Guest guest Posted May 23, 2006 Report Share Posted May 23, 2006 We just had our IEP meeting for our daughter who is in Kindergarten. ( She was implanted at 2 1/2 yrs and we are an AV family). I know IEP's are individual, but I'm curious to know how things are addressed in other's IEP's regarding accessability/accommodations, and classroom management issues. (She is fully mainstreamed in a general ed classroom with a personal FM system.) Our daughter has made tremendous progress this past year, so the case conference committee wanted to nix most of her pst G & O's (since she met all of them), and services, (since she is doing well academically), but didn't come up with any new ones for the next year. We did keep some speech and language goals and she will receive SLP services 30 minutes, 2 x week. Since she is doing very well academically, we're not sure she needs any goals relating to that either, but our concern in accessability. We brought up pre-teaching, and subject pre-introduction, but they don't think she needs that. She does very well at compensating for her loss and filling in the blanks, she technically isn't demonstrating any needs. We brought up hearing PA announcements and the like, but that was dismissed as " most kids don't hear all of the announcements " . (UGH!!) They kept comparing her to the rest of the students and (it really was overkill) boasting about how well she does in class. I'm sure she does well, but I find it hard to believe that she is that different at school than at home. At home, we constantly see times that she misses things, mihears, or misunderstands something. We repeat, clarify, teach new words... all the time. We are just that in tuned to it. They say they rarely have to do that in school. Seems fishy, like they don't know it when it happens because she is just that good at not drawing attention to herself and getting by on her own. Am I making any sense? I don't want her babied or things handed to her, but I want her needs recognized and not blown off. I'm having a hard time getting them to understand what her needs in the classroom are and how to provide for them. I can only do so much from home as far as advocacy training and teaching classroom techniques tha would be helpful. They definately don't think she needs a classroom aide or language facilitator of any kind. If anyone understands what I'm talking about and can share some thoughts or words of wisdom, I'm all ears... (I've cross posted this to cicircle , in case any of you are on both listserves.) Thanks, Cindy J. Chesterton, IN Quote Link to comment Share on other sites More sharing options...
Guest guest Posted May 23, 2006 Report Share Posted May 23, 2006 I wish I could help. I was a public school teacher for eleven years, and it truly is difficult to catch problems with so many students in class. The quiet, well-behaved, and average-to-above average ability children are more likely to get the least attention. I hate that, and I tried to be conscious of that . . . but it's tough. However, she is just in Kindergarten, right? Those class sizes are usually low, at least here in NC . . . and there is usually at least one assistant in each class here, too. Hmmmmm . . . Now, as a parent, I definitely relate . . . our daughter is forever telling us, " I DIDN'T HIT DAVID!!!!! " after we tell her, say, " Don't cut the paper. " I have to repeat myself a lot to her, esp. if my back is turned to her while I'm talking. I either hear her preschool teachers, friends, and relatives say, " She seems to hear me just fine! " or " She likes to play with the boys " or " She's independent and has a mind of her own, " etc. Well, does she really heare? Does she play with the boys because they're not chit-chatty and soft-spoken like the girls (she rarely plays with girls in her classes)? Is she willful, or is she just not hearing the directions given to her? Sheesh. We expect her to behave, and we encourage her to play with everyone unless they're mean. I would just love to know if her hearing loss is related to any of this or is it just how she is? I don't want her shortchanged if it's her hearing. I cannot wait to get to our Chapel Hill appointment on the 6th!!!!!!!! > > We just had our IEP meeting for our daughter who is in Kindergarten. > ( She was implanted at 2 1/2 yrs and we are an AV family). I know > IEP's are individual, but I'm curious to know how things are > addressed in other's IEP's regarding accessability/accommodations, > and classroom management issues. (She is fully mainstreamed in a > general ed classroom with a personal FM system.) Our daughter has > made tremendous progress this past year, so the case conference > committee wanted to nix most of her pst G & O's (since she met all > of them), and services, (since she is doing well academically), but > didn't come up with any new ones for the next year. We did keep > some speech and language goals and she will receive SLP services 30 > minutes, 2 x week. Since she is doing very well academically, we're > not sure she needs any goals relating to that either, but our > concern in accessability. We brought up pre-teaching, and subject > pre-introduction, but they don't think she needs that. She does very > well at compensating for her loss and filling in the blanks, she > technically isn't demonstrating any needs. We brought up hearing PA > announcements and the like, but that was dismissed as " most kids > don't hear all of the announcements " . (UGH!!) They kept comparing > her to the rest of the students and (it really was overkill) > boasting about how well she does in class. I'm sure she does well, > but I find it hard to believe that she is that different at school > than at home. At home, we constantly see times that she misses > things, mihears, or misunderstands something. We repeat, clarify, > teach new words... all the time. We are just that in tuned to it. > They say they rarely have to do that in school. Seems fishy, like > they don't know it when it happens because she is just that good at > not drawing attention to herself and getting by on her own. > > Am I making any sense? I don't want her babied or things handed to > her, but I want her needs recognized and not blown off. I'm having > a hard time getting them to understand what her needs in the > classroom are and how to provide for them. I can only do so much > from home as far as advocacy training and teaching classroom > techniques tha would be helpful. They definately don't think she > needs a classroom aide or language facilitator of any kind. > > If anyone understands what I'm talking about and can share some > thoughts or words of wisdom, I'm all ears... > > (I've cross posted this to cicircle , in case any of you are on both > listserves.) > > Thanks, > Cindy J. > Chesterton, IN > > > > > > All messages posted to this list are private and confidential. Each post > is the intellectual property of the author and therefore subject to > copyright restrictions. > > > > Quote Link to comment Share on other sites More sharing options...
Guest guest Posted May 23, 2006 Report Share Posted May 23, 2006 Cindy, I don't have anything to add, I am so new to this myself, but as far as compensating, and needing pre and post teaching, I could have written your post myself. They also say Bobby doesn't demonstrate the behaviors he does at home, when he is in school. I am constantly explaining things to him. I bet in school, with all that noise and competetion, he just gives up but at home he feels more comfortable and it is much more quiet. He also says things at home that they are not catching at school. Just today he said, " Can I talk to ? (His older brother.) and I said " Sure. " He said " Why? " That doesn't make sense. He asks Why in that manner all the time, in a way where it doesn't make sense. He definitely did not mean, " why can I talk to him " , it was a random " why? " thrown out there with no meaning. Yesterday he asked me where Daddy was? I said at work. A minute later he said, " Who's Daddy? Oh no, I didn't mean that, I know who daddy is. " Like he just doesn't think before he blurts something out. Anyway, I am interested in the responses you get. Tomorrow I am getting Bobby tested for his ability to hear sentences with noise in the background. It seems very interesting...they use a recorded man's voice, and he says sentences. Then Bobby has to repeat the sentences out loud. As it progresses, the man's voice is covered over by more and more background noise, and Bobby keeps trying to repeat what he can hear of the man's voice. I bet he'll really flop, because my hunch is he is not hearing very well at all in a classroom setting with 16 other kids. But they don't believe me. Trish, mom to Bobby, 5 1/2 yrs old. IEP question We just had our IEP meeting for our daughter who is in Kindergarten. ( She was implanted at 2 1/2 yrs and we are an AV family). I know IEP's are individual, but I'm curious to know how things are addressed in other's IEP's regarding accessability/accommodations, and classroom management issues. Quote Link to comment Share on other sites More sharing options...
Guest guest Posted May 23, 2006 Report Share Posted May 23, 2006 WOW, cool to see someone else from IN out there. I thought I was the only one. We're up North in Elkhart County. Sorry I really don't have an advice on the IEP and goals as we aren't to that point yet. Hailey is only 5 has another year of preschool left and has a severe bi-lateral SN loss, she's aided in both ears. Right now she's doing great has come a great way in the past 18 months since she was DXed. She goes to a hearing imapired preschool where they use total communication, which works great for Hailey. My fear for her going into Elemantarty is that I know she's still going to need the sign in order to communicate, and the HI program isn't in our home School District, which means either she attends a diffrent school then her siblings or we work our ass of trying to convince them to give her at least a para who can sign. Funny thing is I work for our Special Ed Co-op and I am currently the only Para outside of the HI program that can sign, and I would NEVER work with Hailey, it wouldn't work for her or me. Greatfully that's still a year away and we'll cross that bridge when we come to it. Anyway, just thought i would say how great it is to see someone else from IN here. Selena --------------------------------- Ring'em or ping'em. Make PC-to-phone calls as low as 1¢/min with Yahoo! Messenger with Voice. Quote Link to comment Share on other sites More sharing options...
