Guest guest Posted March 20, 2004 Report Share Posted March 20, 2004 Donna, I am right there with you. My daughter is transitioning into Kindergarten this year also. I feel so clueless, yet I am trying to educate myself everyway I can. I truly felt the current preschool deaf/hoh program she was in would help out more in preparing me for what was ahead of me in this transition process, but they are so vague when they explain the actual process. When I talk to the people in my district, about her transition I become very stressed out, like I feel like I should of been told more or know more. I have been reading away, I found several books on Mainstreaming Deaf/HOH children that hopefully, I will complete before totally making my decision on placement for her. I have several options available to me, one is partial inclusion-self contained program & mainstream afternoon kindergarten, or fully mainstreaming through my school district. My daughter however, has expressed that she wants to go to the school her brother went to. However, the have not really dealt with hard of hearing children especially one with a moderate to severe hearing loss. I just wanted to let you know, I am right there with you. Feel free to email me if I can help in anyway. Also I would like to add. I truly appreciate everyone's input on the IEP questions other's have asked. I am gathering up all this knowledge and writing down key points to have on hand. This list is a blessing when it comes to the next step in this journey. Just when we think we have it all down, another obstacle gets in our way. Without this list, I would be at my wits end. Thanks to all of you, that spend so much of your time helping along the way. We couldn't do it without you. Take Care Colleen Mom to le 5 moderate to severe conductive loss, asthma, allergies, etc Mom to 9 hearing asthma and allergies. Re: Re: I need help > Kay and everyone, > I thank you for all the info you sent me. I am just at the end of my rope!! I have more questions for you (please bare with me, i'm almost in tears here). I went to the site that Kay sent me and read the whole page. I have some questions about it though. I just want to thank all of you!! I am just so stressed out about all of this. > > A desperate mother, > Donna > mother to ny & > > I might have more questions about the emails that people sent in reply to my first one. Thank you, thank you, thank you so much!!!!! > > > > > Quote Link to comment Share on other sites More sharing options...
Guest guest Posted March 20, 2004 Report Share Posted March 20, 2004 Donna, I am right there with you. My daughter is transitioning into Kindergarten this year also. I feel so clueless, yet I am trying to educate myself everyway I can. I truly felt the current preschool deaf/hoh program she was in would help out more in preparing me for what was ahead of me in this transition process, but they are so vague when they explain the actual process. When I talk to the people in my district, about her transition I become very stressed out, like I feel like I should of been told more or know more. I have been reading away, I found several books on Mainstreaming Deaf/HOH children that hopefully, I will complete before totally making my decision on placement for her. I have several options available to me, one is partial inclusion-self contained program & mainstream afternoon kindergarten, or fully mainstreaming through my school district. My daughter however, has expressed that she wants to go to the school her brother went to. However, the have not really dealt with hard of hearing children especially one with a moderate to severe hearing loss. I just wanted to let you know, I am right there with you. Feel free to email me if I can help in anyway. Also I would like to add. I truly appreciate everyone's input on the IEP questions other's have asked. I am gathering up all this knowledge and writing down key points to have on hand. This list is a blessing when it comes to the next step in this journey. Just when we think we have it all down, another obstacle gets in our way. Without this list, I would be at my wits end. Thanks to all of you, that spend so much of your time helping along the way. We couldn't do it without you. Take Care Colleen Mom to le 5 moderate to severe conductive loss, asthma, allergies, etc Mom to 9 hearing asthma and allergies. Re: Re: I need help > Kay and everyone, > I thank you for all the info you sent me. I am just at the end of my rope!! I have more questions for you (please bare with me, i'm almost in tears here). I went to the site that Kay sent me and read the whole page. I have some questions about it though. I just want to thank all of you!! I am just so stressed out about all of this. > > A desperate mother, > Donna > mother to ny & > > I might have more questions about the emails that people sent in reply to my first one. Thank you, thank you, thank you so much!!!!! > > > > > Quote Link to comment Share on other sites More sharing options...
Guest guest Posted March 22, 2004 Report Share Posted March 22, 2004 Colleen, Thank you for your email. You said you were reading books about mainstreaming a D/HH child. Does it say what are some of the con's to doing this? What do we need to look at in the classroom when mainstreaming a D/HH child? I am supposed to go see the classroom my children will be in. What should I look for? Thank you and everyone else. You guys have made my fight a little easier! Donna Fisher Re: Re: I need help > Kay and everyone, > I thank you for all the info you sent me. I am just at the end of my rope!! I have more questions for you (please bare with me, i'm almost in tears here). I went to the site that Kay sent me and read the whole page. I have some questions about it though. I just want to thank all of you!! I am just so stressed out about all of this. > > A desperate mother, > Donna > mother to ny & > > I might have more questions about the emails that people sent in reply to my first one. Thank you, thank you, thank you so much!!!!! > > > > > Quote Link to comment Share on other sites More sharing options...
