Mainstream V Special School

faire_jour said:
They should know before age 3 or at the very latest, age 5, whether their child has made progress enough to catch up, if not, they MUST change course.

Our early intervention has started doing assessments every 3 months to insure that enough progress is being made, if not, something changes.
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Who should know? The parents or the teachers?
 
In a secondary classroom of 28 students, a teacher may have several mainstreamed kids with various issues. It's not just one mainstreamed deaf child. The teacher may have a mentally ill child, a dyslexic child and a deaf child in the same classroom. As a parent, you will not be aware of this because of privacy issues. Just another factor to consider.
 
sallylou said:
In a secondary classroom of 28 students, a teacher may have several mainstreamed kids with various issues. It's not just one mainstreamed deaf child. The teacher may have a mentally ill child, a dyslexic child and a deaf child in the same classroom. As a parent, you will not be aware of this because of privacy issues. Just another factor to consider.
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Absolutely. And the parent often states their observations based on the same criteria for all.
 
shel90 said:
Most deaf children from hearing parents tend to start out orally and what you stated doesnt happen all the time.
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If a child is using spoken language their parents and teachers/early interventionists must always be keeping a close eye on language development and if appropriate progress isn't being made, something must change.
 
faire_jour said:
If a child is using spoken language their parents and teachers/early interventionists must always be keeping a close eye on language development and if appropriate progress isn't being made, something must change.
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It is not just spoken language..a child can develop it but still can fall behind in academics in the educational setting and too often, it gets overlooked until the child is much older. I have seen it happen so many times.
 
faire_jour said:
If a child is using spoken language their parents and teachers/early interventionists must always be keeping a close eye on language development and if appropriate progress isn't being made, something must change.
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This is where the problem lies. They rely on their spoken language way too much to determine a child is ready for mainstream school. How do you think I got in (in the mainstream school)? Back in the 80's
 
shel90 said:
It is not just spoken language..a child can develop it but still can fall behind in academics in the educational setting and too often, it gets overlooked until the child is much older. I have seen it happen so many times.
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Exactly. Too often, teachers in the mainstream will assume that language is on par simply based of expressive skills. Receptive skills are far more important in the classroom, and are often over looked in behavioral observations.
 
shel90 said:
It is not just spoken language..a child can develop it but still can fall behind in academics in the educational setting and too often, it gets overlooked until the child is much older. I have seen it happen so many times.
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When a child has age appropriate language, and transitions to school, the focus would be academics and staying appropriate in all those areas.
 
jillio said:
Exactly. Too often, teachers in the mainstream will assume that language is on par simply based of expressive skills. Receptive skills are far more important in the classroom, and are often over looked in behavioral observations.
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That is why receptive language, expressive language, articulation, and auditory skills would all be areas that need to be looked at in a child using spoken language.
 
faire_jour said:
That is why receptive language, expressive language, articulation, and auditory skills would all be areas that need to be looked at in a child using spoken language.
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And it needs to be assessed more often than is currently being done, and not based on teacher observation, but on assessment tools that have been shown to have high reliability and validity by someone trained to give the assessments and to interpret the results.

I am sure that even shel would agree, with all her advanced training, specific training, and experience, she is not qualified to do a broad based language assessment.
 
jillio said:
And it needs to be assessed more often than is currently being done, and not based on teacher observation, but on assessment tools that have been shown to have high reliability and validity by someone trained to give the assessments and to interpret the results.

I am sure that even shel would agree, with all her advanced training, specific training, and experience, she is not qualified to do a broad based language assessment.
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I don't know what Shel is qualified to do, so I would never try to decide that.

I do know that there are specialists whose job is to do tri-annual testing. Large private oral schools often employ some.
 
faire_jour said:
I don't know what Shel is qualified to do, so I would never try to decide that.

I do know that there are specialists whose job is to do tri-annual testing. Large private oral schools often employ some.
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Again, every 3 years. Delays that can only be detected by a professional assessment designed to do so often go 2-3 years before they are detected. Then we have a cummulative problem with a slight delay turning into a serious delay over time.
 
jillio said:
Again, every 3 years. Delays that can only be detected by a professional assessment designed to do so often go 2-3 years before they are detected. Then we have a cummulative problem with a slight delay turning into a serious delay over time.
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The law states that every IEP meeting must start with the current level of functioning. How do you determine that without assessments?
 
faire_jour said:
The law states that every IEP meeting must start with the current level of functioning. How do you determine that without assessments?
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They use the information obtained at the most recent professional assessment, and combine it with teacher observation. Assessment is done only every 3 years.
 
Wirelessly posted

KarissaMann05 said:
Wirelessly posted

If it is not for the deaf school I attached, this will not where I am now... my writng and reading may still be in 4th grade level.
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I want to point out one thing...

Some non-Deaf schools can neglect Deaf/deaf/HOH children's needs. I met a several students in my former Deaf school, through they're not my friends, and they told me they had similar experiences as mine. I experienced it before; my needs were neglected twice times by different schools in my toddler age and young child age, too. I grew up only ASL, yet I was in the wrong path. My speech therapy helped me better but I was teased by hearing kids about my funny voice. So I stopped learning how to speak when I was nine.

So... I don't know if it is common for public schools that they neglect their needs. I only was in public preschool and elementary school during my early childhood. So I was not in a mainsteam school... You guys, do you know anything about the neglecting deaf/hoh kids' needs in public schools?
 
KarissaMann05 said:
Wirelessly posted



I want to point out one thing...

Some non-Deaf schools can neglect Deaf/deaf/HOH children's needs. I met a several students in my former Deaf school, through they're not my friends, and they told me they had similar experiences as mine. I experienced it before; my needs were neglected twice times by different schools in my toddler age and young child age, too. I grew up only ASL, yet I was in the wrong path. My speech therapy helped me better but I was teased by hearing kids about my funny voice. So I stopped learning how to speak when I was nine.

So... I don't know if it is common for public schools that they neglect their needs. I only was in public preschool and elementary school during my early childhood. So I was not in a mainsteam school... You guys, do you know anything about the neglecting deaf/hoh kids' needs in public schools?
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It is not neglecting their needs on purpose. It is just that most staff in the public schools who work with deaf children arent trained in Deaf education and apply teaching methodologies designed for hearing children with or without special needs. Also, too many of them assume if deaf student can speak well, they are understanding a lot more than they really are and as a result, deaf childrne miss out a lot of information throughout the day. That can cause them to lag behind their hearing peers.
 
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