PSD

I guess I spoke to soon.

I made some inquiries about including ASL in Ellis's IEP evals, thinking that it had been overlooked. Or just didn't really exist. When we were preparing his 3yo transition to preschool evals, my understanding was that there were not official rubrics for evaluating ASL for an IEP (which seemed weird to me). Maybe it was my county at the time, not providing space for such a thing to exist. For some reason, I though this wasn't going to be included.

So anyway, this morning I got a note back saying that they were doing the ASL evals at the beginning of next week, and they just hadn't been included yet in the initial packet they sent home. But they'll be ready by his IEP meeting.

Hooray!! That makes me so happy!

'Tis the season for IEPs. And Ellis is getting ready to transition to kindergarten next year.

No, that is not my baby going to kindergarten!!

Part of the process is evaluations. I was pleased about many aspects of the evaluation results, especially his reading readiness. I was also pleased to read that one evaluator noted that "one should not assume that just because Ellis doesn't respond doesn't mean that he doesn't know." It shows me that the people at E's school really understand him. E sometimes takes a while to process things, and doesn't always respond the way and the timing that you'd like. I just love our school.

One thing that does bother me about the IEP process, though, is that there are many tests by which to evaluate and score Ellis's spoken English language progress, but there are no tests to evaluate his ASL progress. I want to know how he's doing! I can't evaluate his ASL. I'm not a native signer, and probably only sign two steps ahead of him. It's not the school's fault that this kind of test isn't included, but it is a fundamental flaw in the system that I think needs addressing!! So i'll probably be talking to some people this week.

This evening Ellis and I went over to school for the first ever meeting of the CI Parent Support group. The CI Coordinator and I had been talking about this last fall, so I said I'd make soup, because it was either that or, um, pizza. No offense about the pizza, but soup was better. I made a pot of chili and a pot of vegetarian Indian red lentil dal. Around six families attended.

A, the coordinator, talked some about CI statistics. In terms of educational choices, only about 2% of CI families fit in the bilingual category. I didn't realize that we are so few.

We also got a chance to talk amongst ourselves. The conversation naturally evolving from the presentation. Ellis was one of the oldest kids represented in the group. CI's are kind of a new presence at the school, and mostly in the youngest group of kids. So it was good to chat and to meet some new people.

I'm excited about the development of this group. I have gone to some of the meetings for parents of CI kids down at CHOP, but kind of have stopped going. As one family put it, they went to get information and were coming up kind of dry, as the information isn't always germane to a bi/bi family. So it's nice to find our little 2% subgroup. Ha!

(and greetings if you're coming to this blog after meeting us tonight!)

Yesterday was the first day of the new school year for Ellis. Since we've been involved with school since his first year (early intervention), it seems old hat to us now, even though he is only four. But he moves up to a new classroom. He's in the class with the kids with the most auditory access. And yesterday he came home signing so much. I think we all missed school.

I'll admit, it's been a rough couple of weeks. Not always knowing what to do with my super creative, active boys. I feel the language gap so strongly sometimes. My ASL can barely keep up with my parenting needs. School gives all a little more structure to our day, outlet for creativity, satisfies Ellis's social needs that I can't satisfy, and a few hours of peace at home. I actually *gasp* got the living room clean with no other major household disasters yesterday. It was awesome.

And so my brilliant, confidant, sweet boy ventures forth on another year!

Yesterday Ellis went to the dentist for the first time. Can I tell you how much I have been dreading this? Putting it off until the very last minute? It takes two of us to pin him down for a haircut; I could only imagine the horror of the first dentist visit. But, to my utter surprise, Ellis was PERFECT!!! No fussing, no big weepy eyes, no squirming. He just hopped right up there and did exactly what he was supposed to do!

Today marks his First Day of Preschool. He is an official preschooler. There's more to write on that. He's in a new classroom with new teachers, though many of the same students. He hopped on the bus (really, a van) with no problem this morning. I wasn't sure what to expect. And off he goes!

Yea, so, Ellis "graduated" from playgroup to preschool on Tuesday. His last in that classroom is tomorrow. And then there's a long break until school starts sometime in Sept, when he'll be with new teachers. Big stuff. The playgroup has been so awesome. The teachers were fantastic and skilled in their execution of a bilingual classroom. E is a better speaker and signer!