Guest guest Posted March 22, 2004 Report Share Posted March 22, 2004 Colleen, Thank you for your email. You said you were reading books about mainstreaming a D/HH child. Does it say what are some of the con's to doing this? What do we need to look at in the classroom when mainstreaming a D/HH child? I am supposed to go see the classroom my children will be in. What should I look for? Thank you and everyone else. You guys have made my fight a little easier! Donna Fisher Re: Re: I need help > Kay and everyone, > I thank you for all the info you sent me. I am just at the end of my rope!! I have more questions for you (please bare with me, i'm almost in tears here). I went to the site that Kay sent me and read the whole page. I have some questions about it though. I just want to thank all of you!! I am just so stressed out about all of this. > > A desperate mother, > Donna > mother to ny & > > I might have more questions about the emails that people sent in reply to my first one. Thank you, thank you, thank you so much!!!!! > > > > > Quote Link to comment Share on other sites More sharing options...
Guest guest Posted March 22, 2004 Report Share Posted March 22, 2004 Colleen, Thank you for your email. You said you were reading books about mainstreaming a D/HH child. Does it say what are some of the con's to doing this? What do we need to look at in the classroom when mainstreaming a D/HH child? I am supposed to go see the classroom my children will be in. What should I look for? Thank you and everyone else. You guys have made my fight a little easier! Donna Fisher Re: Re: I need help > Kay and everyone, > I thank you for all the info you sent me. I am just at the end of my rope!! I have more questions for you (please bare with me, i'm almost in tears here). I went to the site that Kay sent me and read the whole page. I have some questions about it though. I just want to thank all of you!! I am just so stressed out about all of this. > > A desperate mother, > Donna > mother to ny & > > I might have more questions about the emails that people sent in reply to my first one. Thank you, thank you, thank you so much!!!!! > > > > > Quote Link to comment Share on other sites More sharing options...
Guest guest Posted March 22, 2004 Report Share Posted March 22, 2004 << What do we need to look at in the classroom when mainstreaming a D/HH child? I am supposed to go see the classroom my children will be in. What should I look for?>> Donna, You're gettng some good suggestions regarding the physical environment for your kids but here's one that's especially important for me: How does the teacher sound? I don't mean just volume, although that's important. I mean, how quickly does he or she speak when working with the kids, and how clearly does he/she enunciate their words? Do they look at the kids when they talk to them? Now that it's something I pay attention to on ' behalf, I'm frequently amazed at what poor speech models many teachers are. It's very difficult to talk for so many hours a day, I know, but it does tend to make some people sound rushed and slur their words so they can get everything said. Unfortunately, if you're missing a few sounds here and there anyway, as most of our kids do, then it's impossible to follow along. I've brought this subject up, nicely, in conferences with ' new teachers this year. One lady was very soft-spoken and a bit scattered in her thinking which meant that she frequently reversed herself in mid-sentence. The other kids could follow it but would come home totally confused about whether or not a particular page had been assigned or if that book report was due THIS Thursday or NEXT Thursday. Our compromise with this teacher was that she write down all assignments for him. His current teacher speaks more loudly but makes it hard for kids to ask her to repeat herself as she thinks it means they aren't paying attention (and it often does--I work in the classroom sometimes). Obviously, that wasn't okay for us so we worked out a private signal that could give her which means " I WAS paying attention but I didn't understand your words. " It's working okay, but could be better. However, we're in a private school and doesn't have an IEP so I'm on my own here. Even if he had an IEP, though, I probably wouldn't feel comfortable writing in accomodations like " the teacher will speak at 45 dB every time she's talking to " or " she will speak clearly 95% of the time. " (I'm being facetious, of course.) Still, you may want to observe teacher styles and make classroom choices or suggestions based on what you see. Carol - mom to , 7.11, mod to profound, LVAS Quote Link to comment Share on other sites More sharing options...
Guest guest Posted March 22, 2004 Report Share Posted March 22, 2004 << What do we need to look at in the classroom when mainstreaming a D/HH child? I am supposed to go see the classroom my children will be in. What should I look for?>> Donna, You're gettng some good suggestions regarding the physical environment for your kids but here's one that's especially important for me: How does the teacher sound? I don't mean just volume, although that's important. I mean, how quickly does he or she speak when working with the kids, and how clearly does he/she enunciate their words? Do they look at the kids when they talk to them? Now that it's something I pay attention to on ' behalf, I'm frequently amazed at what poor speech models many teachers are. It's very difficult to talk for so many hours a day, I know, but it does tend to make some people sound rushed and slur their words so they can get everything said. Unfortunately, if you're missing a few sounds here and there anyway, as most of our kids do, then it's impossible to follow along. I've brought this subject up, nicely, in conferences with ' new teachers this year. One lady was very soft-spoken and a bit scattered in her thinking which meant that she frequently reversed herself in mid-sentence. The other kids could follow it but would come home totally confused about whether or not a particular page had been assigned or if that book report was due THIS Thursday or NEXT Thursday. Our compromise with this teacher was that she write down all assignments for him. His current teacher speaks more loudly but makes it hard for kids to ask her to repeat herself as she thinks it means they aren't paying attention (and it often does--I work in the classroom sometimes). Obviously, that wasn't okay for us so we worked out a private signal that could give her which means " I WAS paying attention but I didn't understand your words. " It's working okay, but could be better. However, we're in a private school and doesn't have an IEP so I'm on my own here. Even if he had an IEP, though, I probably wouldn't feel comfortable writing in accomodations like " the teacher will speak at 45 dB every time she's talking to " or " she will speak clearly 95% of the time. " (I'm being facetious, of course.) Still, you may want to observe teacher styles and make classroom choices or suggestions based on what you see. Carol - mom to , 7.11, mod to profound, LVAS Quote Link to comment Share on other sites More sharing options...
