[Most Recent Entries] [Calendar View] [Friends]
Below are the 20 most recent journal entries recorded in
yellow_sparrow's LiveJournal:
| Tuesday, September 3rd, 2019 | |
| 6:04 pm | Parent's right to be concerned 1. Parent’s right to be concerned - when to be concerned 2. Med history letter template 3. Primary contacts in case of concern: Age 0-3: EI program 4. Parent's rights - legal resources 5. Public school system resources: IEP ESL School readiness eval (психотесты) 6. Health system resources: Hearing test Speech pathology eval & insurance Консультации со специалистами 7. Developmental / educational games: Multiple response games; "Be my mirror" "Найди лишнее" с неоднозначными ответами Yosef's story Предыстория. Визиты к специалистам.(9-2002) -> По следам визита (10-2002) -> Упр. для губ и языка -> Дети из "special ed." (06-2003) -> School readiness tests (05-2003, 02-2004) -> IEP (3-2004) -> Special ed: 3-year reeval, IEP (4-2005) POST |
| Tuesday, September 20th, 2011 | |
| 11:16 am | Следующий пошел Shimon is 5 1/2 and started kindergarten three weeks ago. I have been informed that Shimon has been designated as a Limited English Proficient Student (LEP). I also understand that the ELL staff has recommended English language support for my child based on his/her English language proficiency designation as LEP. I also understand that I have a right to decline services for my child or to request a waiver from the requirements that my child be instructed through the use of Sheltered English Immersion. I consented. The determination to provide direct ELL services to your child was based on: - an informal conversation with parent/child - IPT Oral Score Level (Level: B) - Regular classroom teacher recommendation Comments: Shimon was focused and talkative during the testing session. He demonstrated some good foundational vocabulary for basic English words for foods and common objects. When asked to identify words he did not know, he explained that he did not know about the word. For example, wehn asked to identify picture of a window, he said "It's where we look outside". He showed some difficulty with verb tenses, and with creating complete sentences when answering questions. He also has some trouble recalling details from stories thet were read aloud to him Recommendations: ELL support will be provided to build speaking, listening, reading, and writing skills. |
| Saturday, November 13th, 2010 | |
| 11:45 pm | IEP - get off ASAP or stay on as long as possible? Individual Education Plan - get off while in elementary school or stay on it as long as the school lets you to? Of course, I put quite some thought into the subject (tags: special ed / IEP. My son was on IEP from age 3 till 10 and 9 mos. (grade 4). He is doing fine without IEP and with no accommodation for school tests. I could've been wrong though accessing the situation and pressing the school to take him off IEP. Kids grow up. At the end of elementary and in middle school they already don't like the fact they are taken away from the class for the special ed (interruptions, other kids unwanted attention). The thing is you can't get your child back on IEP so be very careful. It's very hard to decide for yourself and your child whether it's better to cling to special ed or save your child the embarrassment o being singled out. I would say, if you have any doubt that it's time to get off IEP but want to minimize the time away from the class, ask for it. IEP includes instructor helping special ed kids in the class (in our school one instructor would be helping few kids and this help is mostly unnoticeable for classmates). If my son stayed on IEP, I would have asked to keep the instructor's help and therefore retain accommodations for the tests - and drop or reduce the time with specialists outside of the class (unless it could be done before or after normal school classes - the request which was not accommodated in my son's elementary school). Oh well. It's tough to be a parent. |
| Thursday, October 28th, 2010 | |
