He showed up to school last week with new CI processors on, ones that doesn't work with the FM system he had. The district audiologist came out yesterday to set him up with a neckloop FM receiver but realized that she had no idea whether his processors were set to work with a telecoil. His new processors have a remote control. Which was at home. And the family doesn't speak English. Or sign. (Yes, IEP meetings are interesting.)
So the audiologist found pictures of the remote online and told the child to tell Baba (dad) to let him bring it to school. We never know how much this child understands, and honestly, who's going to trust a first grader to bring something in when you ask them to do so?
Well, get what the little genius hands us this morning? That's right, the remote, in a Ziploc bag. Cindy (the teacher of the deaf) gave him a sticker. The kids consider me a human sticker dispenser, but Cindy? Getting a sticker from her is HUGE. Usually she rewards kids by putting a bottle opener shaped like a thumbs up on their desk.
Well, after we got said child set up with his new FM, it was time to administer a math test. We pull the kids for all math testing to reduce distractions. I was glad this test was on a day I was at that school, because we have two sets of kids: the youngers, who are pretty oral (though DELAYED) and the olders, who are pretty signy (though DELAYED). It's hard to give them a test and meet everyone's needs. Plus, the youngers take longer, and one of the olders will act up when she's bored. Today one of the youngers was absent, and Cindy gave the test to the other younger one on one. I gave the test to the olders. This was a good arrangement for the kids, because Cindy's more oral and I'm more signy--go figure, the SLP is more signy than the CODA. If I'm not there, she will speak the test and let the interpreter handle the signing.
Anyway, it was a district test. We were to read the directions as is, and we were to read each item, and the kids could use some visual supports that they had used in the classroom, but we couldn't help them, stop them if they were on the wrong track, etc. Neither of the olders used the extra supports. Actually, one tried to use the visual support of the other's paper, but I stopped that with a folder placed between them. Can't blame her for trying, I guess. She missed a few items, and my favorite missed one. One! The funny thing was that he didn't even need me to read the items to him--he read the English himself. What a good day for him.
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