Guest guest Posted January 29, 2006 Report Share Posted January 29, 2006 In a message dated 1/28/2006 10:52:38 A.M. Central Standard Time, babydewe2@... writes: I'm glad you brought up the question of her langauge. It's not " on par " , she's about a year behind in most of her language skills. I wonder if maybe how the teacher is addressing the class is confusing to and doesn't speak up or ask questions. Some hard of hearing kids can do great when they get language in the context of what they understand or when it is a subject they know about. When new material is introduced, lots of language can be lost in the process, even when a lot is understood. For example, looking back, I remember a time when a teacher introduced the concept of voting and explained Democrat and Republican. I understood none of the process at the time. One by one, I saw the students going up and going into a booth and then coming out. I had no idea what was going on and asked the teacher. She explained something to me, but I still didn't understand. There was something about going into the booth and choosing something. So I went in and picked a circle to fill out. No clue what was going on. This is just one example, there are a lot more that I can remember and so much of my education was " filling in the blanks " when I got home and could look through the books. 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 January 29, 2006 Report Share Posted January 29, 2006 In a message dated 1/28/2006 10:52:38 A.M. Central Standard Time, babydewe2@... writes: I'm glad you brought up the question of her langauge. It's not " on par " , she's about a year behind in most of her language skills. I wonder if maybe how the teacher is addressing the class is confusing to and doesn't speak up or ask questions. Some hard of hearing kids can do great when they get language in the context of what they understand or when it is a subject they know about. When new material is introduced, lots of language can be lost in the process, even when a lot is understood. For example, looking back, I remember a time when a teacher introduced the concept of voting and explained Democrat and Republican. I understood none of the process at the time. One by one, I saw the students going up and going into a booth and then coming out. I had no idea what was going on and asked the teacher. She explained something to me, but I still didn't understand. There was something about going into the booth and choosing something. So I went in and picked a circle to fill out. No clue what was going on. This is just one example, there are a lot more that I can remember and so much of my education was " filling in the blanks " when I got home and could look through the books. 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 January 29, 2006 Report Share Posted January 29, 2006 In a message dated 1/28/2006 10:52:38 A.M. Central Standard Time, babydewe2@... writes: I'm glad you brought up the question of her langauge. It's not " on par " , she's about a year behind in most of her language skills. I wonder if maybe how the teacher is addressing the class is confusing to and doesn't speak up or ask questions. Some hard of hearing kids can do great when they get language in the context of what they understand or when it is a subject they know about. When new material is introduced, lots of language can be lost in the process, even when a lot is understood. For example, looking back, I remember a time when a teacher introduced the concept of voting and explained Democrat and Republican. I understood none of the process at the time. One by one, I saw the students going up and going into a booth and then coming out. I had no idea what was going on and asked the teacher. She explained something to me, but I still didn't understand. There was something about going into the booth and choosing something. So I went in and picked a circle to fill out. No clue what was going on. This is just one example, there are a lot more that I can remember and so much of my education was " filling in the blanks " when I got home and could look through the books. 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 January 29, 2006 Report Share Posted January 29, 2006 Last year, Hayley was mainstreamed for a few classes including history. The teacher wanted them to (this was late 2004) review various political cartoons and write down what the cartoons meant. He never had any deaf students and the ToD should NOT have been going forward with Hayley working on this - even I have to read some of those cartoons several times. > > how the teacher is addressing the class is confusing to and > doesn't speak up or ask questions. > > >> of what they understand or when it is a subject they know about. > teacher introduced the concept of voting and explained Democrat and Republican. > I understood none of the process at the time. One by one, I saw the > students going up and going into a booth and then coming out. I had no idea what > was going on and asked the teacher. She explained something to me, but I > still didn't understand. Quote Link to comment Share on other sites More sharing options...
Guest guest Posted January 29, 2006 Report Share Posted January 29, 2006 Last year, Hayley was mainstreamed for a few classes including history. The teacher wanted them to (this was late 2004) review various political cartoons and write down what the cartoons meant. He never had any deaf students and the ToD should NOT have been going forward with Hayley working on this - even I have to read some of those cartoons several times. > > how the teacher is addressing the class is confusing to and > doesn't speak up or ask questions. > > >> of what they understand or when it is a subject they know about. > teacher introduced the concept of voting and explained Democrat and Republican. > I understood none of the process at the time. One by one, I saw the > students going up and going into a booth and then coming out. I had no idea what > was going on and asked the teacher. She explained something to me, but I > still didn't understand. Quote Link to comment Share on other sites More sharing options...