Guest guest Posted May 23, 2006 Report Share Posted May 23, 2006 Opps, Hailey is only 4 not 5, uggh, I have too many kids!!!!!! is 8, is 7, is 6, is 5 and Hailey is 4. Selena --------------------------------- Yahoo! Messenger with Voice. PC-to-Phone calls for ridiculously low rates. Quote Link to comment Share on other sites More sharing options...
Guest guest Posted May 23, 2006 Report Share Posted May 23, 2006 Hi Cindy, Wow, someone from my original neck of the woods. I grew up in Hammond, but then moved over the border to Illinois. I still do almost everything over there though because that is where my family and friends are. But I digress. What you fear is what seems to have happened to my daughter this year. It's great that she is achieving at grade level and there are not any academic concerns. But I believe you are right to worry about accommodations. In our district, they are pretty intense in first grade. I was surprised by some of the stuff that our first graders are expected to do and know. entered just fine. She had been one of the highest achieving kids in her kindergarten class, but that quickly changed when we came back to our home district for first grade. still has some language delays, so things related to writing can be difficult for her. One of the things I was not prepared for first graders to do is something called DOL (Daily Oral Language) where the teacher writes a sentence on the board with errors and the children are to write the sentence, correcting the errors that they find. was not the only child to find this difficult, but it's something that needed to be worked on by us and her hearing itinerant. What really stunk was that the DOL was graded and it just helped to bring down her language grade further. I can't tell you how often I've heard, " Oh I forget that she can't hear as well " , " She acts just like a hearing child " , and my personal favorite " She seems to understand just fine " . Like you, I see where they gaps are that need to be filled. I hear the words that she mispronounces or misunderstands and I do my best to correct what I can. I know in her class of 26 kids, her teacher doesn't see those gaps like I do. I've asked that if anything of importance is said over the intercom to please repeat it to (I actually think that is in her IEP). Do they do it? I don't know. At assemblies they should be trying to use the FM or make sure that is seated at the front. But doesn't tell me if they do. Closed Captioning is suppose to be on the TV whenever something is watched. And in the beginning they had gotten a video that didn't have captioning on it, so they weren't going to let her see it. Why with all of the resources out there they couldn't find one with it is beyond me, but we then had to tell them to try and use CC'd videos. Of course then that meant that only two of the 6 TV's they have at the school has the ability to do CC. As you can guess I could go on and on. The thing that you are aware of is that her hearing is significant. For the school to downplay it because " she's like all the rest " is nonsense. She has a disability (not a nice word to use, and hard to hear, but it's this language that gets some districts to understand. Jill words it much better than I do). When you are at an IEP meeting for your child, that's who should be talked about. Not how she's doing in comparison to others. There are a couple of things on the Pop-Up IEP at Hands & Voices that could help get the meeting focus back on your child http://www.handsandvoices.org/articles/education/popup/pop_index.html My daughter has several language goals on her IEP, but she also has the services of a hearing itinerant (A teacher of the deaf that travels from school to school) and gets speech services. This past year her HI had 40 minutes 3x's a week and her ST had 30 minutes 3x's a week. Next year this will change. Due to some issues that were discovered this past year (first grade) her HI is upping her time with . I'm not sure where it's going, or I would share it with you. The reason for the increase? So that she can spend more time working with on different concepts that is not grasping and to help preteach lessons to her. Sorry I've rambled on. If something isn't clear, please ask, I'll try to type it more sensibly next time. Debbie, mom to , 6, moderate SNHL and , 3, hearing tcccjohnston tcccjohnston@...