Around the 4th grade, educational focus typically shifts from “learn to read” to “read to learn.” It was around this time that Reed first began to struggle. Prior to this point, he had been advanced in nearly all subjects; therefore his academic records do not fully show the scope of his difficulties. It is our belief that his grade-to-grade progress has been shrinking. He is not meeting his own personal progress potential. Michigan Revised School Code, section 380.1751 clearly states that special education services must be designed to “develop the maximum potential of each handicapped person.” As research shows that 30-35% of students with unilateral hearing loss fail and must repeat a grade, this diminished progress is of great concern.
Unilateral deafness, particularly when presented as a profound loss in the right ear, has been shown to reduce speech comprehension by 25-70%, depending on a variety of factors such as room acoustics, speaker tone, pitch, volume and speed, ambient noise, and fatigue. While amplification via a bone anchored hearing aid and personal FM system are beneficial, amplified ambient sound, sound distortion, lack of localization, physical complications associated with osseointegrated devices, and fatigue continue to be problematic, leading to high frustration.
In addition to the academic disadvantages of monaural hearing, Reed is lacking in social experiences and a personal identity, or sense of where he fits in. He is largely self-isolated, in part because times when students typically socialize (i.e. - lunch, hallway between classes), he is unable to access enough communication. Also lacking is his access to inferential learning, which is naturally obtained by peers with full hearing. This puts him at additional disadvantage socially, as well as psychologically, by leaving him feeling left out and further isolated. Due to rising frustration levels, Reed has experienced increasingly frequent behavior problems.
The Michigan Department of Community Health advises parents of the potential for academic difficulties associated with unilateral loss. Also noted in its literature is an admonishment to remain flexible regarding choices of communication mode and make changes as necessary as the child grows. The statement “decisions about communication mode are not irreversible” makes it clear that we, as parents, have the right and responsibility to choose the best option to meet our child’s needs at any time.
Based on these factors, along with substantial research and Reed’s preference, we no longer believe an aural-only approach to be appropriate for Reed. It is our position that the Least Restrictive Environment for him is one in which he has access to 100% of communication, and where he has comfortable, direct communication with his peers (which are defined as a person who is equal to another in abilities, qualifications, age, background, and social status).
The National Association of the Deaf believes that all persons with any degree of hearing loss would benefit from American Sign Language, and that “no deaf or hard of hearing child [should] be denied the opportunity for instruction in a particular communication mode or language solely because of the child’s remaining hearing… or the child has previous experience with some other communication mode or language.” The World Federation of the Deaf further posits: “deaf children have the right to expect that their needs and human, linguistic and educational rights are respected and supported by educational authorities.”
It is our recommendation, as members of the IEP team, that Reed begin intensive training in ASL by a qualified, native signer in order to increase his receptive and expressive signing skills. He should work 1:1 with a Deaf or Hard of Hearing mentor, and have access to a developmentally appropriate curriculum that incorporates Deaf culture and the social aspects of deafness, hearing loss, and deaf blind in order to increase self-worth and identity. He should be placed in classrooms which are visually and acoustically appropriate with teachers who are trained in working with children with hearing loss. We believe that Michigan School for the Deaf is the most appropriate placement to meet these needs.
Asking, "did you get that" is no way for them to ensure "he got it". They need to ask specific questions, trying to elicit an answer that indicates he heard and understood the information.