FM system - IEP

[Guest guest]

In a message dated 3/20/2006 12:26:56 P.M. Eastern Standard Time,

dawkdd@... writes:

The first is that I don't

understand why a system would be purchased in Fall 05 and then sit

around for two years before it was ever used.

We've just gone through the process of having Ian's FM mike replaced. Yes,

it's swimming lesson was the last straw, but it has been misbehaving all year

and was coming to the end of its life span. That system is now 5½ years old

and according to the school's audi, amplification devices like this have an

expected lifetime of about 5 years. At that point they are older, need repairs

more often and the companies have developed new technology so they stop

supporting the old stuff .... the company said it wouldn't replace the circuit

board in that old mike because it is old technology. A year or two ago, they

might have repaired it. Not anymore.

What surprises me is that your school is going to let a needed piece of

equipment sit around unused for half its expected useful lifetime!? How weird is

that!. As for starting the school year or waiting, my opinion is that you get

the teachers trained in the week or so before school starts and then you just

start off using it. After a couple weeks, everyone is accustomed to it.

And to take a piece from a discussion we've just had here at our house ...

using the FM helps reinforce Ian's lip reading. The speaker's voice is

amplified into his ears in real time. He can then use the combination of sound

and

lip cues and is more successful following class by having this combination of

skills. He has managed to use those combined skills quite successfully with

two bearded teachers so far. If one of your child's skill goals is lip cues or

lip reading, Ian feels it helps him with that especially when

listening/reading a new person.

So, you could argue that the use of the Fm system in the kindergarten

classroom is also reinforcing or enhancing the listening/auditory training that

is

going on as he learns to use his CI effectively in the classroom setting.

Just my 2-cents -- Jill

[Guest guest]

In a message dated 3/20/2006 2:50:25 P.M. Eastern Standard Time,

stefanieac@... writes:

It's about

giving my son access to EVERYTHING the teacher is saying, not just the

things she says when he can also see her face.

I agree completely and did not mean to imply that an FM is only good for lip

reading! That just happened to be a specific skill we'd been discussing, and

how the FM helped with that.

Sorry for any confusion! -- Jill

[Guest guest]

In a message dated 3/20/2006 2:50:25 P.M. Eastern Standard Time,

stefanieac@... writes:

It's about

giving my son access to EVERYTHING the teacher is saying, not just the

things she says when he can also see her face.

I agree completely and did not mean to imply that an FM is only good for lip

reading! That just happened to be a specific skill we'd been discussing, and

how the FM helped with that.

Sorry for any confusion! -- Jill

[Guest guest]

a,

Even with the FM in use, Ian was often exhausted after school. Long after

other kids had outgrown naps, he would, on occasion, " watch cartoons " through

his eyelids after school. I'd let him nap on the couch for an hour or so before

waking him up for karate, homework or whatever. Poor kid was so tired,

depending on what kind of day it had been, he needed that hour to recharge

himself.

It's a lot of work to listen and catch all the little clues about how to

keep up and on task in the classroom. He worked hard just to keep up, never

mind

actually getting ahead enough to coast every now and then. That took a while

longer. But once he had the right Fm system, things did get a lot easier for

him.

He's in high school and even now he'll come home very tired after a long day

of solid note taking or intense listening. It's not easy and takes a lot of

energy! I think our kids are just amazing!

Best -- Jill

[Guest guest]

a,

Even with the FM in use, Ian was often exhausted after school. Long after

other kids had outgrown naps, he would, on occasion, " watch cartoons " through

his eyelids after school. I'd let him nap on the couch for an hour or so before

waking him up for karate, homework or whatever. Poor kid was so tired,

depending on what kind of day it had been, he needed that hour to recharge

himself.

It's a lot of work to listen and catch all the little clues about how to

keep up and on task in the classroom. He worked hard just to keep up, never

mind

actually getting ahead enough to coast every now and then. That took a while

longer. But once he had the right Fm system, things did get a lot easier for

him.

He's in high school and even now he'll come home very tired after a long day

of solid note taking or intense listening. It's not easy and takes a lot of

energy! I think our kids are just amazing!

Best -- Jill

[Guest guest]

,

I have two perspectives on this one. The first is that I don't

understand why a system would be purchased in Fall 05 and then sit

around for two years before it was ever used. So much can change during

that time that it seems inane. Are they actually in possession of the

FM now, or did they pay for it under a contract that would allow them to

get the latest in technology when you finally choose to use it? If,

based on your research and knowledge about the system, you want it and

the audiologist believes it to be beneficial at some point in time, use

it. You might need the year of kindergarten to work out all the kinks

to the system.

That being said, we're a family who is choosing to wait on introducing

an FM in the classroom, for all the reasons your audiologist stated.

Hadley, like , is in our town's preschool program and is holding her

own. So I can see the audiologist's argument for waiting.

Kerry

FM system - IEP

We had 's IEP last week for next year's kindergarten. He currently

is in the public school's preschool program in a regular education

setting with 15 classmates, a teacher, and assistant. The audiologist

ordered a phonak microlink system to use with his CI and attended

training on it in the fall to be ready to use it this year in his

preschool setting. We decided to hold off on its use this year.

