Re: Reply to

[Guest guest]

In a message dated 9/22/2005 10:20:27 A.M. Eastern Daylight Time,

pcknott@... writes:

Any one with a teenager have any ideas on getting a child to restart using

the FM??

Teenagers can be such a pain. Especially daughters. Suddenly knowing

everything and all the attitude to go with that. (Anyone want mine for a week? I

could use a break, LOL)

I hate to say it, but perhaps failing the first quarter may be the thing

that convinces her she needs to allow the Latin teacher to use the FM. Around

here the school year is divided into 4 quarters that are 10 weeks long, and we

receive 5 week notices -- status reports on how they're doing. When the first

5 week notice arrived last year for Ian (as a freshman), he was thrilled

because he'd been working hard to made a real go of high school and his grades

were great.

But after seeing those good grades, he got a bit self confident. His first

quarter grades were almost 10 points lower than his 5 week notice in his two

most difficult subjects. That was a sobering experience for him and he realized

what he had to do to keep the grades he wanted. We refused to even consider

switching his classes to make it easier on him. He is perfectly capable of

passing those classes, therefore we would have allowed him to fail.

Nothing like learning the hard way, which will stay with him more than us

parents repeatedly telling him. When she see that progress report, I'd make the

point that she is the one choosing NOT to have the help she needs. I know it

sound cliche, but it's ultimately going to be her choice

We've had very frank talks about the FM system and the embarrassment factor

involved with his D/HOH stuff, and the question basically came down to whether

or not he really wanted to stay in the regular school with his friends. As

for being embarrassed, our attitude was " get over it " because he needs what he

needs. If he were to refuse to use his equipment, we'd be forced to find

another school setting for him. A sobering concept. And he's learned that no

one

really cares about his FM, like I've said before -- his friends couldn't

care less. His attitude towards all of that is what sets the tone for them.

Also, from what you've said, she's the one who's impeding her own IEP --

which can be used as justification by the school to alter her services. Based

on

her refusing services last year, our school would have already called that

meeting and started to pull services.

I went to open house last night. I heard from all his teachers what a good

kid he is and what a good student. They don't really understand the D/HOH

stuff, but they're more than happy to work with us and his TOD. The one comment

that we always hear is that they think he hears better than is presented. To

which I always reply: No, he lip reads better than you realize. Proof of that

-- he has been without his FM since the start of school, and his grades are

now about 10 points below where they usually are, even in math which for him

is easy. The FM makes all the difference in catching the details.

Best -- Jill

PS: I am picking up the FM and new aid today. Seems that the chips needed

switching. They were supposedly 100% compatible but the chips were not talking

to each other. Gotta love technology. (sigh)

[Guest guest]

In a message dated 10/6/2005 11:01:21 A.M. Eastern Daylight Time,

pcknott@... writes:

She simply felt imposed on by having this deaf/HOH kid in her class.

This is a great description of my son's 4th grade teacher. But what she

wanted was to send our son back to 3rd grade, under the mistaken impression that

he'd be " fixed " after being retained. She informed me around mid-year that I

was not going to be able to " force social promotions " once Ian was out of

elementary school. And that one of these days, if my son was lucky, I'd get

past

my pride and realize he needed to be medicated for ADD. She's lucky I didn't

slap her.

That was the last time I spoke with her alone. From then on it was meetings

mediated by the principal. And things didn't get better. By May we were

pushing for disciplinary charges based on intentionally obstructing Ian's IEP.

It

was a truly horrible year.

In retrospect, changing classrooms would have been far less upsetting and

unsettling for Ian. Boy I wish I could turn back time on this one!

Best -- Jill