I am working with a preschool student who has bilateral cochlear Implants. His audiologist is recommending an FM system for him. What is the appropriate funding source? The County or the school district? Neither party accepted responsibility for this at the CPSE meeting. Can you refer me to some documentation of the regulations for this funding?
For this, you will want to contact the New York State Regional Associate for Preschool Education: http://www.p12.nysed.gov/specialed/quality/regassoc.htm. You are probably best off contacting the Western Regional Office directly by telephone:
NYS Education Department
P-12: Office of Special Education Special Education Quality Assurance (SEQA)
2A Richmond Avenue
Batavia NY 14020
Telephone: (585) 344-2002 — Fax: (585) 344-2422
If you have any difficulties, the Upstate Coordiantor is Christopher Suriano, (315) 476-5645.
I am wondering if you have any information about testing Deaf and hard-of-hearing students who come from non-English backgrounds to determine English proficiency? State laws require all students who have any other language spoken at home be tested when the enter preschool, before they leave preschool, and every year in school thereafter. The tests used by the district in preschool (Pre-IPT and WIDA-MODEL) do not allow sign language to be used, though they are spoken language and listening tests. Besides the obvious concern that students may score low because of a language delay due to their hearing loss and not just the second language at home, there is also the concern of testing students without sign when Total Communication is their mode of communication documented on their IEP. The problem is two laws colliding. The result from a low test score is a letter to parents saying their child qualifies for a bilingual or ESL classroom, though the team is recommending the DHH classroom. Do you have any information or ideas of other ways DHH students are tested to comply with state mandated ELL testing?
Let me share my experience in Colorado: As stated in this request for information, the primary area that language proficiency becomes an issue is with regards to eligibility for special education as there is a question on the eligibility form that asks if the learning problems are a result of lack of proficiency in English. In Colorado, the legal interpretation at the Department of Education is that the hearing loss trumps primary language, so that children would be eligible for special education even if they come from a family that es ASL or a language other than English in the home.
Regarding assessment, I think it would be discriminatory to provide the language assessment without the accommodation of sign when a child uses sign. The child’s primary language should also be assessed and when sign is used by the child, the assessment should be conducted by an individual fluent in the sign language of the child (ASL, Spanish, Chinese, etc.) to compare competency in the child’s primary language and in English.
Everything I have researched on the internet has said that IEP goals and objectives are determined by the team – annual goals that are measurable – and only after that is the placement discussed. I just received the draft IEP for my son’s meeting and here is what was written under Goal:
Goals and Objectives for (name of child’s) educational program to be delivered in an regular academic setting through the ____ Deaf program at _____ school as follows: (Child) will participate in all academic classes in the academic program supported by the ____ Deaf program at _____ school with classes at the 7th grade level to include – Immersion in ASL: -Reading: – Written English: – Mathematics: Science: social Studies: and electives that apply.
How Goal will be measured: Using curriculum based assessments (CBA’s), grades, rubric scores, standardized testing scores and/or other measures as needed.
Is it just me, but is this not an IEP? I’m reading it as my son’s annual objective is to go to school. Isn’t this objective just simply referring only to placement? It mentions nothing about goals for him, benchmarks, etc. – seriously, am I reading this wrong? For example, his evaluation by the school stated “Student should continue to work on his written skills using the Writing Process of pre-plannning, first draft, revisions, and final draft.” Just one example, there are others. So, wouldn’t this evaluation recommendation be the basis of one of his IEP goals, with perhaps four benchmarks of how his progress would be measured?
That’s what I think, but am I wrong?
The Individual Education Plan is one of, if not the most significant document for your child. While these may vary from state to state in some aspects, there still are universal sections that are required and mandated.
A few of these would be:
- The IEP should list your child’s strengths, interest and areas needing attention.
- Assessments to be used for your child should be listed and identified on the IEP.
- All subjects that require modification for your child need to be identified with goals as applicable.
- Grade level and functioning level should be noted.
- Goals, expectations, and performance standards should be specific and included.
- All services your child qualifies for should be listed with amount of weekly time to receive such services.
- Your child’s exceptionality should be identified.
It’s a little unclear from your question if your child is functioning at grade level; if so, then not having any goals in that subject area would be normal. We need to remember an IEP is to help a child get to that at-grade-level performance, and thus goals should be specific and measureable within the subject area.