I was under the impression we would be putting it to use for

kindergarten from previous discussions. When the topic of the personal

FM came up in last week's meeting I discovered that the school audi and

I had a different opinion on the FM. She had a wait and see approach.

She didn't feel we needed to implement it in that first week of school.

Her thought was " if it's not broke, don't fix it " She pointed to the

fact that he does well without it this year and the teaching style in

kindergarten will be similar. She felt that we should see how he does

without it and then if we find there is a problem she would gladly get

the FM in there.

I was not expecting this. I really thought that she would see the

benefit of it and have it ready to go that first day of school. It kind

of shook me up in that everything I had discussed with my husband the

night before had a lot to do with the assumption that the FM would be

used. I had concerns about who would be monitoring it, hooking it up

every morning, training all the teachers, troubleshooting. I had

concerns that there was no assistant in the kindergarten class and there

could be 20-something kids in the class. Most of my concerns about

kindergarten had to do with the listening environment, its assessment

and making sure that FM was being used properly.

So when it was suggested that we hold off on the FM until a need was

established I was taken aback. We discussed it for a long time. (our

meeting was four hours) We went back and forth on it. In the end the

audiologist left it in my hands to decide the details of the FM on the

IEP. She doesn't have a problem with setting him up with it in the

beginning of the year if that's what I want. I know she realizes the

benefit of the FM because she said how much it has helped another child

in an upper grade. So it's not that she doesn't understand its benefit.

I just don't get why she doesn't see how it can help right off the

bat. Oh, she did mention things about how she thought it would be

useful for him to be able to manage without the FM because he's not

going to be able to have an FM in all life settings and if he can do

well in the classroom without than that will help him learn how to

manage. there was also mention of why put it on him if he really

doesn't need it and make him stand out from the other kids.

Again, I believe I can convince her to use the FM from day one but now

I'm doubting whether I should move in that direction. I feel the FM

needs a lot of support and I want everyone to understand its importance.

I'm just looking for some suggestions, opinions on both sides to

consider as I make a decision. As it stands now the FM is listed in

accomodations to be used as deemed necessary. I can go back and change

that. I told the audiologist that I'd like to meet with her to discuss

the issue further. I just want a better understanding of where she's

coming from and what her plans are for assessing 's needs whether we

use the FM or not.

The audi and the hearing itinerant teacher did add in the meeting that

they thought would definately be using the FM in 1st grade because

the nature of the instruction and the classroom. I figured a

kindergarten class would present more noise than a first grade class.

They said that the teacher in kindergarten works closely with the pupil

and is more on their level with the activities they do, while in 1st

grade everyone will be at a desk and the teacher may move around the

room and turn her back when writing on the board. They also said the

material covered would be more challenging. Yes, I can see the need for

an FM possibly in that case, but I really thought there would be even

more of an argument for it in the kindergarten class.

I just want to do what's best for and I do understand that I can't

predict everything. But what's the best approach for starting a new

school year? Thanks in advance for your responses. It will help to

hear from those in my position. If there's anybody out there who is a

teacher or works in the schools I'd love to hear your thoughts too.

K

's mom, 5.5 years, MEDEL CI at 20 months, & HA

[Guest guest]

,

Wow, I can see why you were thrown off. I would have been too! Several

things come to mind. Not all children with FM systems use them in life outside

of the classroom, but I'm not sure that's a good enough reason to justify not

providing it in kindergarten. I mean, just because he needs to learn to listen

outside of class or in " real life " situations, doesn't seem like a strong enough

reason to not provide one. Yes, lots of the instruction in kindergarten does

happen at their level in small goups, but not all of it. There are plenty of

times they do things in circle time where the whole class sits on the floor.

Stories, calendar time, and certain types of instruction will happen during this

time. Yes, he may be sitting in front or next to the teacher, but that doesn't

stop the other 19 children from squirming around making noise. Also in many

kindergarten classes they will do centers. This is where small groups of

children are assigned to a " center " to do some

activity. In my daughters kindergarten class of 16 kids, they were broke down

into 4 groups of 4. The teacher worked with one group and two parents came in to

volunteer. Well I can tell you that was probably the noiseiest time in that

class. And if didn't have her FM, she would have had a difficult time

listening to the directions that were being given to her. And back to the thing

about small group instruction. Sure some of the kids would be working with the

teacher, but then what do you think the other kids will be doing? Yes, they may

be working quietly on something, but 5 year old quiet is not quite the same as

15 year old quiet (and even then it's not always so silent!). Also if he

attends any assemblies in school the FM would give him better access to the

speaker. The FM would also help him with computer time or if he is suppose to

listen to stories on tape, as you can just plug those divices into the FM and

the sound goes straight into his implant...instead of

having to fight with earphones.

One other big thing for me is that, yes he may be able to get by this year,

but he will definately need it next year. I'm glad they realize that. But why

not get everyone use to it this year? Sure every year his classroom teacher

will change, but not the music teacher, art teacher, office staff or school

nurse. And since it sounds like there may not be an aid in his class, one these

may be a good choice for an alternative person to know about the system. You'd

only want one person in charge of it, we've always had the classroom teacher do

this. She was the one that would put it on and take it off of her. She

was also responsible for making sure it got charged nightly.

