Reliable Placement

An issue frequently debated by the legislature concerns funding of various social/public programs which include speech-language pathology services. As a child who suffered from an auditory processing disorder, and a future licensed Speech-Language Pathologist (SLP), I know all too well how important SLP services are for children. Currently, funding for social/public programs to include Speech-Language Pathology services in the United States is not adequate for children with learning disabilities and the legislature must act to remedy this.

I struggled to listen to the instructor and found myself having to work very hard to understand her then about an hour into class I began to lose focus and stopped paying attention. In this instance, I empathized with the children who have an unidentified hearing loss and struggle to pay attention in school. These children are often identified as having attention and behavior issues when in reality their hearing is the problem. This further emphasized the importance of services such as hearing aids, FM systems or other amplification methods to ensure that these children do not have to work so hard to understand

This mean I need to be aware of the other services available such as speech therapist and the Every Child Matters

The tone is serious and supportive at this time. The mother expressed her continued frustration from her last meeting that occurred at Anson middle school last year. Dr. Neiman had the opportunity to review the most recent Individualized Education Plan, from January 2017, with the team. We are focused on the educational model outlined by the department of public instruction guidelines. By law, these guidelines focus on benchmarks and short-term objectives; the challenge is making sure he is successful as a student. As it relates to speech, this student should be able to communicate. The main question/concern of Dr. Neiman’s is if the student’s current speech abilities and IEP goals are appropriate to allow him access to the classroom curriculum. If so, the student would not qualify for additional speech services.

A proposed draft IEP was developed and reviewed. The hearing impaired teacher recommends she go to Kaley to get an audiogram updated prior to her graduation.

First step to support those children with hearing impairment is to speak with the parents about the best way to help the child and also we have to have a clout about how the hearing device works.

2. Trevion is not under medical supervision for his speech problem (Medical doctor) he is under a supervised treatment plan by a Speech therapist at the school. (Request form HR.department).

Getting parents involved is essential to supporting the development of a child with hearing loss. Counselling parents on the type and degree of hearing loss their child has and the effects of hearing loss is important. It is important to not focus solely on what the child cannot hear but also what the child can hear. Parents will need a lot of support in the beginning and it is my job as an audiologist to provide information and my professional advice. The goal is to help parents make the choices that are right for them and create positive outcomes for the child. It is necessary for parents to understand the benefit of amplification or intervention services so that everyone involved is working towards a common goal. Parents should also be knowledgeable of the services available to them and be prepared to advocate for their child. The school system provides supports for children with hearing loss and parents need to know how to obtain the services for their child. The audiologist can act as a resource for parents at any point as the child develops there will be new challenges. There is a partnership between the parent and the audiologist based on trust and a mutual understanding to provide the best care for the

After the doctor’s referral, M’s parents did not receive any call from the evaluation agency. They kept calling the agency but they were asked to wait, because there was lack of the evaluators that speak Chinese in the agency and their appointments were filled. Finally, they found an evaluator who speaks Chinese in Queens (M’s family live in brooklyn.) M’s parents bought M all the way to Queens and took the evaluation. Unfortunately, the evaluator did not get so much information from the evaluation because the environment was new and less secure for M. M was not participated. Later, M received his IEP before summer school in April, 2015. M’s mother wished M can get service as soon as possible. However, the person who in charge of M’s case told M’s parents that they were required to wait because there was no SEIT available during summer. No matter how often M’s parents contacted the agency and the IEP group to help setting up the service for M, they did not get what they wanted. M had no service to assist him in the summer and his SEIT service began in November. M’s parents were not satisfied about the lateness but felt glad that M finally got helps. With the SEIT’s help, M had his speech therapy service in December.

The Individualized Education Plan that was customized to meet Amy’s needs stated that she was to utilize the FM transmitter; she was also to have a tutor for the deaf meet with her daily for an hour to get directions and was also to meet with a speech therapist three times a week. Amy’s parents agreed with parts of her IEP but also felt that Amy needed a sign language instructor in every one of her classes. Amy did receive a therapist for a two week trial while attending kindergarten but it was decided she did not need this service in order to do her studies.

3)a.If your child is currently receiving special education services, you have the right to revoke your consent for such services at any timeE.Parent Participation in Meetings (pg. 4)a.You must be afforded to the opportunity to participate in meetings regarding theidentification of your childF.Evaluation Procedures (pg. 5)a.The school district must use a variety of evaluation tools and strategies when conducting an evaluation of your childi.Initial evaluation ii.Independent educational evaluation G.Private School Placements (pg. 6)a.Private school placements when FAPE is NOT in an issue b.Private school placements when FAPE IS an issue H.Discipline of students with disabilities (pg. 7)a.Short term removals (less than 10 days)b.Long term removals (more than 10 days)c.Manifestation determination review d.Expedited Due Processe.Interim Alternative Educational

On the event date above, CP contacted Selena Goodall about concerns of Myan Goodall EI referral and her service plan. According to Selena, she admits to cancelling and stated that she does not see the sense of doing the EI referral. The CP explained to Ms. Goodall about the importance of the EI assessment to rule out any signs of any developmental delays because the CP informed Ms. Goodall that Myan may be eligible for OT and PT due to the CP observation of Myan "walk" at which Ms. Goodall agreed. She ensure the CP that she will call the speech evaluator today and schedule an appointment.

This article "I Have a Child With a Cochlear Implant in My Preschool Classroom. Now, What?" by Carrie A. Davenport and Sheila R. Albert-Morgan dealt with the issue of exploring the fact that although cochlear implant technology is progressing rapidly through the years, there is however still a lack of capacity at the school level. This article also provides awareness of what individualized education program (IEP) teams can practice while raising the learning skills of a deaf child who uses cochlear implants. The main focus of this article is to help teachers provide the best education for children who are deaf and use cochlear implants while in classrooms, by implementing ways teachers can provide the appropriate accommodations to their students,

The article “Parents of deaf children with cochlear implants: a study of technology and community” focus mostly on the clinical structures and how parents decide to use cochlear implant or not. The data shows that the clinic, the state and local school districts are working together to anticipate parental needs.

This past week at placement was quite busy when compared to previous weeks. Erin and I had a lot of patients come in to review their mood and/or medications. Many of these patients were teenage girls and I found that while I engaged with them, about half were not interested in the appointment. One patient that was particularly not interested allowed us to take a brief history pertaining to the medication she was taking and how it was affecting her, although her social worker did answer many of the questions asked. After finishing up, Erin and I went out to talk to Jodi, our community advisor, and a few minutes later, we noticed this patient walked out of the clinic. I was quite surprised about because I have never seen a patient do this throughout