You should be able to clearly see the stated goal, see the expectations, and see the results on a regular basis if your child is progressing or not. If for some reason progress isn’t being made then the teacher would show adaptations to try and help your child move ahead still.
There are now National Standards and Benchmarks for generally every subject area and these are found on line. These give you a good indication of what grade level performance would be and thus you would know what your child should be doing.
Perhaps to me the most important part of the IEP is the section referred to as Specially Designed Instruction. In this area one should be able to read an IEP, understand exactly where a child is functioning now, what adaptations are needed for this child and where the child needs to go. To have this section (SDI) clear and exact is very important.
My boyfriend has a 3 year old son who was late on his speech, so we decided to take him to see a doctor. He has seen a neurologist and taken a BAER test which indicated that he had profound hearing loss in the left ear and severe in the right. He is very smart and his motor skills have always seemed high for his age. Were just confused on what are all the options it could be… we have been referred to the children’s hospital, but it wont be for a while. If any one has dealt with this or has any advice we would appreciate it. We’re just kind of lost on where do we go from here. (When he was born he passed his hearing test.) Also he seems to have behavior problems, and the docs say its just his age, but we feel it could be more. He has really bad anger problems and is very moody. Could that be because he can’t hear or should we look into other things like ADHD or bipolar syndrome?
Based on the basic information provided, my thoughts are that your 3 year old boy’s anger and moodiness is related more to his hearing loss and communication frustrations. His behaviors may look like he has attention difficulties (i.e., easily distracted, impulsive, daydreaming). However, these behavior may because he cannot hear and uses his vision for information. Sometimes parents have a difficult time differentiating whether the child’s hearing loss is contributing to disobedient behavior, or, whether the child’s attention and willfulness is creating communication difficulties.
In most cases, parents need to address communication issues before assuming defiant behavior. For example, parents must make eye contact instead of talking to the child from a location where the child does not see the parent. There are many more communication strategies and tips for parents. At this time, seeking out professionals who work with children who have ommunication disorders is a suggestion, especially if your community does not have psychologists who have expertise in working with families who have deaf members. You also might check to see if there is a local chapter of Hands & Voices or contact the American Society for Deaf Children for advice.
I have a deaf son, grade 7. Just recently, I have attended an IEP meeting and requested that my son (who is currently homeschooled) be registered as a full time student. I asked that he be placed in the local junior high, who currently have no interpreter on staff. The school refused, saying that the IEP team’s recommendation was he attend an out of district day-school program (about 30 minutes away) because they have a deaf program set up through the state deaf school. I basically said that my son has the right to attend the local school, and providing him with an interpreter through an IEP is their responsibility. They refused, and for the first time ever – and my son attended public school many years ago in a different state, so I’ve been ot plenty of IEP meetings – the person in charge of special education services said that we could file a due process hearing and that he had plenty of lawyers that would argue against what we want. Never ever in over 30 plus IEP meetings had someone basically say, sue us, we dare you. Wow. but anyway, can a local school (district) refuse services to a deaf student based on the arguments of a) we aren’t set up for a deaf student, b) this other program already is set up and c) the IEP team recommends it (IEP team of 3 people and the 2 parents and deaf student disagreeing). Obviously they can, but do they have the legal right? Can we do anything other than sue, sue, sue?!
Although the Individualized Education Program Team includes the parents of the child, and the group that decides placement must include the parents, the Individuals with Disabilities Education Act (IDEA) does not automatically require schools to follow the placement preference of the parents. IDEA requires placement decisions to be made on the basis of the child’s Individualized Education Program (IEP) goals and services. According to the U.S. Department of Education:
The overriding rule . . . is that placement decisions for all children with disabilities must be made on an individual basis and ensure that each child with a disability is educated in the school the child would attend if not disabled unless the child’s IEP requires some other arrangement. However, [IDEA 2004] does not require that every child with a disability be placed in the regular classroom regardless of individual abilities and needs.
[The Least Restrictive Environment provision] of [IDEA 2004] presumes that the first placement option considered for each child with a disability is the regular classroom in the school that the child would attend if not disabled, with appropriate supplementary aids and services to facilitate such placement. Thus, before a child with a disability can be placed outside of the regular educational environment, the full range of supplementary aids and services that could be provided to facilitate the child’s placement in the regular classroom setting must be considered. Following that consideration, if a determination is made that a particular child with a disability cannot be educated satisfactorily in the regular educational environment, even with the provision of appropriate supplementary aids and services, that child could be placed in a setting other than the regular classroom.