Guest guest Posted March 22, 2004 Report Share Posted March 22, 2004 << What do we need to look at in the classroom when mainstreaming a D/HH child? I am supposed to go see the classroom my children will be in. What should I look for?>> Donna, You're gettng some good suggestions regarding the physical environment for your kids but here's one that's especially important for me: How does the teacher sound? I don't mean just volume, although that's important. I mean, how quickly does he or she speak when working with the kids, and how clearly does he/she enunciate their words? Do they look at the kids when they talk to them? Now that it's something I pay attention to on ' behalf, I'm frequently amazed at what poor speech models many teachers are. It's very difficult to talk for so many hours a day, I know, but it does tend to make some people sound rushed and slur their words so they can get everything said. Unfortunately, if you're missing a few sounds here and there anyway, as most of our kids do, then it's impossible to follow along. I've brought this subject up, nicely, in conferences with ' new teachers this year. One lady was very soft-spoken and a bit scattered in her thinking which meant that she frequently reversed herself in mid-sentence. The other kids could follow it but would come home totally confused about whether or not a particular page had been assigned or if that book report was due THIS Thursday or NEXT Thursday. Our compromise with this teacher was that she write down all assignments for him. His current teacher speaks more loudly but makes it hard for kids to ask her to repeat herself as she thinks it means they aren't paying attention (and it often does--I work in the classroom sometimes). Obviously, that wasn't okay for us so we worked out a private signal that could give her which means " I WAS paying attention but I didn't understand your words. " It's working okay, but could be better. However, we're in a private school and doesn't have an IEP so I'm on my own here. Even if he had an IEP, though, I probably wouldn't feel comfortable writing in accomodations like " the teacher will speak at 45 dB every time she's talking to " or " she will speak clearly 95% of the time. " (I'm being facetious, of course.) Still, you may want to observe teacher styles and make classroom choices or suggestions based on what you see. Carol - mom to , 7.11, mod to profound, LVAS Quote Link to comment Share on other sites More sharing options...
Guest guest Posted March 22, 2004 Report Share Posted March 22, 2004 The suggestions that Carol gave were great. Now how to incorperate them into an IEP would be to discuss facing the children when she talks, making sure he is seated front and center of the classroom. Walking around the classroom isn't a great thing when you have a HI child because her movement from one place to another makes his placement in the class pointless. I say front and center so that if the child is doing some lip reading he needs to be able to see her/his lips. An FM system is a really good idea for a mainstreamed child as well. I personally would request a different class if the teacher speaks fast or mumbles, or whatever the reason they aren't good speach modles. You don't have to request in the IEP that they talk at a certain loudness, as long as you request that they try not to fluctuate in their loudness too much. If they go from soft to loud often that can be hard to follow. If a teacher naturally is not a good speach model it is not likely trying to change is going to cut it. That's like telling someone to change the way they walk, you forget from time to time and go back to your normal ways. So if they aren't a good speach modle if it isn't something simple like facing the kids when they talk and not walking around the room then you should bring that up in the IEP that they will switch classes. Just list things that make a good speech modle and discuss those at the meeting. Before signing the IEP tell them you want to observe the class or classes that he will be in and then you will sign it. I viewed my son's class after we signed our IEP and saw how wrong that class was for him, but what they put in the IEP was total communication and goals and therapy one on one attention, and they are providing him that, just not in the least restrictive environment, they have him with kids who can't talk, or sign most can't even sit up on their own. Anyway I seriously suggest to anyone visit the class in question before the IEP is signed. Re: Re: I need help << What do we need to look at in the classroom when mainstreaming a D/HH child? I am supposed to go see the classroom my children will be in. What should I look for?>> Donna, You're gettng some good suggestions regarding the physical environment for your kids but here's one that's especially important for me: How does the teacher sound? I don't mean just volume, although that's important. I mean, how quickly does he or she speak when working with the kids, and how clearly does he/she enunciate their words? Do they look at the kids when they talk to them? Now that it's something I pay attention to on ' behalf, I'm frequently amazed at what poor speech models many teachers are. It's very difficult to talk for so many hours a day, I know, but it does tend to make some people sound rushed and slur their words so they can get everything said. Unfortunately, if you're missing a few sounds here and there anyway, as most of our kids do, then it's impossible to follow along. I've brought this subject up, nicely, in conferences with ' new teachers this year. One lady was very soft-spoken and a bit scattered in her thinking which meant that she frequently reversed herself in mid-sentence. The other kids could follow it but would come home totally confused about whether or not a particular page had been assigned or if that book report was due THIS Thursday or NEXT Thursday. Our compromise with this teacher was that she write down all assignments for him. His current teacher speaks more loudly but makes it hard for kids to ask her to repeat herself as she thinks it means they aren't paying attention (and it often does--I work in the classroom sometimes). Obviously, that wasn't okay for us so we worked out a private signal that could give her which means " I WAS paying attention but I didn't understand your words. " It's working okay, but could be better. However, we're in a private school and doesn't have an IEP so I'm on my own here. Even if he had an IEP, though, I probably wouldn't feel comfortable writing in accomodations like " the teacher will speak at 45 dB every time she's talking to " or " she will speak clearly 95% of the time. " (I'm being facetious, of course.) Still, you may want to observe teacher styles and make classroom choices or suggestions based on what you see. Carol - mom to , 7.11, mod to profound, LVAS All messages posted to this list are private and confidential. Each post is the intellectual property of the author and therefore subject to copyright restrictions. Quote Link to comment Share on other sites More sharing options...