Lastly, where hearing children pick up incidentel language all the time, our

kids don't. That goes for things in the classroom as well. Without the FM

system he may not hear what the teacher is telling the other kids, but all of

the other children will hear this. And they do learn things from those small

interactions. When I was teaching kindergarten I had one child that was

notorious for not doing things like a 5 year old. So I started to use the

phrase " That is not appropriate behavior in our class " with him. Well, imagine

my surprise when about a week later one of the other children in my class saw

him acting inappropriately again and told him that " You need to act with

appropriate behavior in our class " . I was floored, but that's how kids pick up

things. So without access to those types of langauge exchanges, our kids loose

out. In my opinion the only way to make sure they have access to those kinds of

things is to have the FM.

Debbie, mom to , 6, moderate SNHL and , 3, hearing

Kearns wrote:

Oh, she did mention things about how she thought it would be useful for him

to be able to manage without the FM because he's not going to be able to have an

FM in all life settings and if he can do well in the classroom without than that

will help him learn how to manage. <snip>

I feel the FM needs a lot of support and I want everyone to understand its

importance.

I'm just looking for some suggestions, opinions on both sides to consider as I

make a decision. As it stands now the FM is listed in accomodations to be used

as deemed necessary. I can go back and change that. I told the audiologist

that I'd like to meet with her to discuss the issue further. <snip>

The audi and the hearing itinerant teacher did add in the meeting that they

thought would definately be using the FM in 1st grade because the nature of

the instruction and the classroom. I figured a kindergarten class would present

more noise than a first grade class. They said that the teacher in

kindergarten works closely with the pupil and is more on their level with the

activities they do, while in 1st grade everyone will be at a desk and the

teacher may move around the room and turn her back when writing on the board.

They also said the material covered would be more challenging. Yes, I can see

the need for an FM possibly in that case, but I really thought there would be

even more of an argument for it in the kindergarten class.

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

Use Photomail to share photos without annoying attachments.

[Guest guest]

,

My son is starting kindergarten next year too. We have chosen and the

school has agreed to use an FM system. Richie has a moderate SNHL and wears

hearing aides. He is currently in the public school's preschool program

with a teacher, an aide and only 6 other students. He currently uses an FM

and gets great benefit from it. I have been in his classroom and even with

such a small class and a classroom aide, it can still get very loud and

distracting. Having the teacher's voice magnified allows him to better

follow the classroom instructions. Our thoughts are why make him work so

much harder to follow along when there is something that can make it less

stressful and tiring. Yes, we know that in other parts of life he is not

always going to have an FM system, but right now he is four and it helps him

to pay more attention and get less tired (and less likely to act out in

class because he is not following along). We also like the idea that when

the teacher is working with other children he can 'overhear' what she is

talking about. That is something that he would be missing out on without

the FM system.

Also, it is easier to drop services than to try to get new services or get

them back again. If the school system is cooperative then there is not

often a problem, but if they are not, then they can always point out that

your son is doing fine without it so why should they provide one.

Anyway, this is just what we have chosen and why for our son. Good luck

with your decision,

mom to Richie 4 (bilateral SNHL and HA) and Sarina 4 (normal hearing)

FM system - IEP

I'm just looking for some suggestions, opinions on both sides to consider as

I make a decision. As it stands now the FM is listed in accomodations to be

used as deemed necessary. I can go back and change that. I told the

audiologist that I'd like to meet with her to discuss the issue further. I

just want a better understanding of where she's coming from and what her

plans are for assessing 's needs whether we use the FM or not.

The audi and the hearing itinerant teacher did add in the meeting that they

thought would definately be using the FM in 1st grade because the

nature of the instruction and the classroom. I figured a kindergarten class

would present more noise than a first grade class. They said that the

teacher in kindergarten works closely with the pupil and is more on their

level with the activities they do, while in 1st grade everyone will be at a

desk and the teacher may move around the room and turn her back when writing

on the board. They also said the material covered would be more

challenging. Yes, I can see the need for an FM possibly in that case, but I

really thought there would be even more of an argument for it in the

kindergarten class.

I just want to do what's best for and I do understand that I can't

predict everything. But what's the best approach for starting a new school

year? Thanks in advance for your responses. It will help to hear from

those in my position. If there's anybody out there who is a teacher or

works in the schools I'd love to hear your thoughts too.

K

's mom, 5.5 years, MEDEL CI at 20 months, & HA

[Guest guest]

Hi, ,

My son has hearing aids, not a CI, but we use the FM because deaf/HOH kids

have trouble hearing everything the teacher says in a classroom. It's about

giving my son access to EVERYTHING the teacher is saying, not just the

things she says when he can also see her face. My question for you would be,

how do they recommend determining need? How will they know if he's missing

stuff?

I'm not familiar with the FM for Cis, but my understanding is that there's

enough research out there that makes a clear case for the use of FMs in the

classroom.

