Educational Impact?

May 2, 2006

In a message dated 5/2/2006 2:54:34 P.M. Eastern Daylight Time,

tracey@... writes:

My son didn't even finish his on the writing portion. Needless to say, I am

concerned that the physical act of writing is inhibiting the creative act.

I see this on the practice writings that they do. He is very stingy with

the words he writes, but when he reads you his writing, he goes into great

detail explaining verbally the few ideas that he has written. The teacher does

allow him to do some of his homework on the computer, but given that he has to

take the test and can't use a computer, she requires that he do all his

writing by hand. She says he must build up stamina. I am sort of wondering if

he hasn't built up stamina by now (4th grade), if he ever will.

Tracey,

Our Ian has a similar problem with writing. And on top of it he would get

anxious about things being right and he'd erase repeatedly to make it neat until

he went right through the paper.

Starting in 5th grade, Ian wrote many of his assignments on the computer. He

now has access to a computer written into his 504 plan. He's a sophomore in

HS now and is better about writing short essays by hand. But for the long

ones, he has the option to use a computer in the classroom or in an alternative

setting.

To be clear here: Ian is permitted to use a computer for testing situations.

This can be an accommodation. Automatic spell checkers are turned off, as

are any other assistive writing things. The computer becomes a word processing

tool.

However, there are places where the use of computers may not be permitted,

not matter what the accommodation plan says. I am not sure if Ian will be

permitted to use a computer for the SATs, we haven't heard yet. And I am not

sure

if he will be permitted to use one for his English Regents next year --

there are essay components. So, Ian does write many essays by hand, since it is

a

skill he needs to develop.

<<He is very stingy with the words he writes, but when he reads you his

writing, he goes into great detail explaining verbally the few ideas that he

has

written.>>

You could be describing our Ian here at that same age. We joked that his

sentences often sounded like Tonto from the old Lone Ranger TV show. His TOD

worked with him a great deal on writing skills and strategies over the years and

has developed his skills. He writes very well on the computer. When he

dictates his ideas and I type his exact words, he " writes " beautifully. Yet,

when

using pens in his own hands, he still struggles.

<< I think it is obvious that moving about the room while giving the

spelling test prevents him from having access. Would it be appropriate to have

student given the test individually?>>

Yes, have that added into his plan. You can add in specific language

referring to or describing alternative testing methods. We have this in Ian's

504

(also called and IAP for Individualized Accommodation Plan)

Ian's spelling tests have included the testing strategy of using the word in

a sentence as part of the testing process. Often the list of spelling words

were a collection of sound alikes because they were working on a specific

combination (for instance, a list with many " ough " words). Ian would not hear

the difference between rough and tough, but by using it in a sentence, he could

differentiate the words based on the context. Ian does this without even

realizing he does it. By using this as part of the spelling test, it does not

give any advantage over hearing kids just clarification for the D/HOH child. An

appropriate accommodation, which might be enough to enable your son to be

able to take the test in the class with the other kids.

<<Can the staff disregard the other components of the 504 if my son won't

wear his aids?>>

No, but you may have a harder time enforcing the 504/IAP plan if he is not

using the technology available to him. For instance, if he refuses to wear the

aids, then asking the school to add in additional accommodations to make up

for the lack of aids would be hard to force. However, if he is not getting

good service from the aids, then there is no reason to force him to wear them

and other accommodations need to be found.

<<So my question is this? Any particular assessments that I should be

having done? >>

There is a standard collection of tests that are done to identify learning

disabilities. Based on those results, other tests can be given to look at

specific issues. We started with the basic collection and worked from there. Has

he been tested already to identify any learning disabilities or did they

simply immediately classify him under 504 based on the physical disability

(hearing loss)?