Guest guest Posted March 22, 2004 Report Share Posted March 22, 2004 The suggestions that Carol gave were great. Now how to incorperate them into an IEP would be to discuss facing the children when she talks, making sure he is seated front and center of the classroom. Walking around the classroom isn't a great thing when you have a HI child because her movement from one place to another makes his placement in the class pointless. I say front and center so that if the child is doing some lip reading he needs to be able to see her/his lips. An FM system is a really good idea for a mainstreamed child as well. I personally would request a different class if the teacher speaks fast or mumbles, or whatever the reason they aren't good speach modles. You don't have to request in the IEP that they talk at a certain loudness, as long as you request that they try not to fluctuate in their loudness too much. If they go from soft to loud often that can be hard to follow. If a teacher naturally is not a good speach model it is not likely trying to change is going to cut it. That's like telling someone to change the way they walk, you forget from time to time and go back to your normal ways. So if they aren't a good speach modle if it isn't something simple like facing the kids when they talk and not walking around the room then you should bring that up in the IEP that they will switch classes. Just list things that make a good speech modle and discuss those at the meeting. Before signing the IEP tell them you want to observe the class or classes that he will be in and then you will sign it. I viewed my son's class after we signed our IEP and saw how wrong that class was for him, but what they put in the IEP was total communication and goals and therapy one on one attention, and they are providing him that, just not in the least restrictive environment, they have him with kids who can't talk, or sign most can't even sit up on their own. Anyway I seriously suggest to anyone visit the class in question before the IEP is signed. Re: Re: I need help << What do we need to look at in the classroom when mainstreaming a D/HH child? I am supposed to go see the classroom my children will be in. What should I look for?>> Donna, You're gettng some good suggestions regarding the physical environment for your kids but here's one that's especially important for me: How does the teacher sound? I don't mean just volume, although that's important. I mean, how quickly does he or she speak when working with the kids, and how clearly does he/she enunciate their words? Do they look at the kids when they talk to them? Now that it's something I pay attention to on ' behalf, I'm frequently amazed at what poor speech models many teachers are. It's very difficult to talk for so many hours a day, I know, but it does tend to make some people sound rushed and slur their words so they can get everything said. Unfortunately, if you're missing a few sounds here and there anyway, as most of our kids do, then it's impossible to follow along. I've brought this subject up, nicely, in conferences with ' new teachers this year. One lady was very soft-spoken and a bit scattered in her thinking which meant that she frequently reversed herself in mid-sentence. The other kids could follow it but would come home totally confused about whether or not a particular page had been assigned or if that book report was due THIS Thursday or NEXT Thursday. Our compromise with this teacher was that she write down all assignments for him. His current teacher speaks more loudly but makes it hard for kids to ask her to repeat herself as she thinks it means they aren't paying attention (and it often does--I work in the classroom sometimes). Obviously, that wasn't okay for us so we worked out a private signal that could give her which means " I WAS paying attention but I didn't understand your words. " It's working okay, but could be better. However, we're in a private school and doesn't have an IEP so I'm on my own here. Even if he had an IEP, though, I probably wouldn't feel comfortable writing in accomodations like " the teacher will speak at 45 dB every time she's talking to " or " she will speak clearly 95% of the time. " (I'm being facetious, of course.) Still, you may want to observe teacher styles and make classroom choices or suggestions based on what you see. Carol - mom to , 7.11, mod to profound, LVAS All messages posted to this list are private and confidential. Each post is the intellectual property of the author and therefore subject to copyright restrictions. Quote Link to comment Share on other sites More sharing options...