> wrote: We just had our IEP meeting for our daughter who is in Kindergarten. ( She was implanted at 2 1/2 yrs and we are an AV family). I know IEP's are individual, but I'm curious to know how things are addressed in other's IEP's regarding accessability/accommodations, and classroom management issues. We brought up pre-teaching, and subject pre-introduction, but they don't think she needs that. She does very well at compensating for her loss and filling in the blanks, she technically isn't demonstrating any needs. We brought up hearing PA announcements and the like, but that was dismissed as " most kids don't hear all of the announcements " . (UGH!!) They kept comparing her to the rest of the students and (it really was overkill) boasting about how well she does in class. I'm sure she does well, but I find it hard to believe that she is that different at school than at home. At home, we constantly see times that she misses things, mihears, or misunderstands something. We repeat, clarify, teach new words... all the time. We are just that in tuned to it. They say they rarely have to do that in school. Seems fishy, like they don't know it when it happens because she is just that good at not drawing attention to herself and getting by on her own. Am I making any sense? I don't want her babied or things handed to her, but I want her needs recognized and not blown off. I'm having a hard time getting them to understand what her needs in the classroom are and how to provide for them. I can only do so much from home as far as advocacy training and teaching classroom techniques tha would be helpful. They definately don't think she needs a classroom aide or language facilitator of any kind. If anyone understands what I'm talking about and can share some thoughts or words of wisdom, I'm all ears... (I've cross posted this to cicircle , in case any of you are on both listserves.) Thanks, Cindy J. Chesterton, IN All messages posted to this list are private and confidential. Each post is the intellectual property of the author and therefore subject to copyright restrictions. Quote Link to comment Share on other sites More sharing options...
Guest guest Posted May 23, 2006 Report Share Posted May 23, 2006 This is an excellent point. My daughter was in a K class with 17 students and an aide that was in their class all day to a 1st grade class with 27 kids and an aide that worked between all of the primary grades. Debbie Robin Tomlinson thetomlinsons@...> wrote: However, she is just in Kindergarten, right? Those class sizes are usually low, at least here in NC . . . and there is usually at least one assistant in each class here, too. Hmmmmm . . . Some men see things as they are and ask why. Others dream things that never were and ask why not. G.B Shaw --------------------------------- Love cheap thrills? Enjoy PC-to-Phone calls to 30+ countries for just 2¢/min with Yahoo! Messenger with Voice. Quote Link to comment Share on other sites More sharing options...
Guest guest Posted May 23, 2006 Report Share Posted May 23, 2006 Trish, Can you find out the name of that test and is it administered through an audi? I would love to have tested in this way. Debbie ******************* Anyway, I am interested in the responses you get. Tomorrow I am getting Bobby tested for his ability to hear sentences with noise in the background. It seems very interesting...they use a recorded man's voice, and he says sentences. Then Bobby has to repeat the sentences out loud. As it progresses, the man's voice is covered over by more and more background noise, and Bobby keeps trying to repeat what he can hear of the man's voice. I bet he'll really flop, because my hunch is he is not hearing very well at all in a classroom setting with 16 other kids. But they don't believe me. Trish, mom to Bobby, 5 1/2 yrs old. Some men see things as they are and ask why. Others dream things that never were and ask why not. G.B Shaw --------------------------------- Blab-away for as little as 1¢/min. Make PC-to-Phone Calls using Yahoo! Messenger with Voice. Quote Link to comment Share on other sites More sharing options...
Guest guest Posted May 24, 2006 Report Share Posted May 24, 2006 Deb, wow, I can actually help someone! Look at the responses to my post, Angie just posted a great summary of these tests. Funny, (well, no, actually it's quite sad) I had no idea tests like this actually existed until now, and of course his hearing will be different when he has to compete with background noise. Like you, I keep hearing from the school, " But he's keeping up so well. " and " He doesn't do that in class. " and " The goal of special ed is to get them to a point where they have to rely LESS on support. The less support he needs, the better. " (Don't you love that one?) So I find that I have to keep putting things in front of their faces which proves that yes, he really DOES need more help and different teaching strategies than a child who can hear well. I feel like I am getting penalized because he can speak well. If you can't read the post from Angie, let me know and I'll send it to you. And yes, it is administered through an audi. Trish Re: IEP question Trish, Can you find out the name of that test and is it administered through an audi? I would love to have tested in this way. Debbie Quote Link to comment Share on other sites More sharing options...
