vallee

if there are individual success then there is individual failure! So I disagree with blaming the mainstream education program. Is a special education teacher, I do everything I can to provide the appropriate education environment and academics for my students.

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Right and Left Implanted July 19, 2007
Activated August 9, 2007
Both Advanced Bionics Harmony

Deafness

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vallee

Your right.

There are so many factors involve in an academic environment that effects individual students. There are factors that teachers might not know about.

__________________
Right and Left Implanted July 19, 2007
Activated August 9, 2007
Both Advanced Bionics Harmony

rick48

And there are often factors which the teachers cannot control.

Happy Mother's Day to you and to all!
Rick

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Restoring the universe to order will have to wait until next season.

jillio

Absolutely, there are factors which teachers cannot control. I never meant to imply that there aren't. Too many adminsitrators that never did a day in the trenches, for one.

jillio

The point is, the mainstream is not serving the needs of the majority, despite the individual successes. Likewise, success is a very subjective measurement.

I don't think anyone said that you were not doing your best to serve your students. However, you, as an individual teacher, cannot singularly overcome the problems with mainstreaming as a policy and a practice. Problems exist. That is a fact that cannot be denied.

shel90

So is it ok to place a bright deaf child with no oral skills in a class with children who have moderate to severe mental retardation? If she had failed, then the mainstreamed school shouldnt get the blame?

My point is that I cant believe then even in today's time, that still happens and yes, it makes me angry.

__________________
~Shel~

jillio

The sad fact of the matter it does happen. To refuse to recognize that only contributes to the problem.

shel90

I cant just sit back as say , "oooh it is ok that this happens and let's see what we can do to correct the problem." Nope, I aint doing it. That would make me devoid of feelings.

__________________
~Shel~

jillio

And it is good to know that there are still those teachers out there that have taken off the rosy colored glasses, see and admit to the problems, and are ethical enough to address them.

vallee

that is placing the child in the most restricted environment not the LRE. Our school system has very rigid requirements for LRE. That is why IQ test are given in verbal and nonverbal according to the child. We recieved a verbal IQ test on a child with Autism at 51 and we do not test a nonverbal child with a verbal test. The nonverbal tested at an 85.

I am not saying it does not happen. Many years ago, my mom was told to place me in a MR classroom. My mother refused and fought to have mainstream placement. Some parents do not know they can question the placement, that is why it is up to the IEP team to work in the best interest of the child. That is what I do.

Just a remainder, I teach full inclusion 5th grade. My students ranging from LD to MR to Autism are mainstreamed within 2 classrooms. They are pulled in small groups with peers for individualized rigor and relevance instruction. Our school contains 4 small group settings - Advanced, Average, Intervention, and At Risk/Special Education. The 3rd, 4th, and 5th grade are placed in groups according to data from several achievement testing and indicator test as well as classroom observation. We do this 3 times a day - Language Arts, Math, and Science/Social Studies. The rest of the day they are in a "regular classroom with a regular education teacher and me. I teach the at risk/special education students even if they are not special education. Our program is unique, but our success rate is well above the average. More importantly we improve self-esteem and reading fluency. Our program is so unique that this year we have had visits from other schools in hopes to set up a program like ours. Oh, groups are changed each semester to ensure that children academic needs are met. Also I have several special education children that go to the average or intervention groups instead of mine. I had one in the advance group with an aide for reading. That is what I do to ensure that there is more success than failure.

__________________
Right and Left Implanted July 19, 2007
Activated August 9, 2007
Both Advanced Bionics Harmony

jillio

And that sounds like a wonderful program for students with special ed needs. But deaf students, unless they have a dual diagnosis, do not need special education services. They need communication services that allow them full access to the curriculum. The problem for deaf students is not intellectual capacity. The problem is an environment that impedes communication.

shel90

I am glad that u are doing that. I would think by now all schools would do better when it comes to mainstreaming than 20 years ago but from the stories I am hearing from the parents of the students who get transferred is showing me that in some programs, not much has improved. I work in public schools during the summer and I learn a lot about what really goes on out there in the Maryland public schools. Some counties have awesome programs while others just make my jaw drop in disbelief.
Yea, it makes me mad when we get children who cant read nor write at 8 or 9 years old cuz the teachers at their local schools didnt know how to teach them. If they dont know what to do, where are the teachers who has training in Deaf education? Some of their replies were that they thought if deaf children who have no oral skills were mentally retarded. Oh my!!! That frightens me!

Not only it frightens me, it makes me want to kick something out of frustration. Come on...this is 2008, not 1958.

__________________
~Shel~

vallee

we do have HOH children in our school being serviced by this program. You are right they are not special education except for speech therapy if needed. Our deaf children are assisted to a Deaf Education teacher at one of three schools. They also benefit for inclusion classrooms. It is also a LRE program.

I do have two HOH students that I work with, one in math and the other in Language Arts.