Guest guest Posted March 22, 2004 Report Share Posted March 22, 2004 The suggestions that Carol gave were great. Now how to incorperate them into an IEP would be to discuss facing the children when she talks, making sure he is seated front and center of the classroom. Walking around the classroom isn't a great thing when you have a HI child because her movement from one place to another makes his placement in the class pointless. I say front and center so that if the child is doing some lip reading he needs to be able to see her/his lips. An FM system is a really good idea for a mainstreamed child as well. I personally would request a different class if the teacher speaks fast or mumbles, or whatever the reason they aren't good speach modles. You don't have to request in the IEP that they talk at a certain loudness, as long as you request that they try not to fluctuate in their loudness too much. If they go from soft to loud often that can be hard to follow. If a teacher naturally is not a good speach model it is not likely trying to change is going to cut it. That's like telling someone to change the way they walk, you forget from time to time and go back to your normal ways. So if they aren't a good speach modle if it isn't something simple like facing the kids when they talk and not walking around the room then you should bring that up in the IEP that they will switch classes. Just list things that make a good speech modle and discuss those at the meeting. Before signing the IEP tell them you want to observe the class or classes that he will be in and then you will sign it. I viewed my son's class after we signed our IEP and saw how wrong that class was for him, but what they put in the IEP was total communication and goals and therapy one on one attention, and they are providing him that, just not in the least restrictive environment, they have him with kids who can't talk, or sign most can't even sit up on their own. Anyway I seriously suggest to anyone visit the class in question before the IEP is signed. Re: Re: I need help << What do we need to look at in the classroom when mainstreaming a D/HH child? I am supposed to go see the classroom my children will be in. What should I look for?>> Donna, You're gettng some good suggestions regarding the physical environment for your kids but here's one that's especially important for me: How does the teacher sound? I don't mean just volume, although that's important. I mean, how quickly does he or she speak when working with the kids, and how clearly does he/she enunciate their words? Do they look at the kids when they talk to them? Now that it's something I pay attention to on ' behalf, I'm frequently amazed at what poor speech models many teachers are. It's very difficult to talk for so many hours a day, I know, but it does tend to make some people sound rushed and slur their words so they can get everything said. Unfortunately, if you're missing a few sounds here and there anyway, as most of our kids do, then it's impossible to follow along. I've brought this subject up, nicely, in conferences with ' new teachers this year. One lady was very soft-spoken and a bit scattered in her thinking which meant that she frequently reversed herself in mid-sentence. The other kids could follow it but would come home totally confused about whether or not a particular page had been assigned or if that book report was due THIS Thursday or NEXT Thursday. Our compromise with this teacher was that she write down all assignments for him. His current teacher speaks more loudly but makes it hard for kids to ask her to repeat herself as she thinks it means they aren't paying attention (and it often does--I work in the classroom sometimes). Obviously, that wasn't okay for us so we worked out a private signal that could give her which means " I WAS paying attention but I didn't understand your words. " It's working okay, but could be better. However, we're in a private school and doesn't have an IEP so I'm on my own here. Even if he had an IEP, though, I probably wouldn't feel comfortable writing in accomodations like " the teacher will speak at 45 dB every time she's talking to " or " she will speak clearly 95% of the time. " (I'm being facetious, of course.) Still, you may want to observe teacher styles and make classroom choices or suggestions based on what you see. Carol - mom to , 7.11, mod to profound, LVAS All messages posted to this list are private and confidential. Each post is the intellectual property of the author and therefore subject to copyright restrictions. Quote Link to comment Share on other sites More sharing options...
Guest guest Posted March 22, 2004 Report Share Posted March 22, 2004 Hi Donna, I have several books right now that I hope to get through before making my decision on placement. I haven't been able to read too much at the present time because my mother and law, and father have been very ill and requires much of my attention also. The book I am reading now is Mainstreaming Hearing-Impaired Children in the mainstream by Mark Ross it does have information on Developing an Individualized Education Program for Mainstreamed Hearing Impaired Students, Managing Classroom Amplification, Communication Management of the Mainstreamed Hearing Impaired Student, Issues Relating to Classroom Management, plus so much more. However, I haven't read that far yet. I will be sure to let you know any information that I feel may help you. Also if you can get a copy of Odyssey Magazine Vol 4 Issue 2 It has an article on Hard of Hearing Facing the Challenge in Class insights and strategies. ( I would be more than happy to copy it for you also, if you would like, or anyone else as far as that goes) The link (handsandvoices) Debbie, added in her post, also has ton's of valuable information. I checked it out several weeks back. When I read your post this morning, I felt so much better because they were the things I was asking myself for several months. I felt that I had to figure this all on my own. That is why I went out and searched for books and wrote several post to the list regarding mainstreaming. I felt that I was getting very little information from her teachers and the district and it was going to be up to me to figure it all out. I was totally overwhelmed. But received many great suggestions from this list and it helped me tremendously. I would definitely check out the classroom prior to sitting down and writing up an IEP with the district. I had to cancel my appointment to do that, but hope to get there next week. I am going to view the mainstream kindergarten by myself first, but they have also agreed to let me bring her in and sit in on a class with her, so I can see if she can handle the environment, since she has only been in a dhh program. I have visited the partial inclusion/mainstream class and I was impressed with both the inclusion part and mainly the Mainstreamed Kindergarten Program (which is out of our district, but local). My goal has always been to mainstream her, however, I am not sure if Kindergarten is the time to do so for le, even though she really wants to go to her brothers school. I do believe that once I visited the program and checked it out I will know better, which program will fit our needs. Some of the accommodations that I have asked for so far is FM System (a must), either carpeted room or tennis balls on the bottom of chairs. Minimize noise source. Seating away from noise sources such as fans, air conditioners, etc., Would like soundfield( but they are questioning that)(however, the inclusion mainstreamed kindergarten has soundfield). Allowing time for processing information. Slowing down the presentation of information and making sure she understands what is expected of her to do. So far my district has stated that most of the accommodations I am asking for they will provide, however we haven't actually sat down and formally discussed it. So time will tell. I hope this helps. Any questions I can help you with feel free to contact me cguth@... . I am trying to learn all I can in a short amount of time. I have so many books I haven't looked at yet. I have learned so much from the list with all the discussions that are going on and it helps tremendously. Take Care and Good Luck Colleen Mom to le 5 (moderate to severe, asthma, allergies, peters anomaly etc.) Mom to 9 (hearing, asthma, allergies) Re: Re: I need help > Colleen, > Thank you for your email. You said you were reading books about mainstreaming a D/HH child. Does it say what are some of the con's to doing this? What do we need to look at in the classroom when mainstreaming a D/HH child? I am supposed to go see the classroom my children will be in. What should I look for? > > Thank you and everyone else. You guys have made my fight a little easier! > Donna Fisher Quote Link to comment Share on other sites More sharing options...
