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State Leaders Summit : Making a Commitment to Systems Change in Deaf Education
May 7, 8 & 9, 2007, Columbia , MD
Name of Facilitator/Presenter Marcie
Name of Recorder Nancy Grosz Sager
E-mail Address nsager@cde.ca.gov
Taking a Preventive Approach
Key Issues or Points of Discussion:
Children receive services when they are small, but do not get services when they are older, because they are doing OK academically. How to get services before they fail?
Children who succeed academically at elementary may need more access services as they get older.
How do you determine if a child needs an interpreter or other access service?
What is done to move services from elementary to middle school to high school?
What about learning that occurs outside of the classroom (the unwritten curriculum)? Do students have access in those situations?
Solutions/Strategies; Commitments of Participants; Improvement Suggestions:
- Improve IFSP - provide more information to IEP team
- Advocate for annual testing of language proficiency (not just at triennial), even if child doesn't qualify
- Document amount of support required to help child achieve, argue child needs it to maintain learning
- Deafness doesn't cause delay; it's the environment - focus on environment
- Also, evaluate when child moves into new environment - environmental assessment
- Educate public school administrators - get audience with them
- Focus on child's communication with peers.
- Meet as team to discuss child's needs.
- How to make buildings acoustically appropriate?
- Involve student in decision - use observational data - Connecticut has form - contact Marion Radeen
- RTI - Early Intervening -preventive - argument for continued level of support
- 504 Plan
- MONITORING should not be stopped -and should be done by a knowledgeable person
- Teach children to advocate for themselves - give kids responsibility
- Consider what child will need in college or work - adults are denied accommodations at the college level because child did not receive accommodations in high school