Guest guest Posted May 24, 2006 Report Share Posted May 24, 2006 I don't know if this is the type of information you are looking for, but I copied this from the AGBell website. I intend to give a copy of this or something very much like this list to every teacher that Grace ever has. AGBell has some good information under their 'Parents' section about communicating with and teaching a child with a CI. This list didn't copy with the indents and other punctuation that makes it easier to read. Sorry about that. From AGBell: When you hear the word " deaf " , you may immediately think of someone who uses sign language; however, many students with hearing loss communicate by listening, speaking, speechreading and using residual hearing or technology — either hearing aids or a cochlear implant. In order for a child to have a successful mainstream experience, the whole school – from the principal and gym teacher to the bus drivers, cafeteria workers and students – needs to be involved. The entire staff should be well informed of the child's needs even though they may interact only on a limited basis. It is vital that the staff promote an atmosphere of encouragement, acceptance and respect in which all students can thrive. If your school has not had a student with hearing loss before, contact other schools that have students with hearing loss in order to learn from their experiences. A teacher of the deaf and hard of hearing can help you modify classroom materials and assist in planning lessons. If you have not had a child with hearing loss in your classroom, it is vital for the school system to provide you with in-service training on the special needs your student may have before school begins. Through involvement with key professionals, you should know the student's degree of hearing loss and its implication and effect on the child's language, speech and general academic ability. Hearing aids and cochlear implants amplify all sounds, including background noise. Therefore, noises such as heating and ventilation clicks and whirs, moving furniture, chairs scraping against tile, shuffling feet and noise " bleed " from busy roads outside should be eliminated or reduced as much as possible. Minimizing noise in the classroom can be accomplished by making relatively minor acoustical modifications, such as: Putting pads on chair, table and desk legs to reduce noise Installing carpeting in the classroom Installing double-paned windows Installing the highest-rated acoustical ceiling tile Ensuring that heating/ventilation systems are operating properly Avoiding noisy elements, such as fish tank filters or noisy classroom pets. Outline the day's work on the blackboard. Students with hearing loss should be offered a wide variety of support services, including but not limited to: a teacher of the deaf and hard of hearing, an oral interpreter, captioning, tutoring, speech therapy and/or notetakers. Decisions about services will have taken place in your student's IEP discussion and should be clearly communicated to you. Create an atmosphere conducive to mainstreaming by working together with speech-language pathologists, educational psychologists, resource teachers and parents to create a practical system of classroom organization and management. Ideas to consider include developing a lesson on hearing loss to educate and prepare students and establishing a " secret signal " the child with hearing loss can use to indicate he or she does not understand something you've said. Before the student starts school, try to meet and work with him or her a few times in order to identify social and academic strengths and weaknesses. This will also give you an opportunity to get comfortable with one another. Additionally, good lighting is essential for speechreading. Natural light is best. Stand where light is good but not too strong. The student should be seated near the front and side of the classroom so that s/he can easily see you, but also see the other students. Encourage the student to discreetly relocate to a better listening/speechreading location when necessary. All students should speak one at a time and wait to be called upon. It's helpful for the teacher to point to the child who is about to speak, allowing the student with hearing loss to make visual contact. Organize seating in a semi-circle works if the class is small. If the class is mostly lecture, arrange for your student to sit close to the place where you are located. If there is a lot of group discussion, the student should be seated in the middle. Work hard to avoid speaking while you're writing on the blackboard. Students with hearing loss can't read your lips with your back turned! Most critically, be prepared to partner closely with the student's parents. Quote Link to comment Share on other sites More sharing options...
