I spoke with Miss Kat's teacher today. We have really great news! Miss Kat is well above grade level for her math skills and has achieved her "need to be at this level by the end of Kindergarten" reading level as well. She is doing great!! I would say I was proud, but that would imply that *I* did it! It wasn't me, it was all Miss Kat and the best teacher in the whole world MISS AIMEE!!!!!!
In other news, the principal of Miss Kat's school sent me an email asking our intentions for next school year and how we were feeling about the therapy Miss Kat is getting in school (see this post for details http://misskatsmom.blogspot.com/2009/03/ugh-maybe-im-giving-up.html) She was hoping the therapy had improved since the school SLP came and visited one of Miss Kat's private therapy sessions. I responded by saying:
I have been unable to observe another speech pullout with Katrina since the SLP has visited with our therapist. But it seems unlikely that (SLP) will make a 180 degree turn around and suddenly have the skills to work with deaf children. I highly doubt that if Katrina attends (Bi-Bi school) next year that we will continue to have therapy with (SLP). She is clearly unqualified and ignorant to the needs of a CI user. I would hope that if we continue at (Bi-Bi school) there will be an option for appropriate therapy.
We are attending a special summer school with very intensive and specialized one-on-one instruction and assessment. We are hoping to return in August with more information and a better idea of what environment and services she will need.
I want to be perfectly clear. We intend to have a bilingual, bimodal child. Katrina has the right to access the curriculum through her native language, ASL AND she has the right to appropriate therapy.
We really have no idea what we are going to do for school next year. I feel like every available choice handicaps her in some way.
1. Stay at bi-bi school- She doesn't get any auditory input and gets VERY poor speech services
2. Go to oral class- She starts off SO far behind and doesn't continue to improve her ASL skills
3. Mainstream- She has no friends and is unable to communicate with her peers independently
What is a family to do??? Shouldn't all the professionals involved want what we want: a bilingual, bimodal child?! Is that really so impossible?