71 Fed. Reg. 46587-46588
The [Least Restrictive Environment] requirements . . . express a strong preference, not a mandate, for educating children with disabilities in regular classes alongside their peers without disabilities . . .
[IDEA] . . . clarifies that the IEP Team, in developing the IEP for a child who is deaf or hard of hearing, must consider the child’s language and communication needs, opportunities for direct communication with peers and professional personnel in the child’s language and communication mode, and the child’s academic level and full range of needs, including opportunities for direct instruction in the child’s language and communication mode.
[E]ach child’s educational placement must be determined on an individual case-by-case basis depending on each child’s unique educational needs and circumstances, rather than by the child’s category of disability, and must be based on the child’s IEP . . .
71 Fed. Reg. 46585-46586
Prior written notice
But parents do have recourse when their preference is not satisfied. IDEA requires schools to give “prior written notice” whenever it:
· proposes to initiate or change, or
the educational placement of the child (among other things). The prior written notice must include:
If the school is refusing to provide the placement you are requesting, it is required to provide this notice. You can request that it do so. If the school does not already have a form you can request that the school use the form provided by the U.S. Department of Education at www2.ed.gov/policy/speced/guid/idea/modelform-notice.doc
This notice can serve as a starting point for discussions about appropriate settings for the child. It can also serve as part of the record if you decide to file a due process complaint.
If you are considering filing a due process complaint I recommend you contact a special education attorney. The National Disability Rights Network, http://www.ndrn.org/index.php, is a good source for an attorney.
I am trying to help my daughter. One of her children, a boy of 17, is deaf. He is in a regular school and now the school tells her that he only has 9 credits. They lie to her about things, saying that he wants to go to a deaf school 4 hours away and what they will do for him. What are the options? There are limited services here.
I would recommend that you contact the Arizona School for the Deaf and Blind (ASDB) and ask for the name and phone number of the regional coordinator for cooperative services in your area. Ask if there are services offered from the Regional Cooperatives that are part of ASDB outreach services. If there is no Regional Cooperative agreement, you can contact Pia Benson ( Pia.Benson@asdb.az.gov) in the South East region or Jan Goetze (firstname.lastname@example.org) in the Central region to see if services can be arranged. You also should also call the superintendent at the School for the Deaf (Robert Hill – email@example.com) to arrange a visit and/or talk to him about regional cooperative services.
Why is it that some schools include socialization in the IEP and some do not ? Shouldn’t it be included?
Well, I think so. But, IEPs are not solely determined by the school, and many of them may not be aware of the socialization challenges of deaf and hard-of-hearing children. If a parent thinks that there are socialization issues that might influence their child’s academic functioning, they definitely should have it included in the IEP. Some schools may not see socialization as an academic issue (after all, they may point out, it is an Individualized Education Program). Parents and/or the school psychologist may need to education them!
I am looking for listening comprehension programs for elementary HH/CI students. Again, I find checklists but few programs for what we used to call ‘auditory training’. All are either for young, early implanted (Dave Sindrey for example) or teenagers (music and phone use). I have used the SPICE program… but is that all?
I am delighted to see that you are investigating different listening comprehension programs. There are several out there and more that are being developed all the time. It is a bit interesting that many of the materials are now being hosted by the Implant Corporations, but in a way it makes sense. They employ the people who do the work and creative aspects. I know that the cost of developing materials is very high and the market is relatively sparse compared to other products, so this may be why Implant Corps can absorb the cost. (example– you mentioned Sindry, and his work is now available through these websites). Here is a resource list of my favorites for elementary age:
Hearing Rehabilitation Foundation materials—many are developed by Geoff Plant and are very good http://www.hearf.org/Materials.html
Hear at Home
Rhythm, Rhyme & Song
Step by Step
Goldberg Stout, G., & Windle J. Developmental Approach to Successful Listening II (DASL)
Tye-Murray, N. (2002). Conversation Made Easy. Three 6-set CD-ROM Training Programs. Central Institute for the Deaf, St. Louis, MO.