They had a nice day for parents and grandparents. A slideshow of the year. Gifts for the kids, including a nursery school diploma. HA! I'm dying over that one. We mingled in their classroom. Always a great opportunity to sign with adults. I found out that one of E's good buddies is moving to Maryland with his family. It makes me so sad. His buddy is deaf of deaf of deaf. Third generation Deaf (as far as I know). I guess he was E's first Deaf friend. That's why he's at PSD, for those friendships. Ah well. Maybe they'll meet up again later in life. I was sad, because we'll miss his birthday party and one last chance for the boys to play together due to our vacation next week.

Ellis is a big boy now. We held his IEP meeting today in our home and drafted up a thorough Individualized Education Plan for when he turns three in a month and a half (eek!). Thankfully, we squeezed this in before baby.

The meeting lasted two and a half hours, and I'm satisfied with what we came up with. One of our biggest concerns was that the IEP take into consideration Ellis as a whole deaf person, not just a cochlear implant. The biggest implication for this would be where he goes to school (in our case, he will stay at PSD). But the smaller implications are in the details. If there are speech production goals, are there also ASL goals, for instance? The goals need to clearly reflect a bilingual approach and take into consideration growth and development in two languages, two modalities, with adequate support, instruction, and evaluation for both.

So we took a long time to hash through all the tiny details of both the evaluation report and the IEP draft.

The two women from the county working with us are really terrific. I imagine, on a personal level, we might not agree on everything about deaf education choices, but they respect our desires and philosophy of education and have gone the extra mile to help us get what we feel is best for our family. Ellis's Deaf teacher from the school also came (we invited her) and was great help in articulating ASL goals.

I'm really relieved that E will get to stay at PSD next year for the beginning of preschool. He'll go five days a week, which I think is crazy for 3 yos. But I'm not going to send him all day, which I think is even CRAZIER for 3yos. The program runs from 8.30 to 2.45! I'm bringing him home at noon, because he doesn't need to stay at school for a nap (LOL!) and a snack, you know? The instruction time is basically done by noon anyway.

It's kind of amazing to think that the first IEP hurdle is behind us. I kind of have to laugh at myself, too, because a few months ago, I was so obsessive about the big, scary IEP. But now I'm so absorbed with the immanent end to this pregnancy, that I kept forgetting that we had the meeting scheduled for this afternoon and almost went to get my haircut.

So now we're squared away for the upcoming school year. So far I much prefer how the IEP is set up in our county than the IFSP (the 0-3yo plan that we've been on since we started services).

We've been having a lot of spring fun at school lately.

Almost two weeks ago, the early childhood center had their spring fling, which included presentations by all the classes. Ellis's class (the youngest) did a little play/presentation of The Very Hungry Caterpillar, which they've been studying this unit. E and his best buddy A and Cute Little Girl were the "narrators" with some help from the power point on the big screen behind them. The other kids took turns showing big posters of fruit. E and A were especially cute. They were like a standup comedy routine, totally playing off of eachother and interacting with the powerpoint. They had everybody cracking up! I wanted to make a little movie of it with my clips...there's still time. My boy's first play!!

After the presentation, the kids played outside for a bit in the warm spring sun, and then we had a little pizza lunch in the kids' classroom. E was such a little host to me, I was really touched. He went up and got a plate from the teacher who was serving and chose his little pieces of fruits and veggies (he doesn't like pizza). When the teacher instructed him to go sit down at the table, he said NO, picked up another plate and signed Mommy, and made sure I had exactly what he had and then we sat down together. It was so sweet. *melt*

Saturday was Community Day at PSD, which basically translates for our family into Inflatable Paradise. Ellis went down these slides for about two hours straight. As soon as his feet touched the ground he was saying/signing "MORE", and off to stand in line again.

The Grand Finale for the class's unit on The Very Hungry Caterpillar was a trip to the Academy of Natural Science. One of the perks of being a stay-at-home-mom: getting to go with my kid on his first field trip! And let me tell you, there's nothing cuter than a little school bus full of car seats. So how does a field trip of 2-3 year olds work? One adult per child. There were a couple of other moms/grandmas and some extra staff, and I was impressed with how smoothly everything went.

We had some time to look at the exhibits, which the kids loved.

Then it was our turn for the Butterfly Exhibit, which is a room like a greenhouse, humid and full of plants. Butterflies and moths were flying freely everywhere and sitting on the plant life. It was really cool. I think everyone was entranced from the littlest kids to all the adults.

It's been six months since Ellis's CI activation. It was actually 6 mos exactly a week ago, but I've been wanting to sit down and write a long, eloquent post, but it's just not going to happen, at least eloquence isn't. So I'll pound out some details just to keep them around.