<<Any information on learning challenges specifically linked to kids with

hearing loss? Anything at all that you think could assist me as I go into the

meeting?>>

Aside from the obvious ones that are listening based and needing more visual

cues, kids are so different that any number of things are common. For

instance, Ian's slow processing speed and memory issues are common. Yet, we

knew

about those before we learning about his hearing loss. Yet most of kids on this

list don't have those issues. Ian has a terrible time with foreign languages

-- also common, yet there is a child on this list who learned Japanese which

is very hard, and others who take foreign languages with little or no

trouble. Some have trouble learning to read -- very common, and yet others seem

to

teach themselves without any help.

As for the FM ... Ian didn't get his personal one until almost 6th grade.

5th grade was the year of the sound field system war -- he hated it and our

doctors never recommended it, in fact, the specifically said NOT to get one.

Plus, a personal FM is far more unobtrusive than the sound field one, less

likely to make the D/HOH kid stand out in the crowd.

As for choosing tests ... our TOD is far better versed than I am in what

tests are available to assess specific issues. But in order to rely on your TOD

like this, you need to have a good relationship and trust that the TOD is

making the calls that are best for your child. Ours has known Ian for about 5

years now and I do trust her. When she makes suggestions, I look them up, but

in

general, I trust her to be looking out for his best interests because she

always has. In the beginning I checked up on her far more than I do now.

<<I plan on devoting some serious time to Kay's Website,>>

Great idea. And come here and ask us stuff as you go along. I'm sure someone

on the list has some experience that can help as well.

Best -- Jill

May 2, 2006

Sorry in advance, as I tend to ramble. Not really sure what my

question is here. I am trying to put the puzzle together and there

are just a few pieces that I can't get my mind around.

Here is my situation: My 9 year old has mild/moderate bilateral

hearing loss at 1000 hz and below. In additon there is a

moderate/severe loss in left ear only at 4000-8000hz. He has only

been aided for a few months, and otherwise has had no accommodations

other than preferential seating. He was last assessed in

kindergarten and demonstrated no educational impact.

He has always performed at or above grade level with rare

exception. However, he has consistently struggled with the same

skills year after year. His handwriting is very hard for him. He

started this year to write very small, almost like a typerwriter,

but it is painfully slow for him and he tires quickly. We have

state assessments (WASL) that must be handwritten and require that

he demonstrate the writing process with a rough draft and editing

and then final draft. Last year they pilot tested the 3rd grade

program, so the teachers were able to look at the tests etc. My son

didn't even finish his on the writing portion. Needless to say, I

am concerned that the physical act of writing is inhibiting the

creative act. I see this on the practice writings that they do. He

is very stingy with the words he writes, but when he reads you his

writing, he goes into great detail explaining verbally the few ideas

that he has written. The teacher does allow him to do some of his

homework on the computer, but given that he has to take the test and

can't use a computer, she requires that he do all his writing by

hand. She says he must build up stamina. I am sort of wondering if

he hasn't built up stamina by now (4th grade), if he ever will.

So there is that.

Also, he consistently reverses letters when writing words. He just

brought home a spelling test and missed 5 words due to letter

reversal. He missed two other words, probably due to not having

memorized those words yet, and not being able to hear all the

phonetic components of the words. He takes his test like all the

other students in class. One week he wrote completely the wrong

word. I mentioned it to the teacher and she said " maybe I wasn't

close enough to him for that word " , sometimes I walk around the room

when giving the test. This is a wonderful teacher who attempts to

make every accommodation possible. She took this opportunity to

state that maybe this is a good example as to why he has to wear his

hearing aids. We just put his 504 in place. The team knows that we

are working on my son's skills, inlcuding willingness to wear his

aids. We also are still trying to determine if they help him hear

better or not. The 504 states that teacher will face student when

speaking and that he shall have preferential seating. I think it

is obvious that moving about the room while giving the spelling test

prevents him from having access. Would it be appropriate to have

student given the test individually? Can the staff disregard the

other components of the 504 if my son won't wear his aids?