Hope that helps,

Stefanie

Mom to Ben, 7, severe/profound HOH, and Isabella, 10, mild loss

[Guest guest]

Hi, ,

My son has hearing aids, not a CI, but we use the FM because deaf/HOH kids

have trouble hearing everything the teacher says in a classroom. It's about

giving my son access to EVERYTHING the teacher is saying, not just the

things she says when he can also see her face. My question for you would be,

how do they recommend determining need? How will they know if he's missing

stuff?

I'm not familiar with the FM for Cis, but my understanding is that there's

enough research out there that makes a clear case for the use of FMs in the

classroom.

Hope that helps,

Stefanie

Mom to Ben, 7, severe/profound HOH, and Isabella, 10, mild loss

[Guest guest]

Hi, ,

My son has hearing aids, not a CI, but we use the FM because deaf/HOH kids

have trouble hearing everything the teacher says in a classroom. It's about

giving my son access to EVERYTHING the teacher is saying, not just the

things she says when he can also see her face. My question for you would be,

how do they recommend determining need? How will they know if he's missing

stuff?

I'm not familiar with the FM for Cis, but my understanding is that there's

enough research out there that makes a clear case for the use of FMs in the

classroom.

Hope that helps,

Stefanie

Mom to Ben, 7, severe/profound HOH, and Isabella, 10, mild loss

[Guest guest]

HI - I really would hate to get to the point of needing it -

why risk that? Even though Tom did *ok* without his FM, once he started

using it in kindergarten, the difference was amazing! Same for Sam -

the FM was the difference between him participating in class. I'd

definitely insist on it being used from day 1 - it's easier to ease up

on using it later if he doesn't need it (which I doubt) vs. having

people use it when they're not used to it. You might have tested

in noise with and without the FM in your personal audiologist's office

to show the difference.

Tom's new SmartLink and boot for his CI just came in and we played with

it this weekend - talk about cool! I can't wait to hear how it went today.

Barbara

Kearns wrote:

> We had 's IEP last week for next year's kindergarten. He currently is in

the public school's preschool program in a regular education setting with 15

classmates, a teacher, and assistant. The audiologist ordered a phonak

microlink system to use with his CI and attended training on it in the fall to

be ready to use it this year in his preschool setting. We decided to hold off

on its use this year.

> I was under the impression we would be putting it to use for kindergarten from

previous discussions. When the topic of the personal FM came up in last week's

meeting I discovered that the school audi and I had a different opinion on the

FM. She had a wait and see approach. She didn't feel we needed to implement it

in that first week of school. Her thought was " if it's not broke, don't fix it "

She pointed to the fact that he does well without it this year and the teaching

style in kindergarten will be similar. She felt that we should see how he does

without it and then if we find there is a problem she would gladly get the FM in

there.

>

> I was not expecting this. I really thought that she would see the benefit of

it and have it ready to go that first day of school. It kind of shook me up in

that everything I had discussed with my husband the night before had a lot to do

with the assumption that the FM would be used. I had concerns about who would

be monitoring it, hooking it up every morning, training all the teachers,

troubleshooting. I had concerns that there was no assistant in the kindergarten

class and there could be 20-something kids in the class. Most of my concerns

about kindergarten had to do with the listening environment, its assessment and

making sure that FM was being used properly.

> So when it was suggested that we hold off on the FM until a need was

established I was taken aback. We discussed it for a long time. (our meeting

was four hours) We went back and forth on it. In the end the audiologist left

it in my hands to decide the details of the FM on the IEP. She doesn't have a

problem with setting him up with it in the beginning of the year if that's what

I want. I know she realizes the benefit of the FM because she said how much it

has helped another child in an upper grade. So it's not that she doesn't

understand its benefit. I just don't get why she doesn't see how it can help

right off the bat. Oh, she did mention things about how she thought it

would be useful for him to be able to manage without the FM because he's not

going to be able to have an FM in all life settings and if he can do well in the

classroom without than that will help him learn how to manage. there was also

mention of why put it on him if he really doesn't need it!

> and make him stand out from the other kids.

> Again, I believe I can convince her to use the FM from day one but now I'm

doubting whether I should move in that direction. I feel the FM needs a lot of

support and I want everyone to understand its importance.

> I'm just looking for some suggestions, opinions on both sides to consider as I

make a decision. As it stands now the FM is listed in accomodations to be used

as deemed necessary. I can go back and change that. I told the audiologist

that I'd like to meet with her to discuss the issue further. I just want a

better understanding of where she's coming from and what her plans are for

assessing 's needs whether we use the FM or not.

> The audi and the hearing itinerant teacher did add in the meeting that they

thought would definately be using the FM in 1st grade because the nature of

the instruction and the classroom. I figured a kindergarten class would present

more noise than a first grade class. They said that the teacher in

kindergarten works closely with the pupil and is more on their level with the

activities they do, while in 1st grade everyone will be at a desk and the

teacher may move around the room and turn her back when writing on the board.

They also said the material covered would be more challenging. Yes, I can see

the need for an FM possibly in that case, but I really thought there would be

even more of an argument for it in the kindergarten class.

> I just want to do what's best for and I do understand that I can't

predict everything. But what's the best approach for starting a new school

year? Thanks in advance for your responses. It will help to hear from those in

my position. If there's anybody out there who is a teacher or works in the

schools I'd love to hear your thoughts too.