| 10:04 pm | Chris T. В мае я хотела написать про координатора программы по спец. образованию. Я тогда зашла сказать ей спасибо за Иосифа. А потом город сделал для нее Retirement Party. Она уходила на пенсию рано из-за проблем со здровьем. Ее родная дочь живет где-то далеко, а тут я увидела двух ее приемных дочерей. Она сказала мне девять лет назад, когда я нервничала из-за Иосифа, что сама удочерила двух детей с серьезными дефектами. И может пообещать мне одно - что будет прогресс. И тут я их увидела. Сейчас они взрослые, видимо, живут отдельно. Старшей лет сорок, она ее представляет как свою старшую дочь. Проблемы у ее детей совершенно разные и серьезные. Oна взяла детей, про которых было понятно, что они никогда не станут как все. Удивительная, мужественная женщина. |
| Wednesday, June 23rd, 2010 | |
| 3:58 pm | BH articles about early development and parenting Is My Child Normal? Since children develop in different ways and at different times, “normal” is often hard to define and assess. The American Academy of Pediatrics offers this list of seemingly “alarming behavior” as normal things we might see our children doing as they develop: * A wide range of ages and times when children pick up big milestones, such as rolling over, sitting up, walking, and talking. * Stuttering in preschool age children. * Motor tics in preschool and younger school age children. * Differences in personalities, e.g., some children are very shy and quiet while others are very outgoing. * Occasional “strange” behaviors, like a 2-year-old who puts his hands in his diaper and smears his poop all over. * Occasional “difficult” behaviors as your child tests his limits, e.g., lying, swearing, biting. ... [yellow_sparrow] The above one makes sense. Fashion Wars: Avoiding the Battles Over Clothes ...Reserve the right to veto certain clothing. Even if you feel comfortable letting your children express themselves, let them know that you reserve the right to object to them wearing certain outfits... [yellow_sparrow] This one makes sense but not for me as a parent. Caring Touch is Critical to Thriving Children thrive in environments where their needs for food, shelter, and clothing are met, and where they are treated with respect and kindness. A lesser known factor which also has an impact on children's development is the importance of gentle, thoughtful, appropriate, caring touch. Children who have their basic needs met but don't receive caring touch sometimes struggle to thrive... Source: Bright Horizons e.family News --> Subscribe |
| Wednesday, June 16th, 2010 | |
| 5:22 pm | Новый раздел в "Детской комнате" Возрождающаяся из пепла, дай Бог ей здоровья, ![[info]](http://lj.rossia.org/img/userinfo-lj.gif) ptfenix@lj добавила новый раздел на свой детский образовательный сайт as2x2 - Гошкины сказки. Гошка - это ее младшая дочка. Чудо, победа жизни. Здесь можно прочитать подробнее. Это страшное чтение. И вместе с тем, очень оптимистичное. x-posted 2 enot |
| Wednesday, April 7th, 2010 | |
| 5:05 pm | Сайт с полезными материалами - по проблемам детского развития - по проблемам воспитания Для меня это также про то, как истории отчаянья и надежды стала историей успеха. "ДЕТСКАЯ КОМНАТА" Постоянно добавляются новые материалы. |
| Monday, March 1st, 2010 | |
| 9:43 pm | Q&A 1. Did your son have other delays, or just speech? 2. Did he also have trouble understanding? 3. Did he go to a special preschool once on the program? 4. How useful would you say these session were to him? 5. How was the process once he went to school? 6. When did you notice an improvement? From e-mail regarding 4-year old boy with speech delay. We talked on the phone with boy's mother but I decided to write down my answers and whatever else came to my mind later - there are many small boys with speech/development delay out there and there are many worried parents. 1. My son had speech, fine motor and gross motor delay. We were aware of speech delay but only Special Ed evaluation revealed other types of delay. He was very good with puzzles and LEGO, it was hard for parents to notice his fine motor problems. His gross motor problems were first with balance, he was afraid of being held upside down or climbing rope stairs, and with hand-eye coordination (e.g. throwing / catching a ball). 2. It was hard to figure whether he had trouble understanding because he had significant trouble expressing himself. He understood simple instructions but by 4+ you expect your child to understand more than a trained dog does. Since communication was not two-way it became frustrating and scary at that point. Annual evaluations suggested he was behind in comprehension. Regress & Progress 3. He did not go to special pre-school. There was no such option. He attended special ed session 2 times a week and attended regular daycare center full time. 4. I believe everything - Special Ed, going to daycare, piano lessons, his grandparents, sister and parents talking and reading to him - everything contributed to his development. Special Ed teachers were very helpful giving feedback, suggesting ideas for home use, providing learning material for a student I hired to spend an hour doing stuff with my son and a couple of his classmates at daycare center. Thoughts re IEP, grade 3. 