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.
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.
Hi Derek!
ReplyDeleteIs there anyway you can upload the IEP to Google and share the document that way?
Hello-
ReplyDeleteThanks for updating that. I know the technicalities can be annoying, but that's the world we live in. I appreciate you going back and updating that.
School for the Deaf to mainstream... that has to be a culture shock! I see in the Parent Concerns section of the IEP it talks about being exposed to Deaf Culture. Is any of that happening?
Exceeds grade level expectations for academics? That's uncommon! Very nice!
Looks like she has specially designed instruction from a DHH teacher 60 minutes a month. Looks like the goal is surrounding her technology (self advocacy) and choosing words from a closed set (auditory training).
Do you happen to know why that auditory training goal is thrown in there? At first glance, it seems to be an outlying goal... If she's on grade level and doesn't have language/literacy/communication goals, it's strange to me that would be in there. Seems a little random.. But, I don't know the child. I'm sure there's a justification to it, just curious if you know what that is.
Hello Amber,
ReplyDeleteTo answer some of your questions. As for the parent concerns of being exposed to deaf culture. They want her to be more exposed to deaf culture and not to lose that aspect. I work with her 3 times a week during that hawk time chunk, and one of those times we always do some kind of deaf culture aspect. Typically the time we use is researching a famous deaf individual, or watching a sign language video, or something related to deaf culture.
She exceeds grade level expectations for academics because I make sure to push her and tutor her so that she has the skills to succeed. I always challenge her on new concepts and I push her to work hard. I know it must be difficult because I am only the Interpreter, but if nobody does it, than nobody will.
The auditory training goal is for her to use her CI more often. During the summer she decides to not use her CI and regresses on her progress. So, when she comes back to school, she has to re-train her brain to use the CI. She still does not have it working 100% because of the summer. She says she doesn't like wearing it because of how it sounds and her parents don't force her to use it. If she used it more, she would have better speech recognition, but because she doesn't use it during the summer or even on weekends, she will never be able to use it at full capacity. It's a continuing battle.
So, my next question would be this: If using the CI at home isn't a priority, when why is that the focus at school? She has access to an interpreter, she uses sign language, doesn't have articulation services in her IEP, and is exceeding grade level... why push her to use the CI if she is essentially functioning within grade level expectations across the board?
ReplyDeleteThe question above isn't me judging programming choices, just trying to gauge your rationale and play devil's advocate. A lot of the questions I ask are really to just get you thinking, as well as preparing you to defend your practices. Our roles are very unique and often get this kind of questioning from administration. Not because they are critiquing you, but because they just don't know.
Hello Amber, I guess to answer your question, the reason why we push her to use the CI is that we do not know what her full potential is with the CI working at full capacity. Right now she is not 100% and I guess we will never know unless we push her. She is comfortable with the level she is at with her CI and so now we are letting her advocate for her own decisions. It is mostly her mother wanting her to use it all day, so she wants us to force push her to use it, but does not follow through at home. She mainly uses sign language for receptive and can speak orally. She tested out of speech or met all of her speech goals. I just do whatever I'm told by the higher powers (bosses). Any other questions feel free to ask!
DeleteI totally get just doing what you're told! That's exactly why I'm asking you these questions right now. Someday, when you are the teacher of record, you will need to make decisions like this.
DeleteFrom my perspective, if the parents are FULLY on board with the use of the CI both at school and at home, she will NEVER fully use it to it's potential. There has to be buy in all around. Carry over from school to daily life. If that's not there, the minimal auditory training that is happening at school won't have a impact. At least not enough for it to be of any benefit.
If she was unsuccessfully using her sign skills and/or interpreter, pushing for that use of the CI and auditory skill development makes total sense.
You may consider this assignment complete! I look forward to seeing your first video! Please let me know if you have any questions.