>

> K

> 's mom, 5.5 years, MEDEL CI at 20 months, & HA

>

>

[Guest guest]

So well said, Stefanie.

CIs still have the problem of background noise which is what the FM

helps to alleviate. Tom couldn't believe the difference when he tried

on his new CI FM boot and new microphone over the weekend. I think it's

just making a good thing better for him...

Barbara

Stefanie Cloutier wrote:

> Hi, ,

>

> My son has hearing aids, not a CI, but we use the FM because deaf/HOH kids

> have trouble hearing everything the teacher says in a classroom. It's about

> giving my son access to EVERYTHING the teacher is saying, not just the

> things she says when he can also see her face. My question for you would be,

> how do they recommend determining need? How will they know if he's missing

> stuff?

>

> I'm not familiar with the FM for Cis, but my understanding is that there's

> enough research out there that makes a clear case for the use of FMs in the

> classroom.

>

> Hope that helps,

>

> Stefanie

> Mom to Ben, 7, severe/profound HOH, and Isabella, 10, mild loss

>

>

>

> 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.

>

[Guest guest]

So well said, Stefanie.

CIs still have the problem of background noise which is what the FM

helps to alleviate. Tom couldn't believe the difference when he tried

on his new CI FM boot and new microphone over the weekend. I think it's

just making a good thing better for him...

Barbara

Stefanie Cloutier wrote:

> Hi, ,

>

> My son has hearing aids, not a CI, but we use the FM because deaf/HOH kids

> have trouble hearing everything the teacher says in a classroom. It's about

> giving my son access to EVERYTHING the teacher is saying, not just the

> things she says when he can also see her face. My question for you would be,

> how do they recommend determining need? How will they know if he's missing

> stuff?

>

> I'm not familiar with the FM for Cis, but my understanding is that there's

> enough research out there that makes a clear case for the use of FMs in the

> classroom.

>

> Hope that helps,

>

> Stefanie

> Mom to Ben, 7, severe/profound HOH, and Isabella, 10, mild loss

>

>

>

> 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.

>

[Guest guest]

So well said, Stefanie.

CIs still have the problem of background noise which is what the FM

helps to alleviate. Tom couldn't believe the difference when he tried

on his new CI FM boot and new microphone over the weekend. I think it's

just making a good thing better for him...

Barbara

Stefanie Cloutier wrote:

> Hi, ,

>

> My son has hearing aids, not a CI, but we use the FM because deaf/HOH kids

> have trouble hearing everything the teacher says in a classroom. It's about

> giving my son access to EVERYTHING the teacher is saying, not just the

> things she says when he can also see her face. My question for you would be,

> how do they recommend determining need? How will they know if he's missing

> stuff?

>

> I'm not familiar with the FM for Cis, but my understanding is that there's

> enough research out there that makes a clear case for the use of FMs in the

> classroom.

>

> Hope that helps,

>

> Stefanie

> Mom to Ben, 7, severe/profound HOH, and Isabella, 10, mild loss

>

>

>

> 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.

>

[Guest guest]

I have to agree has had a FM in preschool for 3 years and now has it in

Kindgarden and it really helps. He was in a deaf ed program and they got it for

him and now he is mainstreamed and I told the school his FM system will come

with him or you will get another for him. And I have to say that when we are

places where there is a microphone and people are making anouncements over it

and he does not have his FM he still will hear it and say what what what are you

talking to me what. So I think that they learn to see the importance of it. I

would never not let him go with out it as someone said if it's not broke and he

is using it then why break it and not let him use it. This is my oppinion.

Michele - 6 Profound in L ear and Moderate to Severe in R ear.

Uses sign and spoken english

Re: FM system - IEP

,

Wow, I can see why you were thrown off. I would have been too! Several

things come to mind. Not all children with FM systems use them in life outside

of the classroom, but I'm not sure that's a good enough reason to justify not

providing it in kindergarten. I mean, just because he needs to learn to listen

outside of class or in " real life " situations, doesn't seem like a strong enough

reason to not provide one. Yes, lots of the instruction in kindergarten does

happen at their level in small goups, but not all of it. There are plenty of

times they do things in circle time where the whole class sits on the floor.

Stories, calendar time, and certain types of instruction will happen during this

time. Yes, he may be sitting in front or next to the teacher, but that doesn't

stop the other 19 children from squirming around making noise. Also in many

kindergarten classes they will do centers. This is where small groups of

children are assigned to a " center " to do some

activity. In my daughters kindergarten class of 16 kids, they were broke down

into 4 groups of 4. The teacher worked with one group and two parents came in to

volunteer. Well I can tell you that was probably the noiseiest time in that

class. And if didn't have her FM, she would have had a difficult time

listening to the directions that were being given to her. And back to the thing

about small group instruction. Sure some of the kids would be working with the

teacher, but then what do you think the other kids will be doing? Yes, they may

be working quietly on something, but 5 year old quiet is not quite the same as

15 year old quiet (and even then it's not always so silent!). Also if he

attends any assemblies in school the FM would give him better access to the

speaker. The FM would also help him with computer time or if he is suppose to

listen to stories on tape, as you can just plug those divices into the FM and

the sound goes straight into his implant...instead of

having to fight with earphones.