Also, it has always been recommended that he have either a

soundfield system or an FM system in the class. He has never had

either. Clearly an FM is not an option, as he is not currently

wearing his aids to school. I partially blame the school district

for this. I feel that if they would have gotten the FM system in

Kindergarten, then he would already be used to having something in

his ear and all the other kids would be used to it and it would not

now be this huge stumbling block that he has to overcome, and the

transition from personal FM system, to aids, to aids with an FM

system would have been much smoother. We have one last year of

school at this building, and I want to request that they install a

soundfield system in his classroom. I know they are not perfect and

an FM would be best, but the reality is that I don't want another

day to go by without him having as much access to information in the

classroom as he can have. I don't know if he will wear his aids

next year or not. My goal is to work on it this summer. But I

don't want them to use that as an excuse to not install a soundfield

system.

But here we are today, with the reality of where we are. I am

grateful that he has done so well. This year we will have a TOD

partner to provide mainstream support to my son and to the school.

They will guide and/or provide appropriate assessments. They also

will look at his past and current standardized assessments to see if

the scores have been affected by his hearing loss. They will

provide assistance in correctly formulating the 504 plan and perhaps

determining if an IEP is appropriate. They will assist in choosing

the best placement in the school, and then provide training to the

teachers that he will have, so they can know what to watch for with

my son and provide appropriate accommodations. We will have our

first meeting next week.

So my question is this? Any particular assessments that I should be

having done? ( you would think that I could leave this in the

hands of our new TOD, but my experience tells me to be knowledgeable

ahead of time, if possible) Any information on learning challenges

specifically linked to kids with hearing loss? Anything at all that

you think could assist me as I go into the meeting?

I plan on devoting some serious time to Kay's Website, but of course

everything happens at once, and this week is surgery for my little

one, so don't know how much time I will have.

Thanks in advance!

May 2, 2006

Hi Tracey - with the writing issue, he sounds *exactly* like my Tom,

although Tom's handwriting is huge, not small. If Tom writes out

something, he looks and sounds like a first grader; if he's allowed to

dictate, he's brilliant- very funny, cogent thought process, etc. Tom

is working very hard on keyboarding - it's also difficult him but he's

getting better - and is allowed to dictate while someone scribes for

him. He definitely has " grapho-motor " issues. Certainly the folks at

our school understand that - Tom is in 7th grade.

Barbara

traceyandynathen wrote:

> Sorry in advance, as I tend to ramble. Not really sure what my

> question is here. I am trying to put the puzzle together and there

> are just a few pieces that I can't get my mind around.

>

> Here is my situation: My 9 year old has mild/moderate bilateral

> hearing loss at 1000 hz and below. In additon there is a

> moderate/severe loss in left ear only at 4000-8000hz. He has only

> been aided for a few months, and otherwise has had no accommodations

> other than preferential seating. He was last assessed in

> kindergarten and demonstrated no educational impact.

>

> He has always performed at or above grade level with rare

> exception. However, he has consistently struggled with the same

> skills year after year. His handwriting is very hard for him. He

> started this year to write very small, almost like a typerwriter,

> but it is painfully slow for him and he tires quickly. We have

> state assessments (WASL) that must be handwritten and require that

> he demonstrate the writing process with a rough draft and editing

> and then final draft. Last year they pilot tested the 3rd grade

> program, so the teachers were able to look at the tests etc. My son

> didn't even finish his on the writing portion. Needless to say, I

> am concerned that the physical act of writing is inhibiting the

> creative act. I see this on the practice writings that they do. He

> is very stingy with the words he writes, but when he reads you his

> writing, he goes into great detail explaining verbally the few ideas

> that he has written. The teacher does allow him to do some of his

> homework on the computer, but given that he has to take the test and

> can't use a computer, she requires that he do all his writing by

> hand. She says he must build up stamina. I am sort of wondering if

> he hasn't built up stamina by now (4th grade), if he ever will.

>

> So there is that.