5. School. How was the progress? There was progress, that's for sure. A slow one. Late start -- Kindergarten [1] -- [2] -- 1st grade [1] -- [2] -- Grade 2. 6. I became sure there was an improvement when my son at age 9 1/2 started telling stories, chatting about his life - willingly. He was taken off IEP a year later. I know it's disappointing to hear that it takes so long. It actually takes longer. My son starts middle school next year. And yes, I'm worried that there will be issues associated with his speech/language peculiarities. I'm certain that his personality is bigger than his speech problems (something hard to tell when your child is 3-4 years old and not talking), I know he can do a lot of things well and compensate for these issues but still - I'm worried. |
| Friday, August 21st, 2009 | |
| 3:22 pm | Off IEP 18 марта был очередной IEP meeting. Иосифу было 10.5 лет, он заканчивал 4 класс. Я к тому моменту послала, как обычно, свои соображения по поводу сильных и слабых сторон Иосифа и целей IEP (стандартная форма), н на этот раз выразила пожелание, чтобы IEP закончился. Иосиф в этом году начал жаловаться, что его забирают с уроков, и я решила, что все, что эти занятия могли ему дать - они уже дали. И его мнение по этому поводу - важно. Key evaluation results summary: ( Read more... ) Во время встречи обсудили, как можно продолжать IEP. Но вместе с тем, они сказали, что дождутся результатов еще каких-то тестов и, скорей всего, IEP отменят, так что не надо торопиться высылать им подписанную первую версию. Не поленились прислать мне новый IEP, а вскоре - короткий документ на тему "The school district is refusing to continue Yosef's IEP". Звучит грозно, но все довольны. Конец IEP. |
| Monday, February 2nd, 2009 | |
| 5:26 pm | Children's Development of Speech Milestones in Speech Development Milestones in Speech Development ( Read more... ) When should we be concerned about our children's speech development? The American Academy of Pediatrics suggests consulting your pediatrician if at about 2 to 2 1/2 years: * Your child's speech is very hard to understand. * Your child doesn't use two-word sentences. * Your child doesn't follow simple verbal instructions. Keep in mind that girls usually seem to develop the ability to communicate earlier than boys, and that language can develop smoothly and continuously, or in jumps and spurts. Because the development of speech varies, it is important not to compare your child's language development to other children's language development. If you suspect your child is having a delay in either receptive or expressive language, discuss your concerns with your family physician or pediatrician. He or she may evaluate the child or refer you to professionals who specialize in speech and language evaluation. Look Who's Talking: Children's Development of Speech |
| Friday, September 19th, 2008 | |
| 11:44 pm | Развитие речи между двумя и тремя. Семь лет спустя. У младшего ребенка слова берутся сами из воздуха. Почему я не сходила с ума, наблюдая, что ничего похожего не происходит у его старшего брата? Смутно понимая, что что-то не так, я на плановых осмотрах (два с половиной, три) говорила о своих смутных тревогах педиатру. С педиатром развития эта тема не получила. Я не настаивала. Я не знала, на чем я должна настаивать. Я не знала ни про программу для детей от нуля до трех, ни про Special Ed при школах. Не знала, что для начала надо проверить слух.( Read more... ) |
| Thursday, June 12th, 2008 | |
| 9:10 am | Заметки на полях Иногда возникает переписка по поводу детских проблем, сходных с тем,что были у Иосифа. Для начала хочу сказать следующее: Иосифу в сентябре десять, речь до сих пор с проблемами (речь неровная, не может гладнко сконструировать фразу, мыслей больше, чем возможностей их выразить, задания, связанные с тейстом - самые пугающие). Он до сих пор ходить на спец. программу в школе по поводу развития речи. Но меня это все уже не беспокоит. Иосиф хорошо соображает, всегда был эмоционально адекватен, а сейчас к тому же видно, что если у него и что не так с речью, у него есть много способов и возможностей компенсировать недостаток. У него есть друзья. Я уверена, что проблемы речи не помешают ему в жизни. Мой личный путь к этому ощущению был долгим. Но вот мы и тута. А еще я хочу по мере сил и времени вытащить и выложить полезное для родителей из этой переписки. Убрать персональные детали, конечно. |