Guest guest Posted March 22, 2004 Report Share Posted March 22, 2004 Hi Donna, I have several books right now that I hope to get through before making my decision on placement. I haven't been able to read too much at the present time because my mother and law, and father have been very ill and requires much of my attention also. The book I am reading now is Mainstreaming Hearing-Impaired Children in the mainstream by Mark Ross it does have information on Developing an Individualized Education Program for Mainstreamed Hearing Impaired Students, Managing Classroom Amplification, Communication Management of the Mainstreamed Hearing Impaired Student, Issues Relating to Classroom Management, plus so much more. However, I haven't read that far yet. I will be sure to let you know any information that I feel may help you. Also if you can get a copy of Odyssey Magazine Vol 4 Issue 2 It has an article on Hard of Hearing Facing the Challenge in Class insights and strategies. ( I would be more than happy to copy it for you also, if you would like, or anyone else as far as that goes) The link (handsandvoices) Debbie, added in her post, also has ton's of valuable information. I checked it out several weeks back. When I read your post this morning, I felt so much better because they were the things I was asking myself for several months. I felt that I had to figure this all on my own. That is why I went out and searched for books and wrote several post to the list regarding mainstreaming. I felt that I was getting very little information from her teachers and the district and it was going to be up to me to figure it all out. I was totally overwhelmed. But received many great suggestions from this list and it helped me tremendously. I would definitely check out the classroom prior to sitting down and writing up an IEP with the district. I had to cancel my appointment to do that, but hope to get there next week. I am going to view the mainstream kindergarten by myself first, but they have also agreed to let me bring her in and sit in on a class with her, so I can see if she can handle the environment, since she has only been in a dhh program. I have visited the partial inclusion/mainstream class and I was impressed with both the inclusion part and mainly the Mainstreamed Kindergarten Program (which is out of our district, but local). My goal has always been to mainstream her, however, I am not sure if Kindergarten is the time to do so for le, even though she really wants to go to her brothers school. I do believe that once I visited the program and checked it out I will know better, which program will fit our needs. Some of the accommodations that I have asked for so far is FM System (a must), either carpeted room or tennis balls on the bottom of chairs. Minimize noise source. Seating away from noise sources such as fans, air conditioners, etc., Would like soundfield( but they are questioning that)(however, the inclusion mainstreamed kindergarten has soundfield). Allowing time for processing information. Slowing down the presentation of information and making sure she understands what is expected of her to do. So far my district has stated that most of the accommodations I am asking for they will provide, however we haven't actually sat down and formally discussed it. So time will tell. I hope this helps. Any questions I can help you with feel free to contact me cguth@... . I am trying to learn all I can in a short amount of time. I have so many books I haven't looked at yet. I have learned so much from the list with all the discussions that are going on and it helps tremendously. Take Care and Good Luck Colleen Mom to le 5 (moderate to severe, asthma, allergies, peters anomaly etc.) Mom to 9 (hearing, asthma, allergies) Re: Re: I need help > Colleen, > Thank you for your email. You said you were reading books about mainstreaming a D/HH child. Does it say what are some of the con's to doing this? What do we need to look at in the classroom when mainstreaming a D/HH child? I am supposed to go see the classroom my children will be in. What should I look for? > > Thank you and everyone else. You guys have made my fight a little easier! > Donna Fisher Quote Link to comment Share on other sites More sharing options...
Guest guest Posted March 22, 2004 Report Share Posted March 22, 2004 Hi Donna, I have several books right now that I hope to get through before making my decision on placement. I haven't been able to read too much at the present time because my mother and law, and father have been very ill and requires much of my attention also. The book I am reading now is Mainstreaming Hearing-Impaired Children in the mainstream by Mark Ross it does have information on Developing an Individualized Education Program for Mainstreamed Hearing Impaired Students, Managing Classroom Amplification, Communication Management of the Mainstreamed Hearing Impaired Student, Issues Relating to Classroom Management, plus so much more. However, I haven't read that far yet. I will be sure to let you know any information that I feel may help you. Also if you can get a copy of Odyssey Magazine Vol 4 Issue 2 It has an article on Hard of Hearing Facing the Challenge in Class insights and strategies. ( I would be more than happy to copy it for you also, if you would like, or anyone else as far as that goes) The link (handsandvoices) Debbie, added in her post, also has ton's of valuable information. I checked it out several weeks back. When I read your post this morning, I felt so much better because they were the things I was asking myself for several months. I felt that I had to figure this all on my own. That is why I went out and searched for books and wrote several post to the list regarding mainstreaming. I felt that I was getting very little information from her teachers and the district and it was going to be up to me to figure it all out. I was totally overwhelmed. But received many great