How do I get public school to pay for an outside comprehensive evaluation for my 5 year old hard-of-hearing child. Her three-year IEP is coming up. The school does not have personnel trained on hearing loss to do the testing, but they argue that they have the right to do their own testing. Please advise.
In order for an appropriate IEP to be developed there must be evaluations conducted by the school district using licensed or approved staff. I would suggest that you put your request in writing and include that the fact that because the district does not employ staff trained to conduct such an evaluation for a child with a hearing loss an outside evaluation is needed. Remember that your child is entitled to an Independent Evaluation (known as an IEE ) and the district must comply. Include in your request the particular evaluations that you wish to be conducted outside the district.
As for payment, there are different avenues for you to consider. First, you may, but are not required to, share the cost with the district. This option would mean that you would have to share financial information with the district. Second, if you are income eligible, the district will cover the full cost of having the evaluation conducted. Third, you can agree to pay for it yourself.
While it is hard to imagine how a three-year review could be conducted without this information, I would recommend that you make clear in your request that in order for your child’s services to be developed, evaluations must be conducted by qualified staff and, as it is a three-year review, the evaluations must produce the needed information to develop the new IEP.
Parent rights for IEEs are detailed in the federal special education law known as The Individuals with Disabilities Education Act, and those rights along with your state provides for parents can be accessed on the Department of Education’s web site in the state where you live. Finally, if the initial evaluation conducted on your child included an evaluation by an audiologist and your child uses assistive listening equipment, it is not likely that an appropriate IEP can be developed without having this type of evaluation being conducted as well.
I have a 5 yr old son who was born deaf; he has a serve/profound hearing loss. He has limited sign language and no speech. His behavioral is the problem. I just can’t seem to control him – he is so active. Is there anything i can do to help him so he can be able to focus more and be able to learn?
Language is crucial to children learning how to regulate their emotions and their behavior. In children with very limited language, great patience is required from adults, as these children are missing an important tool. There is no simple solution, but Ross Greene has argued that all children want to be good and would be good if they could. Behavior that is not cooperative or compliant is not because children want to misbehave, but because they cannot organize to do what is asked. The adult’s job is to remember this point (easier said than done!) and help them learn to organize. The area of psychology that has had the greatest success dealing with behavior difficulties in children with low levels of communication has been Applied Behavior Analysis. This approach, though, requires effort from the adult who is practicing it, reinforcing children for approximations of cooperative behavior and not allowing and certainly not reinforcing uncooperative behavior. There are specialists in most urban areas who provide ABA services, both in schools and in home; you might ask about that.
Additionally, use pictures, drawings, or photos of the child doing the desired activity and keep them handy (laminating them helps) to point out to the child what is desired of him along with rewards that will be given immediately upon cooperation. Start with very low expectations so that children are rewarded quickly, easily, and frequently and then gradually make the expectations greater. Remember also that children often have much more energy than adults, so finding ways for a child to expend his or her energy before asking them to do more quiet activities (e.g., household chores, homework, coming to the dinner table) will be important. Rewards should be things that the child truly enjoys and that can be given easily and cheaply. No need for trips to Disney World, but play time with particular games, favorite foods, or other enjoyable activities should be used. Rewards may need to change as well since children will tire of things.
This approach does not always work quickly and in fact when first employed, behavior tends to get worse as children believe they must be more uncooperative to get what they got before. But, with time and patience, it can make a difference.
I work with a CI student who is in 2nd grade. He received one implant at the age of 3 and now has two. He is unable to comprehend what he reads for the most part. I realize CI children have difficulty learning to read. My question is: What is your opinion about retention of CI students. This particular child is the youngest student in his grade with a birthday falling just at the deadline day for entering school. I feel he needs another year of language skills (academic and life vocabulary) so that he even has a chance of success. If he were not a CI student, I would recommend retention because of delays and his age.
