw --------------------------------- Yahoo! Mail goes everywhere you do. Get it on your phone. Quote Link to comment Share on other sites More sharing options...
Guest guest Posted May 15, 2006 Report Share Posted May 15, 2006 In a message dated 5/12/2006 5:25:54 P.M. Eastern Daylight Time, bkmackellar@... writes: But I didn't have a chance to think about what Elias needed beforehand because I hadn't seen the evaluations. And it wasn't until I saw the SEIT's evaluation that I realized how much seems to be hearing loss related. Mind you, she didn't say that in her report - she attributed everything to socialization delays and attention problems. But when I read her report, alarm bells went off in my mind, But by then, it was too late, and the meeting was over. Bonnie Bonnie, It's never too late. You simply send in a letter and request another meeting. But before you do, have a plan for what you want addressed in the meeting. What set those bells off that was not addressed in the meeting? It's not too late, you can get things adjusted. You mention that the district wasn't worried about the testing results because they planned to approve what was being requested. Do you think there is something that needs to be changed or some need was not addressed? If you call for another meeting, there needs to be a reason for that meeting -- to ask for different or additional services, or for something to be adjusted. Our district may not really " :get it " when it comes to Ian's needs, but they approve what we've asked for. We've justified his need for those things and have always supported the requests with recommendations. Sometimes the schools will give you what is needed without necessarily understanding it all. As for the test results, I request seeing them before meetings so that I can review them. I can also take them to someone who does understand them, if I feel I need help. However, this year the tests will be completed within a day or so of the meeting. I may not get them ahead of time. So, if there is anything that is not quite, even after this meeting, I'll call for another one. So, what set off those bells? What are you concerned about? Are the planned services are addressing the issues? Thanks -- Jill Quote Link to comment Share on other sites More sharing options...
Guest guest Posted May 15, 2006 Report Share Posted May 15, 2006 Oh, OK, I think Elias has the opposite mountain slope. His hearing loss is mild to moderate in the middle frequencies, but it goes to moderate to severe in the high frequencies. Would that still be " sloping " ,or is that term only used when the hearing loss slopes down the other way? The recommendations were very much " He will get X minutes of Y therapy each week " . I know there were goals (like being able to climb the stairs on his own) in last year's IEP, but they don't discuss those in the meeting itself. They were mostly concerned with how far behind he was - the only question I heard the person running the meeting ask was about the standard deviation in one of his evaluations. I haven't seen this year's IEP yet because I think they are still working on it. A SEIT is a " special education itinerant teacher " . I think it is very similar to a TOD, except that she doesn't have background in hearing issues. So she is seeing everything through her own lens, which is that of learning disabilities. It was after reading her evaluation that I started to get worried. She attributes his deficiencies to attention problems, whereas I think they are due to hearing loss (and the audiologist today agreed with me). I guess it worries me because maybe she isn't using the right teaching techniques with him if she thinks he has learning problems. I'm wondering if a TOD would be better for him. Does it make a difference? He is in his last year of preschool. Bonnie Bonnie > > Hi Bonnie, > Yes, that's what I mean by sloping. Her loss is mostly in the > moderate range, but when it comes to the highest frequency her loss drops in > the severe range. So it looks like the side of a mountain sloping down. > > I'm sorry, I'm confused and I know that you are new to thing so it's > probably more so to you. You said < the IEP meeting. It was really cut and dried. They read the evaluations out > loud, then read the therapists recommendations and said " yes " to alll of > them.>> Ok...so I get the evaluations being read, but what were the > recommendations. Where they things like " he will receive 60 minutes of > speech services a week or more like " he will be able to sustain a > conversation with three turns " ? The later one is a goal and these are the > things that should be included on the IEP. The first one to me is more like > a recommendation. But I'm not sure what good a recommendation is unless > there are goals to work on. So say that he does get 60 minutes of speech, > what will they do during that 60 minutes. Usually there are several things > listed as goals, not just one. I'd be happy to share some examples from > 's if you want...just let me > know. > > It's a shame that the evaluations weren't ready ahead of time. It would > have been nice to have a least a sense of what was in them. Have you gotten > a copy of the evaluations since then. I believe that you can, and I > would. I'm pretty good with the acronyms here but I'm not sure what SEIT > is. I guess though that it isn't someone who is familiar with HOH issues. > It's easy to " blame " a lot of our kids issues on other things when in > reality they stem from the loss itself. Since most people are unfamilar > with HOH issues they fail to see the simularties between various issues. I > love the chart that compares mild hearing loss to ADHD. Makes you wonder > how many kids who are seen as ADHD really have a mild loss. > > > > Quote Link to comment Share on other sites More sharing options...