Guest guest Posted January 29, 2006 Report Share Posted January 29, 2006 Last year, Hayley was mainstreamed for a few classes including history. The teacher wanted them to (this was late 2004) review various political cartoons and write down what the cartoons meant. He never had any deaf students and the ToD should NOT have been going forward with Hayley working on this - even I have to read some of those cartoons several times. > > how the teacher is addressing the class is confusing to and > doesn't speak up or ask questions. > > >> of what they understand or when it is a subject they know about. > teacher introduced the concept of voting and explained Democrat and Republican. > I understood none of the process at the time. One by one, I saw the > students going up and going into a booth and then coming out. I had no idea what > was going on and asked the teacher. She explained something to me, but I > still didn't understand. Quote Link to comment Share on other sites More sharing options...
Guest guest Posted January 30, 2006 Report Share Posted January 30, 2006 Just wanted to piggy back on what said about hearing age. That is truly something to consider - especially the social aspects and the listening skills. Does the TOD do any preteaching, and is her curriculum tied to what the mainstream class is learning?? Exhaustion can be a problem as well. Our kids put forth so much effort into listening all day long that they often just give up and quit listening at different times of the day. And it is physically exhausting. I know Maggie fell asleep every day when I picked her up after school, slept in the car! 4 K and both 5 K's were half day! This went on until 3rd grade. in GA ----- Quote Link to comment Share on other sites More sharing options...
Guest guest Posted January 30, 2006 Report Share Posted January 30, 2006 Just wanted to piggy back on what said about hearing age. That is truly something to consider - especially the social aspects and the listening skills. Does the TOD do any preteaching, and is her curriculum tied to what the mainstream class is learning?? Exhaustion can be a problem as well. Our kids put forth so much effort into listening all day long that they often just give up and quit listening at different times of the day. And it is physically exhausting. I know Maggie fell asleep every day when I picked her up after school, slept in the car! 4 K and both 5 K's were half day! This went on until 3rd grade. in GA ----- Quote Link to comment Share on other sites More sharing options...
Guest guest Posted January 30, 2006 Report Share Posted January 30, 2006 Just wanted to piggy back on what said about hearing age. That is truly something to consider - especially the social aspects and the listening skills. Does the TOD do any preteaching, and is her curriculum tied to what the mainstream class is learning?? Exhaustion can be a problem as well. Our kids put forth so much effort into listening all day long that they often just give up and quit listening at different times of the day. And it is physically exhausting. I know Maggie fell asleep every day when I picked her up after school, slept in the car! 4 K and both 5 K's were half day! This went on until 3rd grade. in GA ----- Quote Link to comment Share on other sites More sharing options...
Guest guest Posted January 31, 2006 Report Share Posted January 31, 2006 In a message dated 1/30/2006 3:04:24 P.M. Central Standard Time, babydewe2@... writes: I'm wondering if is sometimes not paying attention because she is getting tired of listening. isn't coming home tired enough to fall asleep, but she definately likes having the down time either playing on the computer or coloring. My kids are allowed to take breaks-- take a quick walk down the hall or complete a computer activity when they've started to shut down in class. 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 January 31, 2006 Report Share Posted January 31, 2006 In a message dated 1/30/2006 3:47:54 P.M. Central Standard Time, JillcWood@... writes: I don't think many people, even close family members, realize how hard it is to listen and then process the information. Last night, we had a parent meeting and at the end of two hours, I was totally, completely exhausted from dealing with speechreading, listening and using a terp! 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 January 31, 2006 Report Share Posted January 31, 2006 In a message dated 1/30/2006 5:05:39 P.M. Central Standard Time, JillcWood@... writes: Even going back to elementary school, we have encouraged Ian to come home and fill in those blanks. As a result, I think a lot of D/HOH kids develop study skills that are better than some college kids. I know I didn't bother with that kid of research until I was in college. Yeah, but I keep joking that I would be a lot smarter today if I could have heard the stuff the first time. GRIN 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...
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