If the child needs to be held back, he needs to be held back. Whether or not he has a CI should not change the educational decisions. At the same time, retaining a child and just giving him the same instruction is not going to solve the problem. I would recommend that first you make sure the implants are working and, second, that the child receives a full diagnostic reading assessment. My hunch is that he needs intensive and explicit phonics instruction but it depends on the results of the assessment.
I read in the New York Times that “all deaf children have some cognitive challenges.” Really?!
I was surprised to read the New York Times article A Son’s Deafness Prompts a Scientific Journey and learn that its author, Ms. Bouton, with whom I have never spoken, had written that I stated that “All deaf children have some cognitive challenges.” Not only have I never said that, there is no evidence to support such a claim.
When I do presentations about raising and educating deaf children for parents, teachers, and other audiences around the world, one of my clearly stated conclusions, based on the research evidence, is “differences do NOT equal deficiencies.”
Sadly, throughout history, many in our society have believed that individuals who are deaf are less intelligent than those who hear. The evidence simply does not support that perspective. To suggest that “all deaf children have some cognitive challenges” is not only incorrect, it is insensitive. And for Ms. Bouton to be unwilling to correct the record is simply wrong. [But note that a correction now has been posted at NYTimes.com.]
Can you please suggest some good articles, research or data to support having a TOD in a classroom with a 5 year old with significant delays “across the board” (the student has bilateral CIs, no sign language, extreme speech delays [apraxia?])?
Given the huge individual differences among deaf children with multiple challenges, this is an impossible question to answer. You really are (or should be) looking for information relevant to a very specific child, and we don’t have much to go on. How significant are the delays? Is the child using the CIs successfully? What is the cause of the extreme speech delays? Has there been an assessment that suggests apraxia or is that a guess, and if the latter, based on what? Does the child not use sign language because s/he has not responded to it or because s/he has not been exposed to it?
You can find articles and chapters about the educational needs of deaf children with additional disabilities (see below), but you really want to know why that 5year-old should have a teacher of the deaf. You will not get that from an article. You are going to need a comprehensive evaluation done by people who know what they are doing and can communicate effectively with the child. There is no one right answer; it depends on the needs of each child.
Mauk, G. W. & Mauk, P. P. (1998). Considerations, conceptualizations, and challenges in the study of concomitant learning disabilities among children and adolescents who are deaf or hard of hearing. Journal of Deaf Studies and Deaf Education, 3, 15-34.
Vreeland, J. (2014). Educating deaf children with multiple challenges.
I am a teacher of the deaf in the school for the deaf in Scotland. I have recently begun working with a family whose son, aged 2 1/2 years, has just been diagnosed with a severe/profound loss. He is currently undergoing cochlear implant assessment. The family are very keen to develop both sign and speech as they acknowledge they do not know what the future holds and they understand the need to establish language. It is at this point my question arises. The family home language is Arabic and they have asked about using Arabic sign and speech at home and BSL/English of the home. The boy in question has a hearing sibling who is already bilingual. I am finding it challenging locating any information about the development of 2 sign languages at the same time. Is this an area any research has ever been done in? Is there any advice I can take to the family? The family used the approach of Arabic at home and English outside the home with their hearing son. Can this approach be applied to the development of 2 sign languages? I don’t think this is beyond the family as Mum is a linguist and can speak 5 languages. Her enthusiasm and interest is immense! My concern is whether this too much for the child?
I have been on the lookout for publications on the acquisition of two sign languages simultaneously, but I have not found any. However, there is an increasing number of Deaf couples marrying across nationalities, and raising their children with more than one sign language, so there is anecdotal evidence of children growing up sign bilingual, and from what I hear, the situation is not so different from bilingualism in two spoken languages, or one spoken and one sign language. The biggest challenge to raising functionally bilingual children, however, is not with the children, it’s with the adults. It is very difficult to provide adequate input in both languages, especially if one of the languages is a minority language. Bilingualism researchers estimate that children need much more input in a minority language than is required for a majority language to successfully learn and maintain it at conversational levels. It also helps a lot of the input is from varied sources, including peers; simply depending on the parents to provide input is often not enough. These input challenges are compounded when the goal is to raise the child with 3 or 4 languages.