Guest guest Posted May 24, 2006 Report Share Posted May 24, 2006 Cheri, Thanks so much for sharing this. What great information to share with a school. Sent from my BlackBerry wireless handheld. Re: IEP question I don't know if this is the type of information you are looking for, but I copied this from the AGBell website. I intend to give a copy of this or something very much like this list to every teacher that Grace ever has. AGBell has some good information under their 'Parents' section about communicating with and teaching a child with a CI. This list didn't copy with the indents and other punctuation that makes it easier to read. Sorry about that. From AGBell: When you hear the word " deaf " , you may immediately think of someone who uses sign language; however, many students with hearing loss communicate by listening, speaking, speechreading and using residual hearing or technology — either hearing aids or a cochlear implant. In order for a child to have a successful mainstream experience, the whole school – from the principal and gym teacher to the bus drivers, cafeteria workers and students – needs to be involved. The entire staff should be well informed of the child's needs even though they may interact only on a limited basis. It is vital that the staff promote an atmosphere of encouragement, acceptance and respect in which all students can thrive. If your school has not had a student with hearing loss before, contact other schools that have students with hearing loss in order to learn from their experiences. A teacher of the deaf and hard of hearing can help you modify classroom materials and assist in planning lessons. If you have not had a child with hearing loss in your classroom, it is vital for the school system to provide you with in-service training on the special needs your student may have before school begins. Through involvement with key professionals, you should know the student's degree of hearing loss and its implication and effect on the child's language, speech and general academic ability. Hearing aids and cochlear implants amplify all sounds, including background noise. Therefore, noises such as heating and ventilation clicks and whirs, moving furniture, chairs scraping against tile, shuffling feet and noise " bleed " from busy roads outside should be eliminated or reduced as much as possible. Minimizing noise in the classroom can be accomplished by making relatively minor acoustical modifications, such as: Putting pads on chair, table and desk legs to reduce noise Installing carpeting in the classroom Installing double-paned windows Installing the highest-rated acoustical ceiling tile Ensuring that heating/ventilation systems are operating properly Avoiding noisy elements, such as fish tank filters or noisy classroom pets. Outline the day's work on the blackboard. Students with hearing loss should be offered a wide variety of support services, including but not limited to: a teacher of the deaf and hard of hearing, an oral interpreter, captioning, tutoring, speech therapy and/or notetakers. Decisions about services will have taken place in your student's IEP discussion and should be clearly communicated to you. Create an atmosphere conducive to mainstreaming by working together with speech-language pathologists, educational psychologists, resource teachers and parents to create a practical system of classroom organization and management. Ideas to consider include developing a lesson on hearing loss to educate and prepare students and establishing a " secret signal " the child with hearing loss can use to indicate he or she does not understand something you've said. Before the student starts school, try to meet and work with him or her a few times in order to identify social and academic strengths and weaknesses. This will also give you an opportunity to get comfortable with one another. Additionally, good lighting is essential for speechreading. Natural light is best. Stand where light is good but not too strong. The student should be seated near the front and side of the classroom so that s/he can easily see you, but also see the other students. Encourage the student to discreetly relocate to a better listening/speechreading location when necessary. All students should speak one at a time and wait to be called upon. It's helpful for the teacher to point to the child who is about to speak, allowing the student with hearing loss to make visual contact. Organize seating in a semi-circle works if the class is small. If the class is mostly lecture, arrange for your student to sit close to the place where you are located. If there is a lot of group discussion, the student should be seated in the middle. Work hard to avoid speaking while you're writing on the blackboard. Students with hearing loss can't read your lips with your back turned! Most critically, be prepared to partner closely with the student's parents. All messages posted to this list are private and confidential. Each post is the intellectual property of the author and therefore subject to copyright restrictions. Quote Link to comment Share on other sites More sharing options...