One other big thing for me is that, yes he may be able to get by this year,

but he will definately need it next year. I'm glad they realize that. But why

not get everyone use to it this year? Sure every year his classroom teacher

will change, but not the music teacher, art teacher, office staff or school

nurse. And since it sounds like there may not be an aid in his class, one these

may be a good choice for an alternative person to know about the system. You'd

only want one person in charge of it, we've always had the classroom teacher do

this. She was the one that would put it on and take it off of her. She

was also responsible for making sure it got charged nightly.

Lastly, where hearing children pick up incidentel language all the time, our

kids don't. That goes for things in the classroom as well. Without the FM

system he may not hear what the teacher is telling the other kids, but all of

the other children will hear this. And they do learn things from those small

interactions. When I was teaching kindergarten I had one child that was

notorious for not doing things like a 5 year old. So I started to use the

phrase " That is not appropriate behavior in our class " with him. Well, imagine

my surprise when about a week later one of the other children in my class saw

him acting inappropriately again and told him that " You need to act with

appropriate behavior in our class " . I was floored, but that's how kids pick up

things. So without access to those types of langauge exchanges, our kids loose

out. In my opinion the only way to make sure they have access to those kinds of

things is to have the FM.

Debbie, mom to , 6, moderate SNHL and , 3, hearing

Kearns wrote:

Oh, she did mention things about how she thought it would be useful for

him to be able to manage without the FM because he's not going to be able to

have an FM in all life settings and if he can do well in the classroom without

than that will help him learn how to manage. <snip>

I feel the FM needs a lot of support and I want everyone to understand its

importance.

I'm just looking for some suggestions, opinions on both sides to consider as I

make a decision. As it stands now the FM is listed in accomodations to be used

as deemed necessary. I can go back and change that. I told the audiologist

that I'd like to meet with her to discuss the issue further. <snip>

The audi and the hearing itinerant teacher did add in the meeting that they

thought would definately be using the FM in 1st grade because the nature of

the instruction and the classroom. I figured a kindergarten class would present

more noise than a first grade class. They said that the teacher in

kindergarten works closely with the pupil and is more on their level with the

activities they do, while in 1st grade everyone will be at a desk and the

teacher may move around the room and turn her back when writing on the board.

They also said the material covered would be more challenging. Yes, I can see

the need for an FM possibly in that case, but I really thought there would be

even more of an argument for it in the kindergarten class.

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

Use Photomail to share photos without annoying attachments.

[Guest guest]

I have to agree has had a FM in preschool for 3 years and now has it in

Kindgarden and it really helps. He was in a deaf ed program and they got it for

him and now he is mainstreamed and I told the school his FM system will come

with him or you will get another for him. And I have to say that when we are

places where there is a microphone and people are making anouncements over it

and he does not have his FM he still will hear it and say what what what are you

talking to me what. So I think that they learn to see the importance of it. I

would never not let him go with out it as someone said if it's not broke and he

is using it then why break it and not let him use it. This is my oppinion.

Michele - 6 Profound in L ear and Moderate to Severe in R ear.

Uses sign and spoken english

Re: FM system - IEP

,

Wow, I can see why you were thrown off. I would have been too! Several

things come to mind. Not all children with FM systems use them in life outside

of the classroom, but I'm not sure that's a good enough reason to justify not

providing it in kindergarten. I mean, just because he needs to learn to listen

outside of class or in " real life " situations, doesn't seem like a strong enough

reason to not provide one. Yes, lots of the instruction in kindergarten does

happen at their level in small goups, but not all of it. There are plenty of

times they do things in circle time where the whole class sits on the floor.

Stories, calendar time, and certain types of instruction will happen during this

time. Yes, he may be sitting in front or next to the teacher, but that doesn't

stop the other 19 children from squirming around making noise. Also in many

kindergarten classes they will do centers. This is where small groups of

children are assigned to a " center " to do some

activity. In my daughters kindergarten class of 16 kids, they were broke down

into 4 groups of 4. The teacher worked with one group and two parents came in to

volunteer. Well I can tell you that was probably the noiseiest time in that

class. And if didn't have her FM, she would have had a difficult time

listening to the directions that were being given to her. And back to the thing

about small group instruction. Sure some of the kids would be working with the

teacher, but then what do you think the other kids will be doing? Yes, they may

be working quietly on something, but 5 year old quiet is not quite the same as

15 year old quiet (and even then it's not always so silent!). Also if he

attends any assemblies in school the FM would give him better access to the

speaker. The FM would also help him with computer time or if he is suppose to

listen to stories on tape, as you can just plug those divices into the FM and

the sound goes straight into his implant...instead of

having to fight with earphones.

One other big thing for me is that, yes he may be able to get by this year,

but he will definately need it next year. I'm glad they realize that. But why

not get everyone use to it this year? Sure every year his classroom teacher

will change, but not the music teacher, art teacher, office staff or school

nurse. And since it sounds like there may not be an aid in his class, one these

may be a good choice for an alternative person to know about the system. You'd

only want one person in charge of it, we've always had the classroom teacher do

this. She was the one that would put it on and take it off of her. She

was also responsible for making sure it got charged nightly.