__________________
Right and Left Implanted July 19, 2007
Activated August 9, 2007
Both Advanced Bionics Harmony

vallee

We are doing a separate program called Language! next year. The data is great. It really teaches the children to read, write, spell, and learn. They use it in Middle and High school. I was asked to pilot the elementary at my school. This is the third year that it is being used for elementary. It is a ninty minute block. I already have 12 that qualify 3rd-5th.

Your right it is 2008...not 1970's or 80's.

__________________
Right and Left Implanted July 19, 2007
Activated August 9, 2007
Both Advanced Bionics Harmony

jillio

Are these hoh students dually diagnosed? Or are they receiving remedial services under the auspices of special ed? Arethey oral only? Is the Deaf Ed teacher itinerant between the 3 schools? What services to they receive in inclusion, and what subjects are included for inclusion? I have a problem with the way LRE is determined in the vast majority of cases. LRE is predominantly decided under the mistaken belief that the mainstream is always the LRE. Far too often, mainstream placement, particulary when communication issues are the heart of the matter, is decidedly more restrictive.

vallee

let me see if I can answer the questions:
1. The two I work with are not receiving special education services. Yes, they are oral only. I work with them since there data indicates that they would benefit from my at risk group. One of the students should be out of my group, but parents requested that she stay with me for the year in my math group. She is doing grade level work and very successful. I increase the rigor of her assignments.
2. The Deaf Ed teacher is in that school. We have 3 Deaf Ed teachers in elementary. She has her own classroom. I am not sure of the number of deaf ed in middle and high school. Our system benefits from Vanderbilt deaf ed program.
3. LRE should be based on individual children. Mainstream is not always the LRE. I use to teach CDC and CDC was the LRE for many children. It depends on schools and regulations. Also there are many deaf/HOH children who do not need IEPs and a 504 is enough for accommodations. Even an educational plan is enough. It depends on the child, why provide services when the child is successful without. As long as the child is monitored and intervention services are available if the child's data is showing at risk. We progress monitor twice a month to ensure a child is making progress. Also we have weekly guidance classes with individual assistance from our guidance teacher, who is also HOH. This is for all children.

__________________
Right and Left Implanted July 19, 2007
Activated August 9, 2007
Both Advanced Bionics Harmony

jillio

When you say "at risk", do you mean at risk for becoming delayed?

I agree LRE should be based on individual children. The problem is, it quite often is not. Especially in the case of the deaf/hoh child.

Any child in a public school system that is deaf/hoh should have an IEP, even if it only states that monitoring will be done every six months. It is important to have an IEP in place to faccilitate the addition of services if it is deemed necessary, as well as insuring that services are provided as recommended. Any parent who does not insist on an IEP is risking their ability to challenge the school system should services not be adequate. It is a legal protection for the child to have the IEP. Likewise, without the IEP, parents do not have a legal right for input regarding services provided. I would never reccommend that a parent place a deaf/hoh child in the mainstream without benefit of an IEP, even if the only service being provided is periodic assessment, or a classroom accommodation as simple as preferential seating. To do so is to risk their child's right to due process and an appropriate education.

When you say that your system benefits from the Vanderbilt deaf ed program, is that in the form of placement of student teachers?

Thanks for answering the questions.

vallee

if a child does not qualify for an IEP, they can be placed under a 504 plan. Here is the best definition I found if someone does not know what a 504 plan is. What Is a 504 Plan?

Just because a child is HOH/deaf does not mean they just qualify for an IEP. Here is another good web site on what is an IEP? What is an IEP

Special education is very limited in what children qualify for services. I tell parents to request a 504 plan if the child does not meet the requirements. Any good schools monitor regardless of IEP or 504. I do agree that there should be some due process and services available for HOH/deaf children.

__________________
Right and Left Implanted July 19, 2007
Activated August 9, 2007
Both Advanced Bionics Harmony

jillio

I know what a 504 plan is. Any child that can be shown through audiological assessment to have a hearing loss that in any way impedes communication qualifies for an IEP. Perhaps individual schools do not always apply them as such, but an IEP is a guarantee for any student receiving any educational accommodation based on disability, as mandated under the ADA.

If a student is at risk for becoming delayed, the thing to do is to address the issues creating the risk so that it does not occur. In the case of the deaf/hoh student, this would mean providing those communication services that permit full access to the curriculum.

vallee

[quote=jillio;974244]I know what a 504 plan is. QUOTE]

Not everyone knows what a 504 is! There are others reading these posting.

__________________
Right and Left Implanted July 19, 2007
Activated August 9, 2007
Both Advanced Bionics Harmony

rick48

[quote=vallee;974388]Vallee,

You are so right, just yesterday at the party we were at, one of the parents did not know what a 504 was and my wife was explaining it to her. I am going to forward your definitions to her as well.

Thanks!
Rick

__________________

Restoring the universe to order will have to wait until next season.

jillio

[quote=vallee;974388]The whole point is, a 504 plan provides for inclusion only, and does not address the actual educational needs of the student. To inlcude without provision for the means that will make that inclusion successful is not to the benefit of the student. That is why a parent shoud never settle for a 504 plan alone. And school systems should never lead a parent to believe that they are complying with federal education laws in offering a 504 plan.

vallee

[quote=jillio;974445]