Guest guest Posted May 26, 2006 Report Share Posted May 26, 2006 >> I can't tell you how often I've heard, " Oh I forget that she can't hear >> as well " , " She acts just like a hearing child " , and my personal favorite >> " She seems to understand just fine " . Like you, I see where they gaps are >> that need to be filled. I hear the words that she mispronounces or >> misunderstands and I do my best to correct what I can. I know in her >> class of 26 kids, her teacher doesn't see those gaps like I do. << Sadly, some things just never seem to change. When JD was in the 3rd Grade, (10 years ago) I was finally able to prove to his teacher that he didn't understand her just fine. I had been out working in my garden and JD asked me if I was going to be sewing any seeds. I andswered yes and, you guessed it, he ran into the house and got me a needle and thread. Seems their language story that week had a farmer in it and they had discussed sewing seeds. Of course, I brought it to the teachers attention to show her just how well he understood her. You would have hoped that in 10 years, things would have changed a little bit. All I can do is to say we're with you on this and to hang in there, things will work out eventually. Someone else mentioned understanding the daily announcements, that one we've been though as well. The second half of this year, JD's senior year, is the only one I can say for sure JD's known what they're all about, and that's because I was there one morning and got it worked out - but I'm sure I've chatted about that here this year. They gave him access to a system the school has where announcements are sent out to teachers and those eventually get turned into the PA Announcements. He actually gets to see what the others hear about before they get to hear it. Of course, they announced that this system would be accessable to students who couldn't hear the overheads - again, you guessed it - in an overhead announcement. Tomorrow I get to see him walk across that stage. It's been a long time a coming and he's worked heard for it - but it's great to know that all the heard work pays off. He's got his College plans all worked out (he's going for a Masters Degree in Criminal Forensics) and he gets to schedule his classes after he has his diploma in hand. Hugs to all, Kay Kay kay@... The Listen-Up Website http://www.listen-up.org Quote Link to comment Share on other sites More sharing options...
Guest guest Posted May 26, 2006 Report Share Posted May 26, 2006 Kay and JD - congratulations! I feel like I've watched him grow up - I can't *believe* he's graduating! You and JD have been so inspirational to me and my boys... Love, Barbara Listen Up! wrote: >>> I can't tell you how often I've heard, " Oh I forget that she can't hear >>> as well " , " She acts just like a hearing child " , and my personal favorite >>> " She seems to understand just fine " . Like you, I see where they gaps are >>> that need to be filled. I hear the words that she mispronounces or >>> misunderstands and I do my best to correct what I can. I know in her >>> class of 26 kids, her teacher doesn't see those gaps like I do. << >>> > > Sadly, some things just never seem to change. When JD was in the 3rd Grade, > (10 years ago) I was finally able to prove to his teacher that he didn't > understand her just fine. I had been out working in my garden and JD asked > me if I was going to be sewing any seeds. I andswered yes and, you guessed > it, he ran into the house and got me a needle and thread. Seems their > language story that week had a farmer in it and they had discussed sewing > seeds. Of course, I brought it to the teachers attention to show her just > how well he understood her. You would have hoped that in 10 years, things > would have changed a little bit. All I can do is to say we're with you on > this and to hang in there, things will work out eventually. > > Someone else mentioned understanding the daily announcements, that one we've > been though as well. The second half of this year, JD's senior year, is the > only one I can say for sure JD's known what they're all about, and that's > because I was there one morning and got it worked out - but I'm sure I've > chatted about that here this year. They gave him access to a system the > school has where announcements are sent out to teachers and those eventually > get turned into the PA Announcements. He actually gets to see what the > others hear about before they get to hear it. Of course, they announced that > this system would be accessable to students who couldn't hear the > overheads - again, you guessed it - in an overhead announcement. > > Tomorrow I get to see him walk across that stage. It's been a long time a > coming and he's worked heard for it - but it's great to know that all the > heard work pays off. He's got his College plans all worked out (he's going > for a Masters Degree in Criminal Forensics) and he gets to schedule his > classes after he has his diploma in hand. > > Hugs to all, > Kay > > Kay > kay@... > The Listen-Up Website > http://www.listen-up.org > > > > > > All messages posted to this list are private and confidential. Each post is the intellectual property of the author and therefore subject to copyright restrictions. > Quote Link to comment Share on other sites More sharing options...
