Week_Activities_mar16_2009_file0058

We created a schedule book for him with pictures from his environment (eg his dance class) and sentences that correspond to each of the activities he does during the week; flashcards go along with these. We create one new page (two pages -- one picture, one sentences) each time his schedule changes or something is added. We have created many types of curriculum for him, catered to him. We always think in terms of glass half full instead of half empty. When one his age asks why he doesn't talk intelligibly we have coached him to say "I can teach you sign. Want to learn?" If we are there we tell the child that sign is his first language and it's beautiful along with the coached words. If they continue asking questions, we'll sign something long or say something long in Spanish and ask if they want to learn what we just said. He also has a supportive community who is willing to participate in any way that leads to his success. Last year, for example, for his birthday his friends all gave him a scrapbook page to go into his practice material to help him say their names and their favorite activities. We also use this book to 'pretend' to phone them, using numbers, using scripted play sentences that helps him when he sees them. Two of the schools he attends is willing to learn sign to support his sign and English. His music teacher, dance teacher, swim teachers all elongate the movements giving him time to internalize the motor movement output. He has a weekly signing co-op organized thematically. He's gradually increased initial position sounds, middle position sounds, and final position sounds. He can read my hands now to say the words and now on many occasions he can say these on his own. He's mastered many words, over a thousand. In sentences these take extra practice. Here in this clip he is saying dance class, signing class, church class, swimming class, library class, music class combinations. Each day we wake up and ask what day of the week it is, and what activity we do on that particular day. He can now say these two word combinations on his own. The volume because of the dysarthria is very low; the volume could also be related to hearing loss. Oral motor activities (such as moving the mouth and lips in many positions using blowing toys, harmonicas, swimming pool breathing exercises where he's blowing, vibrating OT tools, lollipops with tongue in different positions, etc) and signing are a key to his success. We think of him being homeschooled and he is one who attends many different classes in his community instead of the recommended 'special day' class. I'm the principal of his school who selects his classes/teachers; I also teach some of his classes. His district is denying him Deaf/HH classroom despite the fact that he has now 9 hearing loss exams. We are still trying to get him in the Deaf/HH program so that he has more peers to communicate with.

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Education

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• FILE0058weekactmar16