How to Decide on Cochlear Implant Surgery for Children

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rick48 said:
So true and I am married to a special ed teacher but remember this is the same person who said that tossing a hackey sack around a classroom was a suitable substitution for CART services for a profoundly deaf student.
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How?
 
faire_jour said:
How?
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Your guess is as good as mine, it was totally bizarre but par for the course with her comments.

The girl was a high school student who is a good student her mother sued the school district and not only ultimately prevailed but the school district had to pay all the parents' attorneys fees.
 
rick48 said:
So true and I am married to a special ed teacher but remember this is the same person who said that tossing a hackey sack around a classroom was a suitable substitution for CART services for a profoundly deaf student.
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Misrepresent much? I stated that using a hackey sack was a suitable and proven way for students to be clued into who was talking next so they could focus on the speaker.:roll:

It has been my experience, and that of many others, that the knowledge possessed by general special education teachers regarding the specifics and needs of deaf education is slim to none. One chapter in a textbook on diverse students.
 
My opinion from what I have personally seen and also from what others have said on this and other forums is that they do for some.
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rockdrummer, not quite. Some people are functionally high functioning hoh with them. But even late deafened people do not feel that a CI allows for complete and total access to the hearing world. Heck, most implantees still have to use ALDs and stuff like that.
In some cases it does allow for quite a bit of access to the hearing world....but you can ALSO say that about hearing aids too.
o
u are so judgemental towards parents and teachers, it is horrible. I work in special ed and I have never worked with a single person who is "apathetic towards learing". The teachers work their butts off to try to get every child to learn and succeed to the best of their individual capacity.
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WHAT the heck? YOU are hypersensative and misunderstand quite a bit of what I say.
It's a fact that most mainstream special ed (not just regular ed)teachers don't really get a lot of extensive training in how to teach kids with classic disabilties. It's not nessarily their fault, but still.....As a result of that, a lot of otherwise smart kids can get lumped in with the kids who are just in the Resource Room b/c it tends to be a dumping ground.
I have seen quite a few kids in special ed, whose only problem was that they were apathetic towards learning, or they were one of those " Umm who's President So and So?" kids (in other words they had a brain but refused to use it) I am not saying that ALL kids in the Resource Room are like that. Just a notable minority. Maybe you're lucky. Maybe Utah manages to screen those kids out of the Resource Room (which is good) Besides the existance of students like that has NOTHING to do with the teachers at all. You can be the best teacher in the world, but still not be able to inspire learning and acheivement in some kids.
 
jillio said:
Misrepresent much? I stated that using a hackey sack was a suitable and proven way for students to be clued into who was talking next so they could focus on the speaker.:roll:

It has been my experience, and that of many others, that the knowledge possessed by general special education teachers regarding the specifics and needs of deaf education is slim to none. One chapter in a textbook on diverse students.
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Odd, I do not recall you being mentioned in the email exchange I was having with FJ. Nonetheless while a hackey sack may have some, limited value, in a small classroom setting for identifying who is speaking, it is not and no credible educator would propose it, as you and DD did, as a suitable replacement for CART services.

As to your experience regarding "general" special educators, that is exactly what it is: your experience. FJ and I are were relating our personal experiences as someone who works in the field of special education and the other as someone married to a special education teacher regarding specific special eduction teachers. It is clear that we differ, what else is new.

I am kicking myself for reviving this subject as I have no intention of engaging in the never ending circular argument. So feel free to have the last word.
Rick
 
Special ed teachers are NOT trained in the field of deaf education. I have a BA degree in special ed and a masters in Deaf ed...trust me ..both fields couldnt be more different.
 
rick48 said:
Odd, I do not recall you being mentioned in the email exchange I was having with FJ. Nonetheless while a hackey sack may have some, limited value, in a small classroom setting for identifying who is speaking, it is not and no credible educator would propose it, as you and DD did, as a suitable replacement for CART services.

As to your experience regarding "general" special educators, that is exactly what it is: your experience. FJ and I are were relating our personal experiences as someone who works in the field of special education and the other as someone married to a special education teacher regarding specific special eduction teachers. It is clear that we differ, what else is new.

I am kicking myself for reviving this subject as I have no intention of engaging in the never ending circular argument. So feel free to have the last word.
Rick
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Spoken like a man that has little to no knowledge regarding deaf education and accommodations in the classroom. But that is to be expected. :cool2:
 
Spoken like a man that has little to no knowledge regarding deaf education and accommodations in the classroom. But that is to be expected.
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:h5: jillo!
rick, you do not realize that your daughter's mainstream educational experiance (especially for a first generation implantee) was EXTREMELY atypical. She wasn't in resource room , and she didn't even have any SOCIAL problems! Even for a hoh kid or the kind of AG Bell member where they are a shoo-in for Harvard/another Name Brand School, that is pretty good. Were you aware that social issues are a HUGE HUGE bugaboo for mainstreamed and oral kids? So much that quite a bit of the Clarke School Mainstream conference is devoted to that particular issue! I am NOT saying that your experiance was easy. I know how difficult it is to fight with a school district that knows NOTHING about accomondations for dhh kids.
But, b/c your daughter THRIVED with those accomondations, (and b/c you've only been exposed other sucesses via AG Bell) you have NO CLUE of other more intense accomondations for other dhh kids. Even many hoh (the most mainstreamed) kids have FAR more difficulty in the mainstream then your daughter ever did!
 