Lastly, where hearing children pick up incidentel language all the time, our

kids don't. That goes for things in the classroom as well. Without the FM

system he may not hear what the teacher is telling the other kids, but all of

the other children will hear this. And they do learn things from those small

interactions. When I was teaching kindergarten I had one child that was

notorious for not doing things like a 5 year old. So I started to use the

phrase " That is not appropriate behavior in our class " with him. Well, imagine

my surprise when about a week later one of the other children in my class saw

him acting inappropriately again and told him that " You need to act with

appropriate behavior in our class " . I was floored, but that's how kids pick up

things. So without access to those types of langauge exchanges, our kids loose

out. In my opinion the only way to make sure they have access to those kinds of

things is to have the FM.

Debbie, mom to , 6, moderate SNHL and , 3, hearing

Kearns wrote:

Oh, she did mention things about how she thought it would be useful for

him to be able to manage without the FM because he's not going to be able to

have an FM in all life settings and if he can do well in the classroom without

than that will help him learn how to manage. <snip>

I feel the FM needs a lot of support and I want everyone to understand its

importance.

I'm just looking for some suggestions, opinions on both sides to consider as I

make a decision. As it stands now the FM is listed in accomodations to be used

as deemed necessary. I can go back and change that. I told the audiologist

that I'd like to meet with her to discuss the issue further. <snip>

The audi and the hearing itinerant teacher did add in the meeting that they

thought would definately be using the FM in 1st grade because the nature of

the instruction and the classroom. I figured a kindergarten class would present

more noise than a first grade class. They said that the teacher in

kindergarten works closely with the pupil and is more on their level with the

activities they do, while in 1st grade everyone will be at a desk and the

teacher may move around the room and turn her back when writing on the board.

They also said the material covered would be more challenging. Yes, I can see

the need for an FM possibly in that case, but I really thought there would be

even more of an argument for it in the kindergarten class.

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

Use Photomail to share photos without annoying attachments.

[Guest guest]

-Our son's had FM system for both his CI's (he's in first grade).

WHEN they work, our son and the school likes them. Honestly, we had

such a time for a couple months trying to get them to work..one would,

one wouldn't, then both wouldn't. It was such a hassel I was about to

say, it's not worth it....he hears fine. But, they did get the

problems worked out. Although his behavior is the same with or

without, says he definitely hears his teachers better with it.

That is all I need!! HTH

Mom to , almost 7, progressive loss age 2.9. CI '04 and '05

, almost 5, hearing and stubborn

, 16 months, hearing and talking up a storm

[Guest guest]

-Our son's had FM system for both his CI's (he's in first grade).

WHEN they work, our son and the school likes them. Honestly, we had

such a time for a couple months trying to get them to work..one would,

one wouldn't, then both wouldn't. It was such a hassel I was about to

say, it's not worth it....he hears fine. But, they did get the

problems worked out. Although his behavior is the same with or

without, says he definitely hears his teachers better with it.

That is all I need!! HTH

Mom to , almost 7, progressive loss age 2.9. CI '04 and '05

, almost 5, hearing and stubborn

, 16 months, hearing and talking up a storm

[Guest guest]

Jill said:

>But once he had the right Fm system, things did get a lot easier

for him.

That was my point, the FM makes it easier, just another tool for our

kids. It certainly doesn't mean they won't be tired after a full day

of school. My daughter comes home tired everyday, despite the

constant use of an FM in all her classes.

Sometimes, its just the type of kid. My middle child never seems to

tire and outgrew his naps well before he was 2 1/2. With my

daughter, I had to take away the naps after she turned 3 because she

was in an oral program full-time.

Have you considered CART for high school? Right now, I'm on the

fence about how I feel about it for middle and high school students.

I learn better when I'm taking my own notes than when I am reading

notes that were taken for me. But I also know how hard it is to take

notes while trying to listen and keep up. In law school, I used an

FM, got notes from a classmate AND took my own notes. CART was not

readily available then and our efforts to get a transcriptionist for

the class tapes didn't work out. My daughter is in 4th grade now and

enters middle school in 6th grade. I'm considering asking for CART

when the time comes so that she can absorb what is being taught

without having to struggle to keep up with the notetaking. This is

something I'll be researching at this year's AG Bell convention.

Anyone else going to the convention in Pittsburgh in June? If you

don't know about it, check out AG Bell's website here: agbell.org.

It doesn't seem to be working at the moment, but there is a link to

the convention on it.

a

>

> He's in high school and even now he'll come home very tired after

a long day

> of solid note taking or intense listening. It's not easy and takes

a lot of

> energy! I think our kids are just amazing!

>

> Best -- Jill

>

>

>

[Guest guest]

Jill said:

>But once he had the right Fm system, things did get a lot easier

for him.

That was my point, the FM makes it easier, just another tool for our

kids. It certainly doesn't mean they won't be tired after a full day

of school. My daughter comes home tired everyday, despite the

constant use of an FM in all her classes.

Sometimes, its just the type of kid. My middle child never seems to

tire and outgrew his naps well before he was 2 1/2. With my

daughter, I had to take away the naps after she turned 3 because she

was in an oral program full-time.