| Sunday, May 4th, 2008 | |
| 9:30 pm | To parent - what to do when you are concerned - after age 3 Repeating something I said on the subject here and there in a course of few years. Если есть беспокойство по поводу развития ребенка (социального, эмоционального, речевого, моторного), то после 3х лет надо обращаться в Special Education program при вашей начальной школе. Они обязаны по вашей просьбе сделать тестирование. Я была переводчиком для своего ребенка, они хотели дело делать, а не формальности соблюдать. Законы: http://www.doe.mass.edu/sped/iep/ Дальше они решат, имеет ли ребенок достаточно оснований получать Special Ed по IEP. А вы решите, хотите вы этого или нет. Мы захотели. Кроме того, дети из семей, где говорят на языке, отличном от англ., подлежат EEL program. Опять же, через public school system. До 3х лет - другая программа. Наш тогдашний педиатр на мои беспокойные вопросы отвечала беззаботно: "What do you want, he is bilingual". Это при том, что до 3х лет ребенок не ходил в амер. детский сад и английского практически не слышал. Про Special Ed / IEP через public school system я узнала от воспительницы в детском саду. Про Early Intervention узнала, когда это было уже не актуально по возрасту. Желаю родителям детей с проблемами более легкого пути к знаниям :) |
| Tuesday, April 29th, 2008 | |
| 6:09 pm | Speech development issues in the family Ran into a mother of three in the town library. Yosef and her son - Yosef's classmate - were looking for books so we had time for a brief chat. Me and her first met when both boys entered Special Ed at age 3+. Her son started at Early Intervention at 20 months. I was curious and asked her whether her younger sons (now 6 and 8) had speech development problems too. She said - yes, all of them. I guess I should ask Shimon's pediatrician to pay more attention to the subject. |
| 2:52 pm | To parent - when to be concerned If you are concerned with your child development - you have the very right to be concerned. You child is possibly fine but you are not a specialist in early childhood development, nigher are your dear relatives and friends or peer Moms you bump into at childcare facility etc. If you are concerned, get your child evaluated. In US, you have the legal right to request evaluation from Early Childhood Intervention for child under 3. No, it doesn't mean you admit your child has a problem. It means that you are concerned and want your child to get the best possible care in case there is a problem. Don't compare you child with other children his age. Most important is the progress of development of YOUR child. His own performance, skills etc. should be taken as a baseline. If there is a reasonable progress, even severe delays may become a minor issue in a while. The other thing to look at is whether you child falls into normal range as far as different aspects of development (gross motor, fine motor, speech, social) are concerned. The low end of the norm can be fine. With time (and - if needed - special ed) many things will even out. Yes, you have to be patient. No, you shouldn't care what other parents or children might say. If the action in the form of special ed is appropriate, your child has better chance standing for himself as a teenager and adult if he gets timely help in early childhood. Yes, it's better to let the specialist to relieve your concerns with either telling you that your child is not a candidate for special ed or by referring him to special ed services. |
| 2:50 pm | Мальчик двух лет - развитие речи Слова (говорят, к двум должно быть 50): мама, папа, да, не-, Таня, дверь, [ме]дведь (gummy bear), я-не-знаю, это, вот, здесь, бэби (пошутил вчера - показал на Осю, смеялся), "звериные" звуки - му, мао (киса так говорит)), го-го (лошадка), га-га, ква-ква. Вообще, это "янезнаю" одним словом употребляется на все случаи жизни: "Где твои ботинки? Как говорит собака?" Наша подруга научила его говорит "Е-ей", а Ося все время учит его каким-то боевым кличам. Слов, которые он понимает, намного больше. Может, и маловато слов, которые проговариваются, но мне кажется, что идет нормальный прогресс. More here |