That said, I am raising my children trilingually, including two very small minority languages, and so far the results are encouraging. My strategy was to greatly prioritize the minority languages in the years before my children entered English-speaking preschool. Until the age of two, we only spoke Taiwanese and Croatian to our children, and they didn’t have much working knowledge of English at all. This made the start of preschool frustrating for them, admittedly, but they learned English so quickly that it wasn’t a problem for long. And it gave them a foundation in Croatian and Taiwanese that we built relentlessly on once they entered school. We invest in multi-week trips to Croatia and Taiwan every year to give them a wider context for using those languages, and to strengthen their relationships with family there. Now, at the ages of 10 and 4, they are both able to use all three languages, although English will undoubtedly become their dominant language.
Finally, as a professor at Gallaudet University, I also signed very extensively with my children when they were young, often in conjunction with spoken Taiwanese. I signed ASL with Taiwanese rather than Taiwan Sign Language, since I don’t know the latter. This actually worked fantastically well for lexical learning and my children quickly amassed a large vocabulary of ASL signs and the corresponding Taiwanese words. On trips to Croatia, the ASL signs also turned out to provide an effective bridge to Croatian: I could speak Croatian and sign key words in ASL, and the children were able to very quickly map the new Croatian word to the familiar sign without having to ask what the Croatian word meant in Taiwanese. I would say that it almost seemed like magic, except that this doesn’t sound very scientific… Of course, as a linguist, I should stress that what I taught my children was not ASL. I mostly taught them just lexical signs, accompanying spoken Taiwanese or Croatian, something akin to what is known as “signed supported English.” This is not a very effective form of sign input for a Deaf child to learn sign language, but my children are hearing, and my goal was not to teach them full ASL.
All this to say that I think learning BSL, spoken English and spoken Arabic should be well within the abilities of this family. The chances of success should be higher than usual, given the parents’ linguistic experience/motivation and the fact that they are willing to give their child early and intense exposure to sign language (something I think is one of the best things parents can do to to ensure the success of a cochlear implant). I would advise against trying to learn Arabic SL and focus on BSL instead. Sign language vocabulary is very easy to learn, but the grammar and phonology can be challenging for hearing learners, so one sign language at a time is probably plenty. Since this family will be trying to teach BSL as a full language to their child, it will be *very* important to find native signing BSL models and peers for the child, and to not limit their BSL use to lexical signs accompanying spoken Arabic sentences (feel free to use Arabic words with BSL signs for vocabulary learning, but my point is that there needs to also be times when BSL is used on its own). There will be plenty of time for the child to pursue Arabic SL (there are actually multiple, distinct sign languages used in Arabic-speaking countries) later once he or she is a bit older and has established BSL and spoken Arabic.
Is it appropriate to place sign dependent deaf students, who have “low” language and “low” IQ scores, but no other diagnosis, in special ed classes with non signing special ed teachers?
It is never appropriate to place deaf students (or anyone else) in a classroom in which they cannot communicate with the teacher (or vice versa). Determination of an appropriate school placement for a deaf or hard-of-hearing child should be made on the basis of a thorough assessment by a school psychologist or other individual(s) who are qualified and able to communicate with the child. Specifics of the placement and the student’s needs to be made explicit in an IEP.
However, the fact that you are asking such a question suggests that there is more to this than it might appear. If any particular student is “low language,” how do you know s/he is “sign dependent”? Is the student being described as low language because s/he does not use spoken language? Has the child been exposed to sign language from an early age but still is not acquiring it in an age-appropriate manner? Is the child from a family that uses some other language at home? Has a formal assessment of the sort suggested above actually been conducted? Ultimately, school placement should be a parental decision (various states and countries vary in this respect), but it must be an informed one. Parents in the United States have rights with regard to their children’s educational services (see Recommended Readings). Other “interested individuals” typically do not.