Have you tried the CI company’s websites? Each company offers a multitude of materials ranging from reproducible materials, listening logs, listening activities etc, which are not just telephone use or music, and many are free to donload. Activities are appropriate for CI users or Hearing Aid users. See, for example the Listening Room by Advanced bionics http://www.hearingjourney.com/Listening_Room/preview.cfm?langid=1
Cochlear Corporation offers their HOPE website which has so many resources, some to purchase, some are training seminars, some are apps for IPad (it is WONDERFUL) http://hope.cochlearamericas.com/
MedEL offers the BRIDGE http://www.medel.com/us/rehabilitation/ and this site again has items to purchase items to download for free.
*For many of these sites, you do need to register and login in, but that is a small price to pay for the wealth of information you receive. Do register and you will see so many listening tasks and activities.
My 15 year old son is profoundly deaf due to meningitis and has had a cochlear implant since he was 18 months old. He attends mainstream high school and is doing OK with modified curriculum. However, reading comprehension and both expressive and receptive language are a struggle for him. Our IEP is next month, and I am unsure what I can ask for when it comes to additional reading and language support. The school offers no additional reading classes and he already receives 30 minutes of speech therapy a day. He currently spends one class period a day with an OUTSTANDING resource room teacher.
I have been unable to locate a private speech language pathologist who is qualified to work with a deaf teenager and accepts private insurance. I am also unable to locate reading instructors in who are not $100/hour tutors. I have tried in vain to teach him myself, but I am not an educator and feel ill-equipped to teach. I am getting concerned about my son’s ability to live independently as an adult if he cannot read.
You have identified a handful of valid concerns regarding your son. First, the Individualized Education Program (IEP) team is designed to address your son’s individual needs through assessment and instruction. Your son should have an annual audiogram, or hearing test to document how he currently responds with and without his cochlear implant. This will show the amount of access he has to auditory information, including spoken language. If he does not have complete access to spoken language, he may be trying to make a complete language out of bits and pieces. Without a solid language foundation, children cannot adequately express themselves. Annual assessments of your son’s receptive and expressive language, such as the Peabody Picture Vocabulary Test, the One-Word Expressive Vocabulary Test, and informal assessments of how he relates narrative events, can gauge his current use of language and changes in his language skills over time. He should also have periodic comprehensive assessments of his literacy skills, such as the Johns’ Basic Reading Inventory, which looks at his reading behaviors with passages of different levels and provides an analysis of the reading strategies he currently uses. This type of assessment provides a teacher with areas for instruction. Measurement of his language and literacy skills over time will document if his current instruction is successful and if it meets the educational goals developed by the IEP team. A lack of progress in language and reading may lead to additional instructional time focused on increasing literacy skills, such as vocabulary development, reading comprehension, and writing skills. Your son can also practice reading at home with materials that he can read independently. In these materials, he will come across unfamiliar words in a familiar context, which will help build his language skills. Finally, one consideration for your son may be the addition of sign support to spoken language. For a child who has incomplete access to spoken language, signs are a completely visual means to supplement speech. If you and your son decide to pursue this option, his IEP team will also need to consider the provision of an educational interpreter as part of his educational services. Your local Hands & Voices chapter, easily retrieved from an internet search, can provide additional resources for you.
Is cochlear implantation useful for all profound hearing-impaired students?
Even at their best, cochlear implants do not change deaf children into hearing children, but they do help most children with profound hearing losses (in most countries, cochlear implants are available only to children with profound hearing loss). Importantly, there are large individual differences in outcomes among children who receive implants, and we are not very good at predicting outcomes for individual children. However, there are several factors that are associated with greater benefits:
• length of time since implantation (shorter is better)
• age at implantation (younger is better)
• degree of hearing loss (both in the implanted ear and the other ear)
• age at onset of hearing loss
• amount of language when hearing was lost
• parental support for the child and postimplant therapy
• children’s cognitive abilities, and
• the amount and types of postimplantation therapy received.
Some of these factors affect the level of performance achieved while others affect the speed of acquiring various skills, and both vary across children. An otolaryngologist (ear, nose, and throat doctor) and/or cochlear implant surgeon needs to give a child a complete examination before making specific recommendations and predictions of success. For more information, see Chapter 2 in Marschark, M. (2007). Raising and educating a deaf child, Second edition. New York: Oxford University Press.