We schedule that meeting and while we plan for that meeting, I write down exactly what I see Sally's needs to be this year. I settle for nothing less. If the school insinuates that maybe Sally's needs [would be] met better at the residential level 2 hours away, THAT'S when we get a lawyer.
There is no real reason why the Xth grade student couldn't be part of Sally's class for the first part of the day anyway, and maybe Sally would like to be part of [the other kid's] class part of the day...since these classes that would otherwise not have an interpreter and they are non-academic classes...like art, PE, music and library...
Thank you so very much for giving me some ideas and a course of action. I really felt socked in the stomach to hear Sally has lost the interpreter that Sally has had since 1st grade. Sally also struggles with ADHD and that terp knew how to keep Sally on track and keep eye contact. Sally is profoundly deaf, wears an aid in one ear and has a CI, so I think that a lot of times the school staff presumes that since Sally can hear when Sally's processor is working correctly, that Sally is UNDERSTANDING what she hears. Sally has had a CI for 2 years, and her comprehension is getting better very slowly...Sally still RELIES on that interpreter though. It's like getting dropped off in a foreign country...you can hear the language, but can't make sense out of it. Sally's getting better at lip reading too.
Result of PanickedParent's Plan
PanickedParent:I went to the diagnostician and requested an IEP review and informed her that the services were not satisfactory as they currently are. She agreed, and set up the meeting for Tuesday of next week. I was wanting to get the meeting done by Friday, but in order to get the right folks there, I had to agree to let it go until Tuesday...I figured it may harbor some goodwill in the folks involved to see that I am accommodating!
I plan to explain to the IEP committee that there is no real reason why Sally couldn't sometimes do specials...Library, Art, PE or Music with the Xth grader, and maybe [the other kid] would sometimes like to go with Sally. That way they could share the interpreter, and neither of them would miss important info or instructions in their classes. Then I will get it worded exactly and have it down to the minute what services Sally needs and when. Sally also requires frequent breaks and redirection due to an annoying little diagnosis...ADHD...Sally's services are a little complex.
Have you had any trouble getting qualified, adequate interpreting services for your deaf/hoh child? Tell About Deafness/HOH.