“Importance and Need for the Continuum of Educational Placements,” by Barbara Raimondo, Esq., coming April 1 to www.raisingandeducatingdeafchildren.org.
Raimondo, B. (2010). Legal advocacy for deaf and hard of hearing children in education. In M. Marschark & P. Spencer (Eds.), The Oxford handbook of deaf studies, language, and education, volume 2 (pp. 31-40). New York, NY: Oxford University Press.
Is there research to support why an additional year of preschool is considered appropriate for a child who is deaf and uses cochlear implants to develop language skills rather than moving on to kindergarten placement?
There does not appear to be any literature on this nor any general conclusions about what is or is not appropriate. It would definitely depend on the individual child and a full assessment of that child’s abilities.
How many children between the ages of 2 to 3 years old are deaf or have hearing loss? Are there hospitals for these kids?
According to the National Institute on Deafness and Other Communication Disorders (NIH), 2 to 3 children out of 1000 are born deaf or hard of hearing (at least 95% of them born to hearing parents). Another 2 to 3 out of 1000 will become deaf or hard of hearing by age 3 due to severe otitis media (ear infections) or other illnesses/accidents.
It is unclear why you might think they need hospitals, other than for the usual medical reasons, but there are audiology (e.g., for hearing aid fitting) and speech-language clinics (for those who will use spoken language rather than or in addition to sign language) in a variety of settings including medical centers, universities, and private practices.
The high school I work at as an educational sign language interpreter will soon be enrolling a young girl from a refugee camp. The student has a hearing loss, but it is not known to what degree. She has had no formal learning experiences except for a few years in the refugee camp she lived in. I would like some resources in order to help the student be as successful as possible. At this point, she will be mainstreamed because there is not a teacher of the deaf full time at this high school. Can you suggest some good resources to tap into in order to help this student with language acquisition?
This profile of a student arriving from a refugee camp, sadly, is not uncommon.
A principle that Dr. Gilbert Delgado established in his groundbreaking book The Hispanic Deaf, published in 1984, is that above all, each student has to be dealt with on a case-by-case basis. This seems like common sense, but unfortunately, we often hope that there are solutions that we can pull off the shelf or recommend for whole categories of students.
With that principle I mind, I can recommend the following:
Where is she coming from? Are there other refugees from the same refugee camp and country in the school district? What resources exist in the community for this group of refugees. People who are providing community support for the refugees should have more information that can be relevant. It is important to network.
How does the student communicate with her family and people in her environment?
If she is hard of hearing, does she speak? What language? What language does the family speak?
Does she use gestures and home signs?
The student’s hearing loss should be determined as soon as feasible.
If the student is hard of hearing, and high school age, hearing aids are not likely to be effective without one-to-one therapy. This may be a goal a little further down the road.
Placing a student with a hearing loss in mainstreamed classes with an interpreter is not an appropriate placement. Unless she and the interpreter share a sign language, she has no access.
If she doesn’t know English, under Federal law, including Title IV of the Civil Rights Act, her language needs must be addressed. “ELL students must be provided with alternative services until they are proficient enough in English to participate meaningfully in the regular program.” https://www2.ed.gov/about/offices/list/ocr/qa-ell.html
Regarding resources for language acquisition, all students entering special education are required to have a full educational evaluation. These professionals should, after evaluating the student, provide goals for language and literacy development. Materials used should be at a basic level, and because she is an adolescent, not designed for very young children. If there are other hearing students in the district who also lack formal schooling, what has been done for them? Does the district have ESOL specialists? What materials does the district have for teaching English to students new to the language?
These are very broad and general suggestions for a complex issue. Without more specific details, such as how the student communicates, family language, specifics about the school district, it is difficult to be specific. Finally, a sign language interpreter should not be responsible for language development of this student. I do not believe this satisfies Federal Law requirements for alternative services to assure acquisition of English.