shel90

Who should know? The parents or the teachers?

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sallylou

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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faire_jour

Both.

shel90

Most deaf children from hearing parents tend to start out orally and what you stated doesnt happen all the time.

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"Wine improves with age. The older I get, the better I like it."

--- Anonymous

jillio

Thanks!

jillio

Absolutely. And the parent often states their observations based on the same criteria for all.

jillio

Exactly what I mean about looking at the whole picture.

faire_jour

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.

shel90

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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"Wine improves with age. The older I get, the better I like it."

--- Anonymous

Lighthouse77

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

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jillio

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.

faire_jour

When a child has age appropriate language, and transitions to school, the focus would be academics and staying appropriate in all those areas.

faire_jour

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.

jillio

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.

faire_jour

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.

jillio

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.

faire_jour

The law states that every IEP meeting must start with the current level of functioning. How do you determine that without assessments?

jillio

They use the information obtained at the most recent professional assessment, and combine it with teacher observation. Assessment is done only every 3 years.

KarissaMann05

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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"Pragmatic language is a vital social skill that enables the school-aged child to navigate their way through demanding social situations." -- R. Owens

shel90

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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"Wine improves with age. The older I get, the better I like it."

--- Anonymous

KarissaMann05

Wirelessly posted

Mmm... OK, I'm somewhat confused that is why I asked you and ADers. I remember my mom told me that she disappointed that my needs were not met. Teachers and staffs didn't focus on what I needed for. They worked with another children.

I just try to understand why it happens in USA.

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"Pragmatic language is a vital social skill that enables the school-aged child to navigate their way through demanding social situations." -- R. Owens

Lighthouse77

http://www.doe.virginia.gov/special_..._with_deaf.pdf <---- here are some guideline how to work with deaf. It mention about schooling and language.

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Good thing about standards is that there are so many of them to choose from.

KarissaMann05

Wirelessly posted

Lighthouse77. I bookmarked it on my SK, so I can read it on my laptop later.

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"Pragmatic language is a vital social skill that enables the school-aged child to navigate their way through demanding social situations." -- R. Owens

deafdyke

sallylou GOOD POINT. A lot of oral only parents seem to idealize the mainstream as some sort of glorious utopia where their kid will go a prestigious college, and have complete and total access to the same curriculm that the hearing kids have.
Sorry but it doesn't work that way. Most mainstream teachers (including special ed teachers) only have a minimum of training on how to teach dhh (or other classicly disabled) kids. They don't understand that mainstream ed is one size fits all, but it may not fit their kids so they can really thrive. Heck we have a couple of parents here who transferred their kids to schools or programs for the deaf, after being mainstreamed to the max and they can't stop raving about the difference!