Henry Hudson School vs. Rowley Essay

In chapter 1, two Deaf sisters Helen and Vicki were interviwed by Carol. Their interview stood out to be the most in the chapter because it showed children spend their time learning what things are supposed to mean. As Carol interviewed the two Deaf sisters and they both argued about Michael being deaf or hearing it made me question why they both had a different answer if their both deaf. Also when Vicki mentioned Michael being Deaf and hearing I noticed you can;t be Deaf and hearing. I also noticed that children are often wrong for the most intertesting reasons and right for reasons we never expect. This was interesting because when Vicki reaches her older sister age she will be better undertanding and

The IEP is created by a group of individuals who play an important role in the student’s success. Those that should be involved in the creation of the IEP are the parents of the students, at least one regular education teacher of the student, at least one special education teacher, a representative of the LEA who is able to supervise the plans, someone who is able to interpret evaluation results (may be someone already on the team), any other person who has knowledge about the student, and whenever possible, the student with the disability (Gibb & Dyches, 2016). The evaluation results will be used to decide the child’s eligibility for special education and related services and to make decisions about an appropriate educational program for the child. Once the student is tested and determined eligible for services the IEP must be written.

On Friday, March 31st I observed Northside Elementary School in the Brookville school district. I watched in a separate speech therapy classroom for students who also require special education. There was only one student who attended each session and the only professional in the classroom was the speech language pathologist, Miss. Haag.

As our schools are becoming increasingly diverse, professionals are working more with families who speak languages different from their own. When working with families who speak a native language it is important that they are able to understand what is being said during an IEP meeting, which often requires an interpreter. Members of the IEP team should make sure “…that the family and the interpreter are speaking the same language…but the skills and experiences of the interpreters are equally essential” (Lo, 2012, p. 17). Many interpreters may not be familiar with certain terms used in special education, which was the case in Lo’s (2008) study on Chinese families’ involvement in the IEP process, and should collaborate with the special education teacher to become familiar with these terms. Often, inaccurate interpretations can cause misunderstandings between schools and families, which can hinder

First, this book allowed me to see the negative way in which deaf people were perceived. This book is not old by any means, and I was taken aback by the way deaf children were perceived by not only others in the community, but often times by their own parents as well. The term

Lynn’s deafness was found through a series of many events. These events consisted of seeing many doctors to see if she could hear or not. Lynn was taken to a doctor to make sure that her ears where fully developed, this doctor said that she was fine. Lynn was also taken to a speech therapist that told them that she could learn and that all she needed was to be talked too. Just talking to her would do it all and that one day she would be able to talk to them. This information gave them some hope that she would be able to communicate someday. They also tried the John Tracy course to help her better learn to lip read to be able to talk to them. This had over a thousand classes to it and things for the family to do. Which they tried intensely with Lynn and did the games and things that came with it with her on a daily basis. (79).

In 2004 the case of Deal v. Hamilton County Board of Education was coming to a close after reaching the United States Court of Appeals for the Sixth Circuit in Ohio. Within this essay, detailed examination of this case, along with issues that developed the case, disagreement points, parties involved, and final outcome will be explored. This case was initiated in 1999 and reached the U.S. Court of Appeals for the Sixth Circuit in 2004. The Individuals with Disabilities Act has given parents and caregivers to student’s unparalleled

The court’s found CIC to be a “related service” allowing Amber to have a special education. The Court of Appeals affirmed and accepted the District Court’s conclusion that state law permitted be required schools to hire trained personnel to help with the needs of handicapped children. This entitles an education for those children with special medical needs. “A service that enables a handicapped child to remain at school during the day is an important means of providing the child with the meaningful access to education that Congress envisioned (Eric).”

In the early 1970’s parents of students with disabilities went to federal court when their local school districts did not provide services to meet their children’s educational needs. In Pennsylvania Association for Retarded Citizens (PARC) v. Commonwealth of Pennsylvania (1971), a Pennsylvania court ruled that all children, regardless of disability, have a basic right to an education under the Fourteenth Amendment. In Mills v. Board of Education of the District of Columbia (1972), a federal court ruled that the District of Columbia schools could not exclude children with disabilities from the public schools. Cases like this focused public attention on the issue of educating children with disabilities. The social and political pressure then resulted in landmark federal legislation to address the educational rights of these children.

In 1991 the Public Law 94-142, the Education for All Handicapped Children Act was replaced by the Individuals with Disabilities Education Act. This law was passed to provide free and appropriate public education to every child with a disability. It requires that each child with a disability “have access to the program best suited to that child’s special needs which is as close as possible to a normal child’s educational program” (Martin, 1978). The Individualized education program (IEP) was developed to help provide a written record of students’ needs and procedures for each child that receives special education services. The IEP will list all the services to be provided, the student's performance level, academic performance, and

American Annals of the Deaf is an educational journal that is committed to providing educational experiences of high quality as well as related services for the deaf. This journal has been around for over 150 years, and over time they have been dedicated to making sure that children and adults who are deaf or hard of hearing are receiving quality assistance for their disability (NEED CITATION). In July 1996, they published a scholarly article in response to a survey Catherine Gillespie and Sandra Twardosz conducted about the literacy environment and different practices that children are receiving in a residential school for the deaf.

State and local governments, which include a long list of agencies and services, need to provide qualified interpreters when requested by the deaf, along with assistive listening devices when applicable. Deaf persons should be able to participate in these services. While the consumer is

Mr. Hudson also wrote about Schuyler’s device and how the speech function had been turned off. I was infuriated with this discovery. My immediate question was, “was this button turned off on the daily when Schuyler went to school?” . This was Schuyler’s means of communication and she was being deprived her rights as a citizen of the United States of America. I was so angry, after taking our Summer I course where we learned the legal rights for disabilities and bilingual children, my beliefs on equality and the chance to excel in the American dream grew immensely.

Because the child is from the inner-city, she may not have had equal access to quality healthcare and adequate resources for deaf children, which has hindered her from learning official sign language. In the USA, many children that are deaf do not receive “equal access to care, intervention, and follow-up services” (Sacks et al., 2014, p. 92). Socioeconomic, minority status and non-English native language are barriers to children having access to various types of services and health care that produce favorable developmental outcomes (Sacks et al., 2014).

Post-assignment controls were conversing with the Deaf consumers following the performance to get feedback. These assignment controls were more liberal. In order to handle the demands of this assignment, the interpreter could have asked for a team of interpreters to keep from getting tired during the lengthy presentation and to have a spotlight placed on the interpreter(s) in order for the Deaf attendees to be able to see the signer at all times during the performance.