school system-acoustics

September 21, 2005

Well I'm sitting here with a sick feeling in my gut because I'm anticipating a

struggle to get what my son needs. I posted a few weeks about 's loud

classroom (heating/AC unit) and I'm still waiting for the remedy. The last

update I got from the principal when dropping my son off two weeks ago was that

maintenance had looked at the unit and there was nothing they could do. THey

need to contact the manufacturer to see if they can put in more bearings to

quiet it. I was told that the audiologists were going to " look " at the

classroom on 9/13 because they hadn't seen it yet and they're working on getting

an assistive listening device. I haven't heard anything back regarding their

impressions of the classroom. I already have the sense that I won't be getting

any formal acoustic evaluation. When I even mentioned the term " signal to noise

ratio " with the HI itinerant she told me, " I don't know what you're talking

about and you'll just have to be patient and wait until we all meet (audis) and

determine the next step. Ugh. So I'm waiting. Left a message with the audi

yesterday considering it's been a week with no word. Now I just want to request

an IEP meeting to get everyone in one place so we can determine what's going to

be done and get some stuff down in writing. An assistive listening device is

listend under supplementary aids and services. The " date initiated " is 9/6/05

(first day of school) Now is that word " date initiated " going to be a point for

argument? I read it as to be in place on that date. Can they interpret it as

the date the process to determine what ALD is appropriate? I can see them using

the excuse that they didn't know what classroom he was going to be assigned

until just before school started and then they need to evaluate the room for

what is appropriate. Give me a break! The HI teacher actually used this excuse

for the reason why nothing had been addressed with the acoustics and to give

them time to sort it out considering school just started. We wrote the IEP in

May! I believe if they know they have a HI child coming in they place him based

on the needed accomodations, not the other way around. You don't place him in

the noisiest classroom and then try to fix it. Seems like common sense to me,

especially since I was writing letters to try to avoid this misplacement in the

first place. This whole process just sickens me. I know doesn't know the

difference and as he spends more time in the classroom he actually seems to be

proving to the teachers that he can hear what he needs to. Yes, he's a good

listener and he's probably good at filling in the blanks and picking up on other

cues but that's not acceptable. It's so hard to educate some of these people.

All I want to hear from an audi or HI itinerant is some validation that yes

indeed the acoustics are not acceptable! Just getting them to admit that is the

first step and then they should take swift action to remedy it. Am I expecting

to much in terms of urgency? How do you get people to work on a timeline? I

feel like making the calls myself to get people out there to service the

equipment and make modifications. Now that he's been in class for three weeks I

really hate to move him but we certainly will if needed. That really is the

easiest solution in my opinion but unfortunately that really disrupts 's

routine after getting used to the teacher, classmates, school and getting ready

routine.

I've been walking that fine line of trying to be cordial and not seem like the

pushy mom but lately I feel I'm ready to cross over that line and then there's

no turning back.

K

September 21, 2005

, I feel your gut pain. Been there many times. You just need to

stand up for your child. I wanted to say, specifically to your

comment " I've been walking that fine line of trying to be cordial and

not seem like the

pushy mom but lately I feel I'm ready to cross over that line and then

there's

no turning back. "

That it is not necessarily true. My neice has Rhett's syndrome and my

db and sil have to fight for everything and it has gone into epic

lawyer battles. But now, in their 4th year, the district just gives

them what they ask for b/c they don't want battles.

Also, I was the pushy mom at first...even made the slp cry (which she

should have b/c she didn't do her job!). But now, 2 years later,

everything is great. Why? Because a new slp and principal are here

and they are FANTASTIC!!

So go be a pushy mom....you never know what will happen in the

future...except that your child's future will be brighter.

Mom to , 6, progressive loss 2.9, right CI in 04, left in 05

, 4, hearing and obeying(insert angels singing hallelujiah)

, 10 months, hearing and trying to talk...so cute

September 21, 2005

Kearns wrote:

<<I know doesn't know the difference and as he spends more time in the

classroom he actually seems to be proving to the teachers that he can hear what

he needs to. Yes, he's a good listener and he's probably good at filling in the

blanks and picking up on other cues but that's not acceptable. ... I've been

walking that fine line of trying to be cordial and not seem like the pushy mom

but lately I feel I'm ready to cross over that line and then there's no turning

back.>>

Hi, .

I can't help out with any information since we're not there yet. But I just

wanted to say that you know your son best. It isn't right that he has to work

that hard every day just to hear what's going on in his classroom. That's a lot

of work for him, and on top of that he's trying to learn what they're teaching.

I've been the pushy mom when it comes to the doctors, and I've been right every

time. I know it can be a delicate balance when dealing with the district but I

say do what you feel is right.

I wish I had more to offer,

Johanna

K

September 21, 2005

,

I feel for you. I can't begin to imagine the stress that this situation is

causing you. As much as you hate to do it, I believe it's time to start playing

hard ball. You have called attention to the problems and no one has acted. The

biggest problem that you face, in my opinion, is that this group of people have

no real understanding of CI/hearing aid use and how important optimal listening

conditions are for his success. Yes, he " can " hear, but the quality of what he

is hearing is not optimal. I'm not sure of the legal wording of the IEP, but

it seems simple to me that he needed to have that ALD in place before school

started. There is no reason for him not to have it by now. They are dragging

their feet for whatever reason, but I do not think they are in compliance of his

IEP.

I would suggest that you write a letter to the principal and the special ed

director. Write in the letter what you would like to have happen (meeting, get

ALD, fix noise, etc.). If you ask for a meeting, they have a certain time limit

in which they must schedule the meeting. With the other items you may want to

tell them that they have had resonable time to fix the problems and give them

some sort of time frame in which you expect some sort of action. Make sure you

make a copy and send these letters registered mail with a return reciept. If

that doesn't work, start mailing letters higher up the chain. If you are

uncertain and want some reinsurance, you can contact someone at your state board

of education. Speak to someone within the communication disorders or special ed

area.

Another thought...although you can't let them hear what his CI sounds like, can

you borrow a loaner aid from your audi for demonstration purposes and let

everyone hear, or try to hear with all that noise in the class?

Good luck,

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

Some men see things as they are and ask why. Others dream things that never were

and ask why not. G.B Shaw

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September 21, 2005