Last Thurs in his speech therapy session at CHOP, Totally Awesome Therapist declared that Ellis was ready to graduate from Learning to Listen Sounds (like "choo-choo" for train) to actual words. So we're cycling back through a few consonants adding words. So far (in no particular order) we've done B, M, P, H, N, and W (with a variety of vowel combinations), and are now back on B for words.

He has good auditory discrimination (esp pitch and rhythm) and short-term auditory memory. He imitates speech ALL the time.

He has about 40 words expressively and receptively (speech that is, he's hundreds in sign, of course--we lost count over a year ago). It's funny to go through all these stages again, because I feel like we were just here...just in ASL.

Words he says (well, they aren't perfect, but the meaning is there). I'm going to record how he says them, because it's so cute (sorry if this is crazy pedantic, it's partly for my record, too):

stop (a silent "p", sometimes "op")
help (silent "hp")
ow
whee (as in going down a slide; this a Learning to Listen [LTL] sound)
yay (as in yippee!)
eww (as in yucky, dirty)
Mmm (as in yummy/eating; LTL)
pop (says "pop" but it's silent/whispered)
sssh (as in sleep; LTL. Actually he makes this by sort of blowing through his teeth, same with the "s" sound)
no (oh)
yes (yea)
more (mo)
hi (silent "h")
bye
open (oh)
go (oh)
wash (ba; can sometimes get a "wa" out of him, but he's hanging onto that B)
water (ba)
wet (ba; he signs with these, so I know which one it is)
jump (silent "p")
up
Daddy (aa-ee)
Poppy (my FIL, silent "pop")
baby (beebee)
eyes (long i sound)
nose (oh)
all done (ah-ba)
dirty (uh-ee)
hot (silent "ha")
juice (ooooh)
ball (ba)
beepbeep (as in car; LTL)
moo (as in cow; LTL. says "ooooh")
meow (as in cat; LTL. says "ow")
woofwoof (as in dog; LTL. says "woo, woo")
knock-knock (as in door; LTL. says "bah, bah")
choo-choo (as in train; LTL. says "ooo-ooooo")
aaah (as in airplane; LTL)
quack-quack (as in duck; LTL. says "ba, ba")
shoes (oooh)
wait (bee)
please (eee)
wow (bow)
I swear he said "ah-oo" for thank-you the other day, too.

He might not always get the consonant/vowels completely right, but the inflection is usually really close. I'm happy that he's getting the hang of this talking thing and seems to enjoy it. When his CI is on, I see him incorporating talking into his play independent of us, and that's really where a child's learning and internalizing takes place. It's sweet to hear his little voice saying "oo-ooo" over his wooden train track.

Thanks to his totally awesome bilingual classroom, though, he is still progressing marvelously in his signing skills. It's hard for me to sit here and make a list of what he's doing in sign, because by now it's such a natural part of our life. This is where we have conversations.

He reads books in ASL now, simple stories, like his favorite, Five Little Monkeys Jumping on the Bed (or any of the sequels). He doesn't use classifiers perfectly or anything (even I don't! top on my list of ASL Thing I Need to Finetune), but he's got the basic gist. He uses more descriptive signs all the time, like colors, feelings, fast/slow. One thing that I think is really cute is that in all the pictures he points out the little kid as him, an older male as Daddy, and an older female as Mommy. I think I make a nice Mommy monkey. :-)

He's still in love with his letters. He's nailed a few more handshapes (I and J are big accomplishments). He's SO cute the way he stops, makes the I, and carefully signs "noodle". He's only got one handshape left to grow into, W. He still makes a 4 instead.

And, get this!, he recognizes his printed name!! Can you believe it?! They're doing this at school, recognizing their own and their classmates printed names and fingerspelling them. We were at a parent-teacher meeting, and one teacher showed us this and held up some random kid's name (only letters, no pictures), and E glanced up and did her name sign. We were so surprised! haha!

We have our first meeting to transition him to an IEP in a couple of weeks. He will be turning 3 in June. I'm really not looking forward to this. If you have any advice about making IEPs say what you want them to say, please let me know. I have a couple of books I'm looking through, so that I'll at least know what we're legally entitled to.

So that's Ellis News, the Quick and Dry Edition. I wish I had a fun movie for you, but life is so fleeting around an super, speedy-fast 2.5 yo.

It's probably about time to do another update on how fantastic Ellis is *grin*. I was kind of on hiatus from all deaf blogging for a little while. The comments were starting to get too intense for me, which, to some extent, I allow to happen merely by posting on the world wide web. whatever. Lots of fun things to write about today.

