Blog #2

Blog #2

About the student I work with.

• born with an enlarged ear canal Known as pendred syndrome.
• has 2 younger brothers
• uses cochlear and hearing aid
• went to Austin, Texas school for the Deaf before moving to Wisconsin.
• Mainly Receptive skills
• Can sign expressive if needed
• Had speech until end of 3rd grade
• deteriorating hearing loss in right ear.
• at or above 4th grade reading level
• has behavioral problems in mornings, meaning having trouble getting to school
• does have friends
• very good self advocate
• at grade level in all academics, but math is her worse subject

So far this is a basic overview of the student I work with. Attached below is her IEP with her name blocked out. 

https://panthers-my.sharepoint.com/:b:/g/personal/anderka2_uwm_edu/EXTvUXwNNnRGhWCU7I5zPdcBf9NZovD_NRNAYQJU7p4A5A?e=PibLUC

Here is the Google Link.

https://docs.google.com/document/d/1-6rBuu3tiFgJimDASMYS-yuauevbadqo509ImQznacs/edit?usp=sharing

Let me know if you have any trouble opening the link and I can re-add the link above.

Journal Posting #1

I work in a elementary school with a 4th grade girl who is deaf. I am a sign language interpreter. My placement will be on the job. I have an itinerant dhh teacher who visits every other week. I would be collaborating with her and not only working with the student I interpret for, but possible with the other two dhh students in the school. Now, about the girl I interpret for. She has a cochlear implant in her left ear and a hearing aid in the other ear. She is very smart and uses sign for receptive and speaks orally for herself. She follows more english or pse sign language with some ASL concepts. I work with her during hawk time also on language building skills. I connect sign to language. I also introduce her new spelling words with signs that I know.  Any other questions feel free to ask!

The overall schedule for the classroom where my experience taking place is still being worked on. The typical schedule is as followed. First, we come to school in the morning, the student who I work with has specials such as physical education, music, art or library. Then, the student has snack time and after snack we begin our math time. After math class, she has hawk time. Hawk time is a time where she works on things independently. When new content is introduced, I work with her during hawk time. Then she has lunch and recess. In the afternoon, she as guided reading and hawk time. I also work with her during guided reading hawk time on reading and language building. The schedule is still flexible because it is the beginning of the year, but I will most likely work with her once a day for 30 minutes during hawk time oh her coursework material. I am at my current placement right now, but when I work with her will still be determined with the teacher. Below is my schedule. There may be more time added to work with her depending on the weeks objectives and content.

8:00-8:20 Arrival 

8:20-9:15 Encore 

9:15-10:05 Math 

10:05-10:35 Math “hawk time” 

10:35-11:10 Writing 

11:10-11:40 Reading Focus Lesson 

11:40-12:30 Recess & Lunch 

12:30-1:15 Guided reading 

1:15-1:40 Guided reading cont’d & reading hawk time 

1:40-2:00 2nd Recess 

2:00-2:50 Science/SS