Five, Five, Five weeks of school

Well, last Friday my teacher informed me that this week would be a "normal" week.  WRONG!!! It has been anything but normal.  Monday went fine.  Everything went well, all students were present, all interpreters were present, all equipment was working, and no meeting were in session.  Tuesday started to spiral...an interpreter was absent.  When you only have 2 interpreters with 2 kids that need them in 2 different classrooms it makes for a hairy situation.  Following Tuesday's chaos was Wednesday and Thursday! We have had to do some serious moving around this week due to meeting, staffing, and absences.  Tomorrow is Friday and I can't wait!  Hopefully, it will be "normal".  On the brighter side I got to attend my first annual review IEP meeting.  Let's just say it was a get in, get out, and be done situation.  It was exciting to be there.  After, leaving it I felt like the parent was buying a car or a house because of all the paper work and repetition of information.  I can't wait until I get to go to another. 

Fourth Week of STUDENT TEACHING

This week is going very well.  I have got to teach multiple children each day.  It has been wonderful.  However, I feel a little tired.  I think it is because this is going to be the first FULL week of school since my first week there.  I do have to say that I am feeling how tedious writing like 1000 lesson plans is.  Oh well, I guess I will just have to get used to it.  I am also feeling the black cloud of COMPS looming over my head. 

Week THREE

Week three was kind of a BUST.  ARKANSAS got a lot of snow, AGAIN!!!  I only had the pleasure of teaching for one day during this week.  I was very stressed at the end of the week because my university supervisor was supposed to come and observe me on 2/14/2011.  Luckily, she changed my midterm evaluation time.  So now I CANNOT wait for MARCH 1, 2011 to come. 

Chapter 4-5

Chapter 4: Early Identification of Hearing Loss and Early Intervention Services: Implications for Language and Learning

I feel that after nearly completing our program we are all well aware of how important early identification and intervention are.  This chapter basically outlines the importance of both.  While reading I was able to spot several concepts we have covered in our classes.  Some of those concepts are:

"As late as 1990, the average age for identification of congenital hearing loss in the United State was around 24 months" (page 39)

High risk screening only identified about half of the infants who had a congenital hearing loss. (page 39)

"Neonatal (or newborn) hearing screening is based on either the evoked otoacoustic emissions test (EOAE) or an auditory evoked (potential) response test (AEP)." (page 39)

"The goal in the Unites States is for the more detailed AEP testing to be conducted by the time the infant is 3 months old, with intervention services provided before 6 months of age." (page 39)

I think that this is information that is very important.  I understand why it has been stressed and stressed to us to learn it and know it.  As I was reading this chapter I asked my parents if I had a hearing screening while at the hospital.  Being that I was born in 1987 I did not think that I would.  My parents assured me that I had some kind of hearing test done.  Well come to find out it was an apgar test.  I then proceeded to ask about my brother.  He was born in 1993 so I was curious if he had a newborn hearing screening.  My parents said no that he too only had an apgar test.  Again, the 1-3-6 plan was restated.  I think that it is wonderful that this information has been presented to us in so many different forms. 

"Children who are identified early and receive early intervention have been found to demonstrate language development in the 'low average' level compared to hearing children." (page 42)

I don't know why this struck me the way that it, but I did not like reading it.  I know that children who are deaf or hard of hearing are often times below their hearing peers.  I guess that I just like to hope for the best and I want to believe that early intervention and identification can help the child be competitive with his/her hearing peers.  I know that early identification and intervention is so much better than not receiving any intervention.  I guess I feel that children who are deaf or hard of hearing can develop language that matches that of their peers with hard work.  Reading on into chapter four the book states "postivie effects of early identification have been found only when accompanied by early intervention." (page 44)  This shows that it doesn't do the child any good if they are indentified with a hearing loss and then no action is taken to help the child. 

Chapter 5: Language Development, Languages, and Language Systems

This chapter walks us through all the different language modalities, therapies, and systems that we can use with children who are deaf and hard of hearing.  I feel that I had a lot to say in my chapter 4 post so I am going to try to keep this one short and sweet.

