parent teacher conference...input needed
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Ebunny59
Nov 20, 2009, 6:44:29 PM11/20/09
to AAC Parents
apparently, Kendra got the highest score on the common testing in her
class, for reading. Although they say she reads at a second grade
level, which I can attest to. This scenarios suggests 2 things to
me. She can comprehend and manipulate the grade level materials, when
they are read to her. It also suggests that their tesing methods
stink, for either or, where Kendra is concerned.
They still give me the crap that it takes Kendra a long long time to
do things on the Eco, and they give her time when she does use it.
But, she doesn't liek to use it and no one ever suggests she uses
it. They said she knows the answers, always has her hands up, and
between her desk neighbor, the aide, and herself, they figure out what
she is trying to say. Which of course could be helped along with the
Eco, that they won't just say, hey, is it on the Eco? I told them she
is playing them. She KNOWS how to use it, use it well, and she has
her aide wrapped around her finger. They seemed to get a chuckle out
of that statement, but I really don't find it funny. She tries the
excuses crap with me, or playing 20 questions, and I direct her to the
Eco. They insist on playing the game with her though.
Next thing. NCLB states that disabled children must be counted in
standardized testing, but 1% of the most cognitevley impaired is
allowed to do alternative testing. She does the alternative testing,
even though they haven't proven she is cognitively impaired. My point
is, she is starting to find it extremely hard to keep up with everyone
else in math. If she isnt' held to the state standards for testing,
and only has to do 3 state standards for math that the teacher chooses
to include on the test, why must we continue to work on multiplication
endlessly, when it also states she must be able to do multi stepped
addition and subtraction, problems, which she has a lot of trouble
with, why not master the later one first?
So, here is my question. Given the fact that they don't want to use
the Eco, and Kendra personally hates using it at school, should I just
request that the school purchase an AlphaSmart or something of the
like? Or should I push them to give her a macbook, that they give to
each teacher? She can type. I can get them to purchase Co:Writer for
the Mac, and I will get one for home, this way she will have awesome
word predicition. When used with Write:Outloud, it will talk too. I
already have Write:Outloud. We could still use her Eco for homework,
and for summer activites. But I think it would take the pressure off
Kendra to always know how to use the Eco, for them to learn to use it,
and it could make school easier for Kendra. When she is older, there
is no doubt she can ue the Eco really well. She just has so much
school work, she can't concentrate on learning all of that, and
learning ot use the Eco too. OH, and we do have the Intellitools
too. We also have Writing With Symbols, I can make interactive boards
for. I plan on getting Boardmaker Plus too, at some point. Should I
just call a hiatus from the Eco for a while?
Amy
class, for reading. Although they say she reads at a second grade
level, which I can attest to. This scenarios suggests 2 things to
me. She can comprehend and manipulate the grade level materials, when
they are read to her. It also suggests that their tesing methods
stink, for either or, where Kendra is concerned.
They still give me the crap that it takes Kendra a long long time to
do things on the Eco, and they give her time when she does use it.
But, she doesn't liek to use it and no one ever suggests she uses
it. They said she knows the answers, always has her hands up, and
between her desk neighbor, the aide, and herself, they figure out what
she is trying to say. Which of course could be helped along with the
Eco, that they won't just say, hey, is it on the Eco? I told them she
is playing them. She KNOWS how to use it, use it well, and she has
her aide wrapped around her finger. They seemed to get a chuckle out
of that statement, but I really don't find it funny. She tries the
excuses crap with me, or playing 20 questions, and I direct her to the
Eco. They insist on playing the game with her though.
Next thing. NCLB states that disabled children must be counted in
standardized testing, but 1% of the most cognitevley impaired is
allowed to do alternative testing. She does the alternative testing,
even though they haven't proven she is cognitively impaired. My point
is, she is starting to find it extremely hard to keep up with everyone
else in math. If she isnt' held to the state standards for testing,
and only has to do 3 state standards for math that the teacher chooses
to include on the test, why must we continue to work on multiplication
endlessly, when it also states she must be able to do multi stepped
addition and subtraction, problems, which she has a lot of trouble
with, why not master the later one first?