Guest guest Posted May 15, 2006 Report Share Posted May 15, 2006 There were 3 things that worried me " 1. The fact that the district doesn't want to put the audiologist's 3 recommendations into the IEP (these were to use the FM system, to provide visual cues, and to make sure that Elias understands directions). 2. The SEIT's evaluation, in which she talked about Elias having attention problems. Her example was that he can't remember details of a book read at circle time. To me, that sounds like a hearing problem, not an attention problem. She also cites his problems interacting with other kids, and attributes it to a " social delay " . I think he has trouble hearing the other kids in a noisy situation, and they have trouble understanding him because his articulation is poor. Again, this is a hearing loss problem, to me at least. It worries me because if she sees his problems through the lens of her specialty (learning disabilities) then maybe she isn't going to use the right methods with him? 3. Because of the social delays, the district asked me to consider placement in an integrated preschool (with other delayed kids). We checked out the school they recommended, and it didn't seem like a good place for a kid with hearing loss. It was very very loud, and had mostly Spanish-speaking kids as it was also a HeadStart facility. While it may be a very good school for kids with general language and social delays, I don't think it would be great for a kid with hearing loss. Perhaps if the district were taking the hearing loss seriously, they would recommend a different placement? thanks, Bonnie > > > In a message dated 5/12/2006 5:25:54 P.M. Eastern Daylight Time, > > > bkmackellar@...> > > What set those bells off that was not addressed in the meeting? It's not > too > late, you can get things adjusted. > > You mention that the district wasn't worried about the testing results > because they planned to approve what was being requested. Do you think > there is > something that needs to be changed or some need was not addressed? > > I > Quote Link to comment Share on other sites More sharing options...
Guest guest Posted May 15, 2006 Report Share Posted May 15, 2006 Bonnie, your concerns are right on target. He probably didn't hear the story in circle, and social delays are definitely hearing related, and attention problems are generally hearing related, or are hearing related until hearing issues are addressed. You are also right that the district does not seem to have a handle on the hearing impairment issue - the FM is ALWAYS put in IEPs!! And the visual cues and making sure he understands are very common. On the understanding, make sure they ask him what did he hear them say. If you ask a deaf or HOH kid if they heard you, they will almost always say YES. But often they didn't hear enough to know what you really said. And the putting him in a class with other kids with delays and spanish speakers, especially with poor acoustics is also not a good idea. I know a lot of other parents, on the list, have worked with BOCES so I'm sure there are people in NY who could help you out more. in GA Quote Link to comment Share on other sites More sharing options...
Guest guest Posted May 18, 2006 Report Share Posted May 18, 2006 Bonnie MacKellar bkmackellar@...> wrote: She attributes his deficiencies to attention problems, whereas I think they are due to hearing loss (and the audiologist today agreed with me). I guess it worries me because maybe she isn't using the right teaching techniques with him if she thinks he has learning problems. I'm wondering if a TOD would be better for him. Does it make a difference? He is in his last year of preschool. Bonnie Hi Bonnie, I appologize if this has already been answered by someone. Between being quite ill this past weekend and my overbooked schedule I can't remember if you got your answer. You are right to be concerned that she is not using the right technique with him. I'm going to over simplify this but special ed is more remidiation and a TOD works on building up the language base for our kids to understand more easily (If I have that wrong...please jump in). Jill has a personal story about how a spec ed teacher is not always the best thing for a hoh child. Since he does have a hearing loss, can you get a TOD for him...even if it starts out as a consultation? Many educators think they get the deaf/hoh thing when in fact they have no idea. One common misconception is that the hearing aid enables a child to hear like everyone else, much like glasses correct vision. As you may know, that is incorrect. The hearing aids can help get sound into the kids ears, but there are many factors that will determine if the quality of that sound is good enough for them to really hear what is going on. To believe that it " corrects " hearing is not right and every year I have to explain that to my daughter's teachers. Debbie Some men see things as they are and ask why. Others dream things that never were and ask why not. G.B Shaw --------------------------------- Be a chatter box. Enjoy free PC-to-PC calls with Yahoo! Messenger with Voice. Quote Link to comment Share on other sites More sharing options...
Guest guest Posted May 19, 2006 Report Share Posted May 19, 2006 Bonnie As usual, your mom's " gut feeling " is right. Of course she isn't using the right teaching methods, she doesn't understand what his problem is so if she was using the right teaching methods it would be by accident! A TOD would be the absolute RIGHT person to have, since she would know what the problem was, how to help it, what underlies it etc. The right teaching makes a HUGE difference. Quote Link to comment Share on other sites More sharing options...
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