I feel that it is very important to provide the student/child with whatever form of communication they need.  This may be sign, speech, or a combination of both.  I don't think that when a child is young the parent can say my child will be oral.  I don't think that this is something that can be chosen for a child.  I think that when a child is diagnosed young the parents should be willing to try to give their child every opportunity.  I know that I have not had to go through having a child who is deaf or hard hearing.  So, I don't know how I would react.  I would hope that I would say okay my child is deaf lets use sign language and continue to give the child auditory stimulus as well.  Once the child has reached school age this process can get even more difficult.  Do you send your child to a school for the deaf, mainstream, bi-bi classroom, or a fully contained classroom?  I cannot even imagine being a parent and being presented with all of these options.  Now, that I have rambled on what I am really trying to stress is that as parents, SLPs, audiologists, therapists, and deaf educators we should communicate and teach the child in whatever modality that suits them best.

2nd WEEK of STUDENT teaching

Well, this week was supposed to be the week when I got to get in there and start teaching.  Sad news.  I only got to teach for 1 day.  I know it really stinks.  As all of you know a huge BLIZZARD passed through.  Needless to say I only got to teach for one day this week.  This also means that I only have one week until my midterm evaluation.  I am not really for sure how much my professor will be able to see or how prepared I will be for since I missed a week of school.  I know a lot of us are in the same boat.  GOOD LUCK everyone for the beginning of your "THIRD" week of student teaching!!!!

ONE week DOWN

Hi! My first week flew by.  I cannot even believe we are getting ready to start our second week of student teaching!  What happened my first week?

1. I met a ton of people.  I still need to work on remembering their names.  I do know all the kids' names though!

2. I got to do a little teaching!

3. The girl who crys LOVED me :)

4. I got to see the therapy dog in action!!!

5. I fell in LOVE with the kids.  I think it is going to be hard to leave them once my 10 weeks is up.

Evidence-Based Practice in Educating Deaf and Hard of Hearing Students: CH 1-3

     I will be honest I never get really excited when I am assigned a reading.  I never feel like I have the time to sit down and read chapters out of a book that I have never heard of before.  However, I found this read to be a pretty easy read.  I feel like this book is going to be very easy to follow, understand, and read. 


     Chapter 1:  Chapter one is basically just an introductory chapter.  This chapter sets us up for what the whole book is going to be about. As I have been reading I have been highlighting information that really seemed to stand out for me or information that I thought was interesting. 
     On page 3 this sentence really stood out to me "The problem is that around the United States and elsewhere parents, teachers, and administrators are making decisions about academic placement and teaching methods for those children on the basis of what is frequently incorrect or at least incomplete information."  This is really a scary statement to me.  It really made me stop and think about all the information floating around about deafness and academics.  It is scary to think that parents, teachers, and administrators could be going to Internet sites that hold invalid information and taking that information as truth and then deciding the child's academic path based on this information.  The other day my model teacher was talking about a time when a parent came into an IEP meeting quoting invalid information from the Internet and criticizing the school system because they didn't know anything.  I guess what I am trying to get at is that it is very important to really evaluate where you get your information from.
     I also found the "Key Findings Index" to be a very interesting section.  I also think that it is helpful because beside each finding the authors gave you a direct page number that you can go to and read the rest of the information.  As I read through the key findings I felt as though we have discussed most of them at some point in time in our classes.  I think that it is great to see the information we have discussed in class  published in other works.

     Chapter 2: Chapter two focused on the demographics, diversity, and foundational issues.  I found the statistics to be very interesting.  I really enjoyed reading about the incidence of deafness in developed countries vs. the incidence of deafness in developing countries.  Up until reading this chapter I had not put much thought to deafness in developing countries.  I know it sounds silly, but it is something that just doesn't really get talked about. 

     Chapter 3:  This chapter highlights all the different types of research that can take place.  The following is a list of methods that were discussed:
1. Randomized clinical trials...experimental research
2. Quasi-experimental research
3. Single-subject research
4. Correlational research
5. Qualitative research
6. Practice-based wisdom