So, here is my question. Given the fact that they don't want to use
the Eco, and Kendra personally hates using it at school, should I just
request that the school purchase an AlphaSmart or something of the
like? Or should I push them to give her a macbook, that they give to
each teacher? She can type. I can get them to purchase Co:Writer for
the Mac, and I will get one for home, this way she will have awesome
word predicition. When used with Write:Outloud, it will talk too. I
already have Write:Outloud. We could still use her Eco for homework,
and for summer activites. But I think it would take the pressure off
Kendra to always know how to use the Eco, for them to learn to use it,
and it could make school easier for Kendra. When she is older, there
is no doubt she can ue the Eco really well. She just has so much
school work, she can't concentrate on learning all of that, and
learning ot use the Eco too. OH, and we do have the Intellitools
too. We also have Writing With Symbols, I can make interactive boards
for. I plan on getting Boardmaker Plus too, at some point. Should I
just call a hiatus from the Eco for a while?
Amy
mcda...@aol.com
Nov 21, 2009, 7:22:38 AM11/21/09
to aacpa...@googlegroups.com
Amy,
Could it be that Kendra just wants to be like all the other kids? Doesn't want to stand out as being different? Is this the reason she doesn't want to use the eco in school? I think we all know the school isn't a fan of the eco for what ever reason. Reading your post I get your struggles with the school and stuff (I think any way).
Forgive me but I don't really know where she is verbally or academically. But I wonder how on earth she got the highest score in reading for the class if she is reading on a second grade reading level? What grade is she in and are all the kids in the class behind in reading? What are they measuring? Decoding,encoding comp? Like you say if they are reading the info to her then that really is only comp and not decoding which is really different.
I think with any kid they have to own it and see the value in something before they buy into it. In our own cases (not with a SGD but other stuff) if my kids don't see the value in something they are going to it the way they want too. And then when they do get it they will use the "tools" they have in place. I really think you should just take a step back and not intro anything at this point in time and see how things go. The eco isn't going any where so make sure she has it in the school setting and at home. I think she needs to see that it will be easier for her in time but you introing a new AT would just muddy the waters right now.
Now to your math ?. By no means I am an expert on this stuff or the stuff that I already wrote about above but. What I have learned from the Math Chair at Mike's school (Landmark in MA) is that math builds on it self and if you don't have the skills solid as you go the latter isn't going to follow. Do you get what I am trying to say?
Sorry if this sounds a bit mixed up but I am at the ASHA convention and with my kids calling me everyday at 5AM I am a bit tired....but a good tired.
Now about ASHA......I have been helping man the AAC inst. booth this year. It is so nice to see so many SLP's asking questions and wanting to learn more about AAC. It gives me such hope for the future. One of my roles has been asking college students or recent grads a bunch of ?'s about their AAC course. It is a bit fun because they get paid $5.00 and are very happy about that. There is a need for these courses to be longer and have more info in them I think but at least it is a start that they at least know what AAC is. One step (or SLP) at a time of course I would like them all to run!
I am working with several grad students or recent grads and this has been the most fun of all. Besides making me feel really old! LOL They really know their stuff and I am learning a lot. I wish I could clone all of them and spread them across the world! I know are kids and us wouldn't have had a lot of the problems we have struggled with over the years. This gives me such hope!
Ok now I am off to pack for home (my hubby is sick but I am hoping that he will be better by the time I get home at 1:45 AM on Sunday!) and spend my last day at ASHA.