Guest guest Posted May 26, 2006 Report Share Posted May 26, 2006 Wow, Kay, I can't believe how fast the time has gone! Although I've never actually met you and JD, I feel a kinship with you -- when I joined this list, he was just 12, and my son wasn't yet 2. Unbelievable. Congratulations! Stefanie on 5/26/06 6:04 PM, Listen Up! at kay@... wrote: >>> I can't tell you how often I've heard, " Oh I forget that she can't hear >>> as well " , " She acts just like a hearing child " , and my personal favorite >>> " She seems to understand just fine " . Like you, I see where they gaps are >>> that need to be filled. I hear the words that she mispronounces or >>> misunderstands and I do my best to correct what I can. I know in her >>> class of 26 kids, her teacher doesn't see those gaps like I do. << > > Sadly, some things just never seem to change. When JD was in the 3rd Grade, > (10 years ago) I was finally able to prove to his teacher that he didn't > understand her just fine. I had been out working in my garden and JD asked > me if I was going to be sewing any seeds. I andswered yes and, you guessed > it, he ran into the house and got me a needle and thread. Seems their > language story that week had a farmer in it and they had discussed sewing > seeds. Of course, I brought it to the teachers attention to show her just > how well he understood her. You would have hoped that in 10 years, things > would have changed a little bit. All I can do is to say we're with you on > this and to hang in there, things will work out eventually. > > Someone else mentioned understanding the daily announcements, that one we've > been though as well. The second half of this year, JD's senior year, is the > only one I can say for sure JD's known what they're all about, and that's > because I was there one morning and got it worked out - but I'm sure I've > chatted about that here this year. They gave him access to a system the > school has where announcements are sent out to teachers and those eventually > get turned into the PA Announcements. He actually gets to see what the > others hear about before they get to hear it. Of course, they announced that > this system would be accessable to students who couldn't hear the > overheads - again, you guessed it - in an overhead announcement. > > Tomorrow I get to see him walk across that stage. It's been a long time a > coming and he's worked heard for it - but it's great to know that all the > heard work pays off. He's got his College plans all worked out (he's going > for a Masters Degree in Criminal Forensics) and he gets to schedule his > classes after he has his diploma in hand. > > Hugs to all, > Kay > > Kay > kay@... > The Listen-Up Website > http://www.listen-up.org > > > > > > All messages posted to this list are private and confidential. Each post is > the intellectual property of the author and therefore subject to copyright > restrictions. > Quote Link to comment Share on other sites More sharing options...
Guest guest Posted May 28, 2006 Report Share Posted May 28, 2006 Kay, your story just reconfirmed to me that getting Grace educated is going to be alot tougher than I originally thought. She's only 4, has been deaf since age 2 we think, her CI has been activated for only 4 months, and she is just now using about 15 words that are understandable. I've been the mother of a HOH child for about a year (that's when we discovered it) and it's only been in recent weeks that I've realized that her education is EVERYTHING if she is to have a normal life like we planned when she was born. I want her to listen, and hear, and SPEAK and not rely on sign language to communicate. If Grace graduates on time and is speaking like her peers and is advocating for herself, I will be absolutely thrilled. I'll be thrilled when my 6yo son graduates too, but I expect his education to be somewhat easier for him and for us. I learn so much here. Thanks! Cherie , 6, and Grace, 4y4m, severe/profound with auditory neuropathy, CI activated 1/9/06, and just had an outstanding hearing test. Hearing at 30dB. Amazing! Quote Link to comment Share on other sites More sharing options...
Guest guest Posted May 29, 2006 Report Share Posted May 29, 2006 In a message dated 5/26/2006 5:05:38 P.M. Central Standard Time, kay@... writes: Tomorrow I get to see him walk across that stage. Happy graduation! Putz Illinois Families for Hands & Voices _www.handsandvoices.org_ (http://www.handsandvoices.org/) _www.ilhandsandvoices.org_ (http://www.ilhandsandvoices.org/) Email: support@... Quote Link to comment Share on other sites More sharing options...
Guest guest Posted May 29, 2006 Report Share Posted May 29, 2006 In a message dated 5/26/2006 6:05:38 P.M. Eastern Daylight Time, kay@... writes: Tomorrow I get to see him walk across that stage. It's been a long time a coming and he's worked heard for it - but it's great to know that all the heard work pays off. Oh man ... you must be thrilled, stunned, and very proud. Congratulations!! Actually as of right now (since I'm reading these notes behind everyone else) you are probably relaxing and wondering how you made it through the weekend. How did it go? Do tell! I personally plan on crying and hooting loudly when Ian's name is called, thus totally embarrassing the poor boy ... in about 2 years. You have to keep us updated on how college is going. You and the others with college-age kids are like a preview for the those of us who are nudging perilously close to it. Best always -- Jill Quote Link to comment Share on other sites More sharing options...
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