deafdyke said:
:h5: jillo!
rick, you do not realize that your daughter's mainstream educational experiance (especially for a first generation implantee) was EXTREMELY atypical. She wasn't in resource room , and she didn't even have any SOCIAL problems! Even for a hoh kid or the kind of AG Bell member where they are a shoo-in for Harvard/another Name Brand School, that is pretty good. Were you aware that social issues are a HUGE HUGE bugaboo for mainstreamed and oral kids? So much that quite a bit of the Clarke School Mainstream conference is devoted to that particular issue! I am NOT saying that your experiance was easy. I know how difficult it is to fight with a school district that knows NOTHING about accomondations for dhh kids.
But, b/c your daughter THRIVED with those accomondations, (and b/c you've only been exposed other sucesses via AG Bell) you have NO CLUE of other more intense accomondations for other dhh kids. Even many hoh (the most mainstreamed) kids have FAR more difficulty in the mainstream then your daughter ever did!
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Deafdyke, where do you get your information? Do you attend AG Bell conferences? How many CI implanted kids who are mainstreamed do you know in your life? I'm curious where you get the things you claim to know...
 
faire_jour, why are you so obsessed with getting your CI daughter or any other hard of hearing kids to listen? You are not getting it if you keep pressing on about that listening is good for the hard of hearing kid. You are making it hard for any hard of hearing to practice learning how to listen as it is not working out for them at all. Most hearing people think that hearing aids or CI can make a deaf or hard of hearing hear clear like a bell which it is not at all. Again, you have no idea what deaf is like.

One thing I want to know is Are you going to change the subject or topic just being away from the CI or stem cell? You need a break away from talking about CI and listening too much. Give yourself some slack. Have fun with us. Okay? :hmm:
 
Bebonang said:
faire_jour, why are you so obsessed with getting your CI daughter or any other hard of hearing kids to listen? You are not getting it if you keep pressing on about that listening is good for the hard of hearing kid. You are making it hard for any hard of hearing to practice learning how to listen as it is not working out for them at all. Most hearing people think that hearing aids or CI can make a deaf or hard of hearing hear clear like a bell which it is not at all. Again, you have no idea what deaf is like.

One thing I want to know is Are you going to change the subject or topic just being away from the CI or stem cell? You need a break away from talking about CI and listening too much. Give yourself some slack. Have fun with us. Okay? :hmm:
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This thread is about CI's for children, why would I be talking about anything else? :hmm:
 
From what I understand, deafness falls on a spectrum from hard of hearing to deaf as a piece of wood. My better sense tells me that depending on where the child falls on the spectrum, the accommodations should be adjusted accordingly. A true least restrictive environment should vary depending on the child and the level of deafness. One size does not fit all.
 
faire_jour said:
This thread is about CI's for children, why would I be talking about anything else? :hmm:
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She is asking why it is that you do not bother to visit some of the other fun threads and get to know some of the deaf people one on one. She is not the first one to wonder that. It appears that your only purpose in being here is to state your opinion, from your hearing perspective, over and over again and discount the experiences of the deaf people who respond. You could use some of those listening exercises as well.
 
rockdrummer said:
From what I understand, deafness falls on a spectrum from hard of hearing to deaf as a piece of wood. My better sense tells me that depending on where the child falls on the spectrum, the accommodations should be adjusted accordingly. A true least restrictive environment should vary depending on the child and the level of deafness. One size does not fit all.
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While the physical degree of deafness falls on a continuum, there are some very common and universal consequences of that hearing loss no matter where it falls on that continuum. Hearing more by dB and Hz doesn't translate to experiencing fewer consequences...especially educationally and socially.
 
Um yes I have seen many AG Bell kids. I actually attended the Clarke School conference. There ARE some kids who are on par socially and emotionally as well as academicly....but those kids have ALWAYS been around. Always.
That doesn't mean that they represent most kids. Heck, it's actually VERY common for a lot of oral kids (the ones that don't have significent obvious delays) to start out OK, and then start having trouble in later grades.
I think you don't understand that while severe oral failures are no longer as common as they used to be, many dhh kids STILL have significent academic, social and spoken language delays. It's just that they're not as severe as they were back in the old days! heck even many just hoh (aided) kids still have significent delays.
 
jillio said:
While the physical degree of deafness falls on a continuum, there are some very common and universal consequences of that hearing loss no matter where it falls on that continuum. Hearing more by dB and Hz doesn't translate to experiencing fewer consequences...especially educationally and socially.
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I agree which is why I personally think that the accomiodations should be adjusted to reduce any concenquences be they educational or social.
 
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