M-C
apparently, Kendra got the highest score on the common testing in her class, for reading. Although they say she reads at a second grade level, which I can attest to. This scenarios suggests 2 things to me. She can comprehend and manipulate the grade level materials, when they are read to her. It also suggests that their tesing methods stink, for either or, where Kendra is concerned. They still give me the crap that it takes Kendra a long long time to do things on the Eco, and they give her time when she does use it. But, she doesn't liek to use it and no one ever suggests she uses it. They said she knows the answers, always has her hands up, and between her desk neighbor, the aide, and herself, they figure out what she is trying to say. Which of course could be helped along with the Eco, that they won't just say, hey, is it on the Eco? I told them she is playing them. She KNOWS how to use it, use it well, and she has her aide wrapped around her finger. They seemed to get a chuckle out of that statement, but I really don't find it funny. She tries the excuses crap with me, or playing 20 questions, and I direct her to the Eco. They insist on playing the game with her though. Next thing. NCLB states that disabled children must be counted in standardized testing, but 1% of the most cognitevley impaired is allowed to do alternative testing. She does the alternative testing, even though they haven't proven she is cognitively impaired. My point is, she is starting to find it extremely hard to keep up with everyone else in math. If she isnt' held to the state standards for testing, and only has to do 3 state standards for math that the teacher chooses to include on the test, why must we continue to work on multiplication endlessly, when it also states she must be able to do multi stepped addition and subtraction, problems, which she has a lot of trouble with, why not master the later one first? So, here is my question. Given the fact that they don't want to use the Eco, and Kendra personally hates using it at school, should I just request that the school purchase an AlphaSmart or something of the like? Or should I push them to give her a macbook, that they give to each teacher? She can type. I can get them to purchase Co:Writer for the Mac, and I will get one for home, this way she will have awesome word predicition. When used with Write:Outloud, it will talk too. I already have Write:Outloud. We could still use her Eco for homework, and for summer activites. But I think it would take the pressure off Kendra to always know how to use the Eco, for them to learn to use it, and it could make school easier for Kendra. When she is older, there is no doubt she can ue the Eco really well. She just has so much school work, she can't concentrate on learning all of that, and learning ot use the Eco too. OH, and we do have the Intellitools too. We also have Writing With Symbols, I can make interactive boards for. I plan on getting Boardmaker Plus too, at some point. Should I just call a hiatus from the Eco for a while? Amy -- You received this message because you are subscribed to the Google Groups "AAC Parents" group. To post to this group, send email to aacpa...@googlegroups.com. To unsubscribe from this group, send email to aacparents+...@googlegroups.com. For more options, visit this group at http://groups.google.com/group/aacparents?hl=.
Trishasmom
Nov 21, 2009, 10:47:28 AM11/21/09
to aacpa...@googlegroups.com
To add to what MC was saying, Trisha prefers signing to using her device and I'm ok with that to a point. But for those who do not understand her signs or her verbalizations she needs another way to communicate, hence the communication device. We work on the device to help her learn it but we don't force her to use the device (not that I am saying anyone is forcing their child) or maybe a better word is we are not so strict that she has to use the device every time she wants to communicate. For us I feel total communication and allowing Trisha to lead us in what mode she is most comfortable in any given situation is best for her and us. But she still needs to learn all forms of the communication modes she uses hence the signing lessons, and the lessons on working with her device and the speech lessons. In fact the other day without any prompting from us, she tried to voice and sign something that we just couldn't make out and she went over to her device and brought up a picture to help explain what she was saying. I think giving her the choice of what mode she wishes to communicate in has been a big help to her and the good thing is this new school gets that but they also get the importance of teaching her all modes. It's kind of like using foreign languages, you might know french, spanish etc. but do you go around speaking in those languages unless there is a reason? Well to me it's the same for Trisha, she uses the mode that best meets her need at any given situation.
Carol
Trishasmom
If we always do what we've always done, we'll always get what we've always gotten
If we always do what we've always done, we'll always get what we've always gotten
Gull-Britt Orsén
Nov 21, 2009, 12:13:47 PM11/21/09
to aacpa...@googlegroups.com
Hi everyone,
my oldest son is moving to his own flat in two
weeks. Any suggestions how to explain this in pictures to
Sebastian?
Best regards, Gull-Britt
Denise Stier
Nov 21, 2009, 12:59:18 PM11/21/09
to aacpa...@googlegroups.com
Hi Amy,
We just had parent -teacher conference day the other day at our school. I always ask how Melanie is doing with her Dynavox. She uses it with great ease to access the computer to do all her schoolwork, but does not want to use it for communication, which is pretty much the whole purpose of having it :) Melanie wants to use her speech. From what you have said, she has much less comprehensible speech than Kendra does. Her teachers and therapists always agree that Melanie doesn't want to use it because she sooo much wants to be like everyone else. It is just one more thing that sets her apart from her friends.