suggestions from this list and it helped me tremendously. I would definitely check out the classroom prior to sitting down and writing up an IEP with the district. I had to cancel my appointment to do that, but hope to get there next week. I am going to view the mainstream kindergarten by myself first, but they have also agreed to let me bring her in and sit in on a class with her, so I can see if she can handle the environment, since she has only been in a dhh program. I have visited the partial inclusion/mainstream class and I was impressed with both the inclusion part and mainly the Mainstreamed Kindergarten Program (which is out of our district, but local). My goal has always been to mainstream her, however, I am not sure if Kindergarten is the time to do so for le, even though she really wants to go to her brothers school. I do believe that once I visited the program and checked it out I will know better, which program will fit our needs. Some of the accommodations that I have asked for so far is FM System (a must), either carpeted room or tennis balls on the bottom of chairs. Minimize noise source. Seating away from noise sources such as fans, air conditioners, etc., Would like soundfield( but they are questioning that)(however, the inclusion mainstreamed kindergarten has soundfield). Allowing time for processing information. Slowing down the presentation of information and making sure she understands what is expected of her to do. So far my district has stated that most of the accommodations I am asking for they will provide, however we haven't actually sat down and formally discussed it. So time will tell. I hope this helps. Any questions I can help you with feel free to contact me cguth@... . I am trying to learn all I can in a short amount of time. I have so many books I haven't looked at yet. I have learned so much from the list with all the discussions that are going on and it helps tremendously. Take Care and Good Luck Colleen Mom to le 5 (moderate to severe, asthma, allergies, peters anomaly etc.) Mom to 9 (hearing, asthma, allergies) Re: Re: I need help > Colleen, > Thank you for your email. You said you were reading books about mainstreaming a D/HH child. Does it say what are some of the con's to doing this? What do we need to look at in the classroom when mainstreaming a D/HH child? I am supposed to go see the classroom my children will be in. What should I look for? > > Thank you and everyone else. You guys have made my fight a little easier! > Donna Fisher Quote Link to comment Share on other sites More sharing options...
Guest guest Posted February 9, 2010 Report Share Posted February 9, 2010 The 2 major things that can cause issues wiht utilizing T3 are cortisol or Ferritin. Also what KIND of T3 are you taking? Is it Slow release? We have found thta to be very weak and people need MUCH more of ti than regular T3 to feel well. Can you post your most recent lab an d temps? -- Artistic Grooming- Hurricane WV http://www.stopthethyroidmadness.com/ http://health.groups.yahoo.com/group/NaturalThyroidHormonesADRENALS/ http://health.groups.yahoo.com/group/RT3_T3/ http://groups.yahoo.com/group/HypoPets/ Quote Link to comment Share on other sites More sharing options...
Guest guest Posted February 9, 2010 Report Share Posted February 9, 2010 >California Dr anymore and the new Dr said I am on too high a dose of the t3 meds (150mg) and wants to slowly reduce my t3 down to 25mg and then start me on t4. What? I am having hypo symptoms now and this Dr wants to lower my t3 meds. I dont get it. I am so confused and I really need help understanding all this. > Hello and welcome That's not going to help at all!!!! The usual problems are cortisol or ferritin, have you have both checked?? Have you looked through here yet? www.thyroid-rt3.com Feel free to ask questions Nick Quote Link to comment Share on other sites More sharing options...
Guest guest Posted February 9, 2010 Report Share Posted February 9, 2010 Val.. Thanks for the response. I will try to answer. I am on 150 mg of triiodoliothyronine sr. I take that once a day. my most recent labs are: tsh- 0.04 t3 free- 291 cortisol 8.8 cortisol free- 0.35 leptin-27.3 I dont see anything about ferritin on my printout but i was told its good. I havent taken my temp...except I did an experiment just last week... it is supposed to test adrenals... i took my temp before exercising and again after exercising.. it was lower after exercising, its my understanding that if your temp is lower after exercising that is a sign of adrenal problem. Hope this info helps you to help me! I am truly at a loss now as to what to do next. Thanks in advance for any info. > > The 2 major things that can cause issues wiht utilizing T3 are cortisol > or Ferritin. Also what KIND of T3 are you taking? Is it Slow release? We > have found thta to be very weak and people need MUCH more of ti than > regular T3 to feel well. Can you post your most recent lab an d temps? > > -- > Artistic Grooming- Hurricane WV > > http://www.stopthethyroidmadness.com/ > http://health.groups.yahoo.com/group/NaturalThyroidHormonesADRENALS/ > http://health.groups.yahoo.com/group/RT3_T3/ > http://groups.yahoo.com/group/HypoPets/ > Quote Link to comment Share on other sites More sharing options...
Guest guest Posted February 9, 2010 Report Share Posted February 9, 2010 tsh- 0.04 t3 free- 291 cortisol 8.8 cortisol free- 0.35 leptin-27.3 It helps us to help you if you can post the lahb ranges. But fom what I am familiar with your cortisl is very low. Waw this done near 8AM? If so it may even be ;s levels of low. Thsi requires teatment wiht Hydrocortisone. PLease post the ranges. -- Artistic Grooming- Hurricane WV http://www.stopthethyroidmadness.com/ http://health.groups.yahoo.com/group/NaturalThyroidHormonesADRENALS/ http://health.groups.yahoo.com/group/RT3_T3/ http://groups.yahoo.com/group/HypoPets/ Quote Link to comment Share on other sites More sharing options...