On the CI front, Ellis is making excellent progress. He's just over three months since activation. We still don't have speech therapy with our county straightened out (my current pain in the neck), so we still go to CHOP (the hospital), which is cool, because I heart our speech therapist. And I will probably continue with her as long as possible, even if the stupid county sorts itself out.*

So, to make this totally pedantic. Words (or rather phonemes, in most cases) Ellis says consistently with meaning:
Aaah (for airplane),
Ooo (for "choo"/train),
bye-bye,
Oh (for the letter O, "open", "no", "go", and "home"),
Eee (for the letter "E" and "please),
Mmm (for "more"--and usually nestled in a variety of vowel combinations)
And he is saying "p" very well in the past few days, which is great. It's kind of hard, its being a silent plosive and all.
Lately he's also blowing silently for "s" and "sh". It's in there somewhere.
"B"/'buh' is still sort of default phoneme for whatever word he happens to be trying to say.

He doesn't really babble. They say the newly activated CI kids will go through a babbling process like babies do. But he doesn't really. He's trying to say real things. When he's playing and I'm narrating his world, he tries to copy what we're saying, which we were doing (still do) in sign, as well. Like if I say, "do you want some juice?" he'll say "Oooo" for "juice". And he incorporates his few words/phonemes into his play, saying 'bye-bye' to his toy car, making things fly "aaah", and begging to ride the train, "Ooooo".

The other day, I was sitting behind him, and I said "let's put on your shoes!" and he turned around and said "Ooo" and signed "train"--making the connection between the "ooo" sound in "shoe" and "choo". He's responding to sounds/his name pretty consistently, too. He sometimes will even come if I call from another room. And he will respond to "invisible" sounds, that have no immediate visual connection, like a noisy truck outside a block away. I'm so glad that we have sign, because I can tell him what he's hearing in a language he already understands. I can explain by speaking, too, but it's not going to have the same meaning this early in the auditory game.

The other cool thing is that he's making the separation between English and ASL. He either says it OR he signs it. He doesn't really do both, at least not after he's solidly got the word in his mouth. Sometimes he says it and then will sign it, but for the most part he keeps it separate. I think this is really cool, because it is classic bilingual skills.

The CI aside, though, it's fun to see him develop so much in his language skills. For instance, he is currently obsessed with the alphabet. Actually obsessed is understatement. He practically signs letters in his sleep!! Since about 20 months old, he's shown interest in the letters. (thanks to the ASL alphabet placemat that Chris's aunt got him. Thumbs up!!) At first, he only paid attention to some of the handshapes, and as he developed the dexterity to do more of them, he learned more of them. (The letter "Y" and "I" are particularly difficult for little hands.) It's funny, because he wouldn't sign the "Y" handshape words (like "play" or "telephone") until he made some deliberate approximation of the actual handshape.

Anyway, now he's made the connection between the English letter and the ASL handshape. And he never stops!!!! Every sign we have to spell out. All his books. Letters everywhere!!! He won't just draw anymore, he makes us write letters. He even tries to write letters by making tiny strokes on the paper and then signing to us which letter it apparently is. He even thinks numbers are letters, like "3" is "E", "4" is "A". Shapes are letters! (A triangle is "A", a circle is "O".) He now has a nice border around his room of the ASL/English letters. He loves it. Now if only we could get lower case.... Naturally, I'm thrilled at the first stage of literacy.

Ellis is doing a lot better in his adjustment to his 2yo preschool/playgroup class at PSD. He doesn't cry his head off when I leave anymore. He looks a little sad, but is usually happy to go in and play with his best friend.

This is a huge relief to me. Because I was having major separation anxiety. heh, heh. I'm really happy for him to be there. We want him at PSD next year, too, for the start of Official Preschool. I have no idea beyond that. Our plan is to take it year by year. Somehow, though, we want PSD to always be in the equation somewhere. It's really important for him to have Deaf friends and a consistent place in his social life in the Deaf community.

The bilingual step is a delicate dance.

* Speaking of stupid county. We had E's annual review for his IFSP (Individualized Family Service Plan) a few weeks ago. SIX people in our living room!!! The county coordinator, a person from the agency that pays for it, E's teacher of the deaf from PSD, our Deaf mentor from PSD, an ASL interpreter from PSD, and an educational consultant from CHOP (to help us sort out this speech therapy nightmare). Ellis blithely playing with his train in the middle of the floor. All this for a 2yo! Since he'll be 3 next summer, we also have start thinking about transitioning for the IEP (Individualized Education Plan). I'm so not looking forward to that process.