If they are willing to play 20 questions with her, and let her rely on her speech, I say let her. There may come a point when she realizes it is easier to use the device. or she may continue using her speech forever. If you think about it, this is one of her strong points, character-wise. She is NOT going to give up on speech, and she doesn't care how long it takes her to get a sentence understood. Many kids who have no disability are very apathetic and have no motivation to try something that is hard for them. She is working harder than all the other kids in that class because of her disability and if she is anything like Melanie, she never complains about it. I have great admiration for our kids, who put a smile on their faces and continue working on something, even when we know they may never achieve it. I don't think she is playing them at all. I think she just has her own idea of what she needs to do, and if they are willing to let her do it, then let them. Its not like they are letting her do something that is harmful to her or anyone else. If she is able to get her work done, then its fine if she participates in class with her voice, in my opinion anyway. Better that than if she never raises her hand and shrinks off in a corner somewhere because she gives up on the idea of ever fitting in. I think she is just trying the best she can, not only acedemically, but socially, which is more important to her.
Denise
We just had parent -teacher conference day the other day at our school. I always ask how Melanie is doing with her Dynavox. She uses it with great ease to access the computer to do all her schoolwork, but does not want to use it for communication, which is pretty much the whole purpose of having it :) Melanie wants to use her speech. From what you have said, she has much less comprehensible speech than Kendra does. Her teachers and therapists always agree that Melanie doesn't want to use it because she sooo much wants to be like everyone else. It is just one more thing that sets her apart from her friends.
If they are willing to play 20 questions with her, and let her rely on her speech, I say let her. There may come a point when she realizes it is easier to use the device. or she may continue using her speech forever. If you think about it, this is one of her strong points, character-wise. She is NOT going to give up on speech, and she doesn't care how long it takes her to get a sentence understood. Many kids who have no disability are very apathetic and have no motivation to try something that is hard for them. She is working harder than all the other kids in that class because of her disability and if she is anything like Melanie, she never complains about it. I have great admiration for our kids, who put a smile on their faces and continue working on something, even when we know they may never achieve it. I don't think she is playing them at all. I think she just has her own idea of what she needs to do, and if they are willing to let her do it, then let them. Its not like they are letting her do something that is harmful to her or anyone else. If she is able to get her work done, then its fine if she participates in class with her voice, in my opinion anyway. Better that than if she never raises her hand and shrinks off in a corner somewhere because she gives up on the idea of ever fitting in. I think she is just trying the best she can, not only acedemically, but socially, which is more important to her.
Denise
Sent: Fri, November 20, 2009 6:44:29 PM
Subject: parent teacher conference...input needed
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Dawn Caldwell
Nov 21, 2009, 1:13:37 PM11/21/09
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Sorry, I may not have caught all of this.
At the Closing the Gap conference, I went to the Communication Circles seminar with Carolyn Musselwhite and Jane Odom. They were talking about children who are not as understandable and how, when they formed these small groups of desired/motivated peers and the peers explained (gently) that they did not understand them (during these games and fun activities) and that they understood them better when they used the device, the kids used the device a LOT more (to the point of proficient usage). Now, if your goal is to continue the motivation to improve spoken clarity, perhaps a communication circle that is focused on improving speech could be the goal.
While I do not have your situation (Mason is non-verbal), my concern would be that as an adult, most people will not play "20 questions" to understand someone. They will simply ignore or move on. It's also not practical for work. Maybe a balance is needed?
Dawn
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Eleanor Giriyappa
Nov 21, 2009, 3:40:39 PM11/21/09
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We have decided not to even introduce my daughter's ACC into her new school until we can get Class Room Suite 4 under control. Why CRS4? it is more academic. Our speech consultants that we see 2 times a year suggested that we use one for academics and Vanguard for social.
CRS4 can be used for many types of children so the teacher is more willing to use it. The teacher taughter her first class last week using CRS4, which is on my daughter's computer she brings from home, because the school has not installed CRS4 on the school computers. The teacher was so excited because it worked so well for the autistic kids plus the non verbal kids.
The point is, teachers are more willing to use things that can be used across a wide range of children. Once the teacher is using CRS4 all the time in class with many children, I will reintroduce the Vanguard for social times.
|
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Mcda...@aol.com
Nov 22, 2009, 2:20:05 AM11/22/09
to aacpa...@googlegroups.com
Britt, I am wondering
if Sebastian has a favorite story with anyone in it has moved? I am off to
bed now but will think about this and get back to you.