Have you considered CART for high school? Right now, I'm on the

fence about how I feel about it for middle and high school students.

I learn better when I'm taking my own notes than when I am reading

notes that were taken for me. But I also know how hard it is to take

notes while trying to listen and keep up. In law school, I used an

FM, got notes from a classmate AND took my own notes. CART was not

readily available then and our efforts to get a transcriptionist for

the class tapes didn't work out. My daughter is in 4th grade now and

enters middle school in 6th grade. I'm considering asking for CART

when the time comes so that she can absorb what is being taught

without having to struggle to keep up with the notetaking. This is

something I'll be researching at this year's AG Bell convention.

Anyone else going to the convention in Pittsburgh in June? If you

don't know about it, check out AG Bell's website here: agbell.org.

It doesn't seem to be working at the moment, but there is a link to

the convention on it.

a

>

> He's in high school and even now he'll come home very tired after

a long day

> of solid note taking or intense listening. It's not easy and takes

a lot of

> energy! I think our kids are just amazing!

>

> Best -- Jill

>

>

>

[Guest guest]

Jill said:

>But once he had the right Fm system, things did get a lot easier

for him.

That was my point, the FM makes it easier, just another tool for our

kids. It certainly doesn't mean they won't be tired after a full day

of school. My daughter comes home tired everyday, despite the

constant use of an FM in all her classes.

Sometimes, its just the type of kid. My middle child never seems to

tire and outgrew his naps well before he was 2 1/2. With my

daughter, I had to take away the naps after she turned 3 because she

was in an oral program full-time.

Have you considered CART for high school? Right now, I'm on the

fence about how I feel about it for middle and high school students.

I learn better when I'm taking my own notes than when I am reading

notes that were taken for me. But I also know how hard it is to take

notes while trying to listen and keep up. In law school, I used an

FM, got notes from a classmate AND took my own notes. CART was not

readily available then and our efforts to get a transcriptionist for

the class tapes didn't work out. My daughter is in 4th grade now and

enters middle school in 6th grade. I'm considering asking for CART

when the time comes so that she can absorb what is being taught

without having to struggle to keep up with the notetaking. This is

something I'll be researching at this year's AG Bell convention.

Anyone else going to the convention in Pittsburgh in June? If you

don't know about it, check out AG Bell's website here: agbell.org.

It doesn't seem to be working at the moment, but there is a link to

the convention on it.

a

>

> He's in high school and even now he'll come home very tired after

a long day

> of solid note taking or intense listening. It's not easy and takes

a lot of

> energy! I think our kids are just amazing!

>

> Best -- Jill

>

>

>

[Guest guest]

I would think it would be like listening in a foreign language all day

long - you'd be completely exhausted! I know my boys are pooped at

days' end. I would say, though, that now that Tom has his implant

listening has been easier for him.

Barbara

a Rosenthal wrote:

> While it is important to facilitate our children's independence and

> foster their ability to be astute listeners, it is equally important

> to be aware of the constant, daily strain living with hearing loss

> brings. Many of you are parents with normal hearing. Imagine what it

> is like to spend a day in school, always needing to expend energy to

> listen. You need to listen to your teacher and your fellow students

> the entire day. The classrooms are fraught with extranneous noises

> and sounds that normal ears are able to tune out. For a person with

> hearing loss, your ears and your body need to be attuned all the

> time in order to figure out and listen to the " important " things and

> also to the social chatter that goes on in the class, at lunch and

> in recess.

>

>

[Guest guest]

I would think it would be like listening in a foreign language all day

long - you'd be completely exhausted! I know my boys are pooped at

days' end. I would say, though, that now that Tom has his implant

listening has been easier for him.

Barbara

a Rosenthal wrote:

> While it is important to facilitate our children's independence and

> foster their ability to be astute listeners, it is equally important

> to be aware of the constant, daily strain living with hearing loss

> brings. Many of you are parents with normal hearing. Imagine what it

> is like to spend a day in school, always needing to expend energy to

> listen. You need to listen to your teacher and your fellow students

> the entire day. The classrooms are fraught with extranneous noises

> and sounds that normal ears are able to tune out. For a person with

> hearing loss, your ears and your body need to be attuned all the

> time in order to figure out and listen to the " important " things and

> also to the social chatter that goes on in the class, at lunch and

> in recess.

>

>

[Guest guest]

I would think it would be like listening in a foreign language all day

long - you'd be completely exhausted! I know my boys are pooped at

days' end. I would say, though, that now that Tom has his implant

listening has been easier for him.

Barbara

a Rosenthal wrote:

> While it is important to facilitate our children's independence and

> foster their ability to be astute listeners, it is equally important

> to be aware of the constant, daily strain living with hearing loss

> brings. Many of you are parents with normal hearing. Imagine what it

> is like to spend a day in school, always needing to expend energy to

> listen. You need to listen to your teacher and your fellow students

> the entire day. The classrooms are fraught with extranneous noises

> and sounds that normal ears are able to tune out. For a person with

> hearing loss, your ears and your body need to be attuned all the

> time in order to figure out and listen to the " important " things and

> also to the social chatter that goes on in the class, at lunch and

> in recess.

>

>