Guest guest Posted February 10, 2010 Report Share Posted February 10, 2010 The ranges on the lab reports are: tsh- 0.04 (range- 0.40-4.50) t3 free- 291 (range- 230-420) cortisol 8.8 (range- 8-10am 4.6-20.6) My bloodwork would have been in that time frame. cortisol free- free 0.35 (range 8a-10am 0.07-0.93) I have been taking cortisol sr (5 mg) for the past 7 months. > > tsh- 0.04 > t3 free- 291 > cortisol 8.8 > cortisol free- 0.35 > leptin-27.3 > > It helps us to help you if you can post the lahb ranges. But fom what I am familiar with your cortisl is very low. Waw this done near 8AM? If so it may even be ;s levels of low. Thsi requires teatment wiht Hydrocortisone. PLease post the ranges. > > -- > Artistic Grooming- Hurricane WV > > http://www.stopthethyroidmadness.com/ > http://health.groups.yahoo.com/group/NaturalThyroidHormonesADRENALS/ > http://health.groups.yahoo.com/group/RT3_T3/ > http://groups.yahoo.com/group/HypoPets/ > Quote Link to comment Share on other sites More sharing options...
Guest guest Posted February 10, 2010 Report Share Posted February 10, 2010 Laurie I took T3SR for 18 months and I didn't find it weaker. I'm currently cycling up on straight T3 and amounts I'm consuming track where I was cycling up on T3SR. You said you were taking 150 mg once per day. Did you mean mcg? I hope so. Also, isn't your T3SR in a 12 hour sustained release mix. If it is, you are basically running out halfway thru every day and I'm guessing experiencing some renewed symptoms every day. True? Lee > > > > The 2 major things that can cause issues wiht utilizing T3 are cortisol > > or Ferritin. Also what KIND of T3 are you taking? Is it Slow release? We > > have found thta to be very weak and people need MUCH more of ti than > > regular T3 to feel well. Can you post your most recent lab an d temps? > > > > -- > > Artistic Grooming- Hurricane WV > > > > http://www.stopthethyroidmadness.com/ > > http://health.groups.yahoo.com/group/NaturalThyroidHormonesADRENALS/ > > http://health.groups.yahoo.com/group/RT3_T3/ > > http://groups.yahoo.com/group/HypoPets/ > > > Quote Link to comment Share on other sites More sharing options...
Guest guest Posted February 11, 2010 Report Share Posted February 11, 2010 Lee, Yes You are right it is 150 mcg not mg. sorry for the confusion. I wouldnt say that my symptoms return mid-day.. I am exhausted morning noon and night. It is a real struggle to get up every day. It is really getting to me lately...and I want to just give up. I have no idea what to do next. Quote Link to comment Share on other sites More sharing options...
Guest guest Posted February 12, 2010 Report Share Posted February 12, 2010 > I wouldnt say that my symptoms return mid-day.. I am exhausted morning noon and night. It is a real struggle to get up every day.  It is really getting to me lately...and I want to just give up. >I have no idea what to do next. Either take SR at least twice a day or go over onto normal T3 5 or 6 times a day Nick -- for more information on RT3 and Thyroid Resistance go to www.thyroid-rt3.com Quote Link to comment Share on other sites More sharing options...
Guest guest Posted February 12, 2010 Report Share Posted February 12, 2010 Are you saying to split my 150 mcgInto 2 separate doses or take 2 150 Mcg's a day? Sent from my iPhone > I wouldnt say that my symptoms return mid-day.. I am exhausted morning noon and night. It is a real struggle to get up every day. It is really getting to me lately...and I want to just give up. >I have no idea what to do next. Either take SR at least twice a day or go over onto normal T3 5 or 6 times a day Nick -- for more information on RT3 and Thyroid Resistance go to www.thyroid-rt3.com Quote Link to comment Share on other sites More sharing options...
Guest guest Posted February 12, 2010 Report Share Posted February 12, 2010 You would split that dose not double it. But i htink your best bet would be to go on regular T3 as it just plain works better than alot of the SR variety. -- Artistic Grooming- Hurricane WV http://www.stopthethyroidmadness.com/ http://health.groups.yahoo.com/group/NaturalThyroidHormonesADRENALS/ http://health.groups.yahoo.com/group/RT3_T3/ http://groups.yahoo.com/group/HypoPets/ Quote Link to comment Share on other sites More sharing options...
Guest guest Posted February 12, 2010 Report Share Posted February 12, 2010 Val, That may be hard to do....My t3 comes in a capsule.. It would Be hard to evenly split them Consistently . Or would that matter? Dosage would still be The same. Also should I still take The t3 at bedtime? (this was suggested by my "new" Dr who I won't beseeing again.Btw ... My previous dr was a dr at The Holtorf clinic. He originally diagnosed me with rt3 but I have toSay that I'm not much better than I Was when I first seen him last JulyI can't seem to find a dr in my state That has experience with rt3.. I am considering calling the Holtorf clinic For another opinion... I feel the dr I Was seeing is either missing something. I've literally spent thousands of $$$$ there with no relief. Sent from my iPhone You would split that dose not double it. But i htink your best bet would be to go on regular T3 as it just plain works better than alot of the SR variety. -- Artistic Grooming- Hurricane WV http://www.stopthethyroidmadness.com/ http://health.groups.yahoo.com/group/NaturalThyroidHormonesADRENALS/ http://health.groups.yahoo.com/group/RT3_T3/ http://groups.yahoo.com/group/HypoPets/ Quote Link to comment Share on other sites More sharing options...
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