M-C
Mcda...@aol.com
Nov 22, 2009, 9:55:19 AM11/22/09
to aacpa...@googlegroups.com
How about Cinderella?
She moved from her step Mother's house to the castle? Just a thought.....I
will still be thinking on this one. M-C
Trishasmom
Nov 22, 2009, 10:46:56 AM11/22/09
to aacpa...@googlegroups.com
When we moved the last time, we explained to Trisha we were going to a new home and when we got to the new home we set her room up the way it was at the old house so she would feel comfortable. We did a social story that talked about how we would move our furniture over to the new home, and showed trucks picking up our things and delivering it to the new home. We showed her where her room would be and we said she could help in the move. Sorry I left out that of course we took her to see the new home and showed her where her room was going to be. Once her stuff was placed in her room she was ok. For a short time after the move when we passed the old home she would point to it (she was totally non verbal then) and we'd say we don't live there any more we live in our new home and she was ok. But until we put her stuff in her room the way it was before she was upset, once it looked familiar she was fine. :-)
Carol
Trishasmom
If we always do what we've always done, we'll always get what we've always gotten
Trishasmom
If we always do what we've always done, we'll always get what we've always gotten
On Sun, Nov 22, 2009 at 9:55 AM, <Mcda...@aol.com> wrote:
How about Cinderella? She moved from her step Mother's house to the castle? Just a thought.....I will still be thinking on this one. M-C
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R. D. Robinson
Nov 23, 2009, 1:30:06 AM11/23/09
to aacpa...@googlegroups.com
Thanks for saying that! My daughter has recently decided she wants to sign again. We haven't really worked on signs for over a year. She has always signed eat and drink, but she has recently picked up boy and girl, something she seems to want to talk about a lot here lately. I was wondering if this was similar to shooting ourselves in the foot...but you have put it into perspective for me. Her dad is completely against signing (he lives elsewhere), but I have always used it with her, to lessen our frustration as much as increase communication. It is definitely more handy (no pun intended) than the device sometimes. So thanks! I guess I was feeling guilty in using it, since we have this totally fabulous device. But why NOT use all modes?! As long as she gets her point across, right?! :)
Denise
...Callie and Emma's momDenise Robinson
...Callie and Emma's mom
Denise
...Callie and Emma's mom
...Callie and Emma's mom
Trishasmom
Nov 23, 2009, 5:48:25 AM11/23/09
to aacpa...@googlegroups.com
Denis,
It's all about communication and it should be all about what is most comfortable for each person. I have always said follow Trisha's lead, if she uses her voice fine, device fine, or sign it's all fine. Even writing is a form of communication. All of us use different ways to communicate although we tend to forget that. Why should we limit anyone to just one mode or think using speech is the only way to communicate? Sometimes Trisha uses a combination of modes when she communicates all at the same time. I think we get so hung up on one way to communicate we put too much pressure on our children and those around them which can actually defeat what you are trying to do in the first place. Let the child lead and we should follow their lead.
Carol
Trishasmom
If we always do what we've always done, we'll always get what we've always gotten
Trishasmom
If we always do what we've always done, we'll always get what we've always gotten
R. D. Robinson
Nov 23, 2009, 7:46:54 AM11/23/09
to aacpa...@googlegroups.com
I totally agree. Sometimes I just doubt myself. Thanks again for the reassurance!
Denise
...Callie and Emma's mom
Denise
...Callie and Emma's mom
Gull-Britt Orsén
Nov 29, 2009, 6:31:51 AM11/29/09
to aacpa...@googlegroups.com
Thank you Mary-Clare and Carol for your input.
I have know decided to make a little booklet with pictures of people with
moving, that I found when I googled, and some pictures (which I also found with
Google) from the student lodges to which his brother Victor is moving, and all
the boxes in Victors room, which he has started to fill this weekend. Then I
will, as you suggested Carol, take him to Victors flat (even if Victor was not
that thrilled about the idea that someone should see that he has a disabled
brother). Hopefully he will understand that it is only Victor that is moving
this time.
Best regards, Gull-Britt
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