| Saturday, February 16th, 2008 | |
| 3:53 pm | Accommodations for 3d grade MCAS and ERB tests The content areas for the tests in 3d grade / year 2008 are: English Language Arts, Mathematical Assessment, Reading Assessment. The accommodations offered to students with IEP (individual education plan): - small group (not more than 10 students) - separate setting - familiar test administrator - (ELA, Reading) test direction: the test administrator clarifies general administration instructions (no portion of the test items themselves may be read or signed) - place marker* - track test items: assistance in tracking test items, e.g. moving from one test question to the next - (ELA) graphic organizer, checklist, math reference sheet, or abacus** --- * I guess some way to mark the place of interest in the text ** I believe there is a mistake here and this line pertains to Math assessment not to ELA |
| 3:30 pm | Accommodations for tests - paperwork Meeting re accommodations Got the paperwork with details of accommodations for each content area: English Language Arts, Mathematical Assessment, Reading Assessment. The accommodations are similar: - small group (not more than 10 students) - separate setting - familar test administrator - (ELA, Reading) test direction: the test administrator clarifies general administration instructions (no portion of the test items themselves may be read or signed) - place marker* - track test items: assistance in tracking test items, e.g. moving from one test question to the next - (ELA) graphic organizer, checklist, math reference sheet, or abacus** I mailed consent form back with the comment that I request to ask for my consent every year and to break it into content areas. This way, say, I'll have an option to accept accommodations for language arts but reject accommodations for math assessment. --- * I don't know what's this, Yosef doesn't know either; I guess some way to mark the place of interest in the text ** I believe there is a mistake here and this line pertains to Math assessment not to ELA |
| Monday, February 4th, 2008 | |
| 4:23 pm | Accommodation for MCAS & ERB tests 3d grade in March is the first time schoolchildren are taking standardized written tests - MCAS & ERB. Last year I declined accommodation on Yosef's IEP. The test time getting close, Yosef's teacher asked me to come and talk it over. She did a really good job in convincing me. I asked few questions. - Is he the only one to get accommodation? - No, there will be quite few kids with accommodation. - If he doesn't get accommodation, are there going to be other kids without it who will have comparable problems? - There will be kids for whom it won't be easy but none will have such serious problems. - What will happen to him if he does poorly at these tests? He won't be held back? - No, the results don't really matter yet, and they will come back only in the fall when he will be in the 4th grade. Her reasoning was: - It will be the first time he will be taking these tests, so it's better he'll familiarize himself with the procedure under less stress - He will be stressed out because children can't ask questions during the test and and he can't use an extra sheet of paper to organize his thought in graphical form - this will impair his ability to do what he really can - The tests are not timed in 3d grade but he will see other kids flipping over pages while he is stuck because he needs more time to process information and organize his output.( Read more... ) |
| Tuesday, January 29th, 2008 | |
| 5:14 pm | Boy No. 2 My boy No.2 is RIGHT handed but still HE IS A BOY. In the course of the last month (he will be 21 months tomorrow) he lost all the words he knew and limited himself to "give me" (produced under pressure), and "this" or "here" used arbitrary on any occasion. Words "papa", "mama", "apple", "watch" or sound imitations etc. are gone. On one hand, this resembles Yosef's regression which happened at the same age, on the other hand he is quite different - better gross motor and fine motor skills, definite good comprehension of speech. I suppose I may ask pediatrics doctor about the need for EI and get EI referral if appropriate when Shimon has his 2 years appointment in April - May. |