>

> Also, he consistently reverses letters when writing words. He just

> brought home a spelling test and missed 5 words due to letter

> reversal. He missed two other words, probably due to not having

> memorized those words yet, and not being able to hear all the

> phonetic components of the words. He takes his test like all the

> other students in class. One week he wrote completely the wrong

> word. I mentioned it to the teacher and she said " maybe I wasn't

> close enough to him for that word " , sometimes I walk around the room

> when giving the test. This is a wonderful teacher who attempts to

> make every accommodation possible. She took this opportunity to

> state that maybe this is a good example as to why he has to wear his

> hearing aids. We just put his 504 in place. The team knows that we

> are working on my son's skills, inlcuding willingness to wear his

> aids. We also are still trying to determine if they help him hear

> better or not. The 504 states that teacher will face student when

> speaking and that he shall have preferential seating. I think it

> is obvious that moving about the room while giving the spelling test

> prevents him from having access. Would it be appropriate to have

> student given the test individually? Can the staff disregard the

> other components of the 504 if my son won't wear his aids?

>

> Also, it has always been recommended that he have either a

> soundfield system or an FM system in the class. He has never had

> either. Clearly an FM is not an option, as he is not currently

> wearing his aids to school. I partially blame the school district

> for this. I feel that if they would have gotten the FM system in

> Kindergarten, then he would already be used to having something in

> his ear and all the other kids would be used to it and it would not

> now be this huge stumbling block that he has to overcome, and the

> transition from personal FM system, to aids, to aids with an FM

> system would have been much smoother. We have one last year of

> school at this building, and I want to request that they install a

> soundfield system in his classroom. I know they are not perfect and

> an FM would be best, but the reality is that I don't want another

> day to go by without him having as much access to information in the

> classroom as he can have. I don't know if he will wear his aids

> next year or not. My goal is to work on it this summer. But I

> don't want them to use that as an excuse to not install a soundfield

> system.

>

> But here we are today, with the reality of where we are. I am

> grateful that he has done so well. This year we will have a TOD

> partner to provide mainstream support to my son and to the school.

> They will guide and/or provide appropriate assessments. They also

> will look at his past and current standardized assessments to see if

> the scores have been affected by his hearing loss. They will

> provide assistance in correctly formulating the 504 plan and perhaps

> determining if an IEP is appropriate. They will assist in choosing

> the best placement in the school, and then provide training to the

> teachers that he will have, so they can know what to watch for with

> my son and provide appropriate accommodations. We will have our

> first meeting next week.

>

> So my question is this? Any particular assessments that I should be

> having done? ( you would think that I could leave this in the

> hands of our new TOD, but my experience tells me to be knowledgeable

> ahead of time, if possible) Any information on learning challenges

> specifically linked to kids with hearing loss? Anything at all that

> you think could assist me as I go into the meeting?

>

> I plan on devoting some serious time to Kay's Website, but of course

> everything happens at once, and this week is surgery for my little

> one, so don't know how much time I will have.

>

> Thanks in advance!

>

> 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.

>

May 2, 2006

Tracey, Sounds like he should have an assessment to see if the writing problem

is dysgraphia, a learning disability in writing, or possibly some fine motor

skills problem that could be helped by occupational therapy. And by all means,

a soundfield would be better than nothing. There are several types, some have a

mobile speaker that can sit on the desk and be taken with the student wherever

they go during the day, some are mounted on the ceiling, some are plugged in at

various places in the room. We had the plug in kind and always made sure there

was a speaker right next to our daughter's desk. It made a huge difference.

The way the teacher handles the soundfield is important. They need to use it

all day every day. And the other kids will love it too. The first time Maggie

was absent in 2nd grade, the teacher didn't use the soundfield, and it turned

out the kids had no idea it was for Maggie! They wondered why the teacher

wasn't using it. So the teacher called and asked if they could use the

soundfield even when Maggie was absent! I told her by all means use it! She

also would scrunch up the little ball of foam at the end of the boom mike for a

signal to the class that a transition was coming up. It made a funny noise when

she did that.

The reason I said to use it all day every day is for attention purposes. Most

kids use their hearing to kind of keep up with or monitor what is going on in

their environment. The soundfield can really help with that. If they can hear

the teacher reminding another child that the test is over in 5 minutes, they

won't be looking around to see if they are still supposed to be doing the test

or not. When you are visually monitoring your environment, you have to stop