Unilateral hearing loss: possibilities for K and beyond

[Anonymous]

Just this morning our DS (5) had his audiologist appointment and diagnosed as having severe hearing loss in one ear, likely not reversible. We were in the process of looking for schools starting in Kindergarten in the fall, but now have to take this into consideration. In his current preschool, the teachers did raise some social concerns with DS (being hesitant in groups, limited participation during story time etc.) which resulted in evaluations through DC Early Stages. Curiously, a hearing issue was not identified at his first evaluation when he was 4, nor again at DS' 5 year wellness visit but we now believe that this might have been the cause for many of his issues. Anyway, DS is reading above K level (Frog&Toad level books), does math at a 2nd grade level and scored high in his WPPSI and Woodcock-Johnson tests and is quite articulate.

So what do we now do for Kindergarten? Has anyone had experience with DCPS in such situations? Since his diagnosis is recent, we missed the chance to apply to River school, of which we have heard good things. Can DS attend his neighborhood DCPS with accommodations or must he go to Payne (the DCPS designated sensory impairment support school). Do we request an IEP? All this to ponder on this snowbound day!!! We are still coming to terms with this. TIA

[Anonymous]

River is very willing to waive their application deadline for kids with hearing impairment, since serving them is their mission. Those kids are prioritized for financial aid as well, if that's an issue. I would contact them immediately.

What did Early Stages decide about an IEP? It sounds as though he may not qualify. If his academics and language are both strong you'll have trouble proving "educational impact". In that case you'll be looking at a 504 for accommodations instead, which would be implemented in the school he'd attend if this issue didn't exist.

In my experience, many of the common accommodations for hearing loss are easier to implement in K and the elementary grades than in PK. For example, preferential seating can be challenging when kids spend most of the day moving to centers (how do you sit "in the front row, or with your good ear towards the teacher, when you're in dramatic play?). FM systems work better when teachers are talking to kids rather than kids talking to each other. So, even if he's struggling now, you may find that accommodations work well and he is able to thrive in your IB school.

One other thing you might do is put in a lottery application for schools that have good reputations for accommodating students with 504's. That would buy you some time to finalize the IEP/504 and meet with your IB school. If your IB school is responsive you can withdraw your charter enrollment at any time, but otherwise it might give you a back up. Schools I'd think about:

CM
Bridges
E. L. Haynes
IT
SWS

There are probably a bunch of others that do well with mild issues, those are just the schools with which I have limited experience.

[Anonymous]

I was diagnosed with severe-to-profound bilateral senorineural loss about that age. I was mainstreamed in public schools and thrived.

I did have an IEP (which mostly meant sitting in the front of the class) and spent a lot of time in speech therapy while my friends were at recess (which sucked, I won't lie).

But I got a great education, went to an excellent college, and have a great life. Hope that offers some encouragement.

[Anonymous]

Anonymous wrote:River is very willing to waive their application deadline for kids with hearing impairment, since serving them is their mission. Those kids are prioritized for financial aid as well, if that's an issue. I would contact them immediately.

What did Early Stages decide about an IEP? It sounds as though he may not qualify. If his academics and language are both strong you'll have trouble proving "educational impact". In that case you'll be looking at a 504 for accommodations instead, which would be implemented in the school he'd attend if this issue didn't exist.

In my experience, many of the common accommodations for hearing loss are easier to implement in K and the elementary grades than in PK. For example, preferential seating can be challenging when kids spend most of the day moving to centers (how do you sit "in the front row, or with your good ear towards the teacher, when you're in dramatic play?). FM systems work better when teachers are talking to kids rather than kids talking to each other. So, even if he's struggling now, you may find that accommodations work well and he is able to thrive in your IB school.

One other thing you might do is put in a lottery application for schools that have good reputations for accommodating students with 504's. That would buy you some time to finalize the IEP/504 and meet with your IB school. If your IB school is responsive you can withdraw your charter enrollment at any time, but otherwise it might give you a back up. Schools I'd think about:

CM
Bridges
E. L. Haynes
IT
SWS

There are probably a bunch of others that do well with mild issues, those are just the schools with which I have limited experience.

Thanks. We'll contact River School --- would have done that if it weren't for the pesky 10 inches of the white stuff! I guess we'll drop the immersion schools on our lottery list for now and move up IT/CM. Although, for K it is likely a very long shot. Early Stages did decide that DS did not qualify for an IEP since expressive/receptive language were strong and his reading/math skills were above their expectations. I suppose with a formal diagnosis, we can get a 504 and maybe qualify for speech, in case he needs it.

[Anonymous]

Anonymous wrote:I was diagnosed with severe-to-profound bilateral senorineural loss about that age. I was mainstreamed in public schools and thrived.

I did have an IEP (which mostly meant sitting in the front of the class) and spent a lot of time in speech therapy while my friends were at recess (which sucked, I won't lie).

But I got a great education, went to an excellent college, and have a great life. Hope that offers some encouragement.

OP here. Thanks for the encouragement and the success story. We are still coming to terms with it, berating ourselves for not picking it up earlier. We hope it works out for DS as well.

[Anonymous]

Has his speech been evaluated? It's common for many kids with unilateral hearing loss to not show any impact on their speech or academics.

I have a child with unilateral hearing loss and he receives accommodations like preferential seating and an FM tuner. He goes to one of the language immersion charters and he does well. I know other kids with hearing loss there and it hadn't been an issue at least with the families I know. You should definitely try to get an IEP if possible but most schools offer at least a 504.

To offer some encouragement: Stephan Colbert is also deaf in one ear.

[Anonymous]

Anonymous wrote:

Anonymous wrote:River is very willing to waive their application deadline for kids with hearing impairment, since serving them is their mission. Those kids are prioritized for financial aid as well, if that's an issue. I would contact them immediately.

What did Early Stages decide about an IEP? It sounds as though he may not qualify. If his academics and language are both strong you'll have trouble proving "educational impact". In that case you'll be looking at a 504 for accommodations instead, which would be implemented in the school he'd attend if this issue didn't exist.

In my experience, many of the common accommodations for hearing loss are easier to implement in K and the elementary grades than in PK. For example, preferential seating can be challenging when kids spend most of the day moving to centers (how do you sit "in the front row, or with your good ear towards the teacher, when you're in dramatic play?). FM systems work better when teachers are talking to kids rather than kids talking to each other. So, even if he's struggling now, you may find that accommodations work well and he is able to thrive in your IB school.

One other thing you might do is put in a lottery application for schools that have good reputations for accommodating students with 504's. That would buy you some time to finalize the IEP/504 and meet with your IB school. If your IB school is responsive you can withdraw your charter enrollment at any time, but otherwise it might give you a back up. Schools I'd think about:

CM
Bridges
E. L. Haynes
IT
SWS

There are probably a bunch of others that do well with mild issues, those are just the schools with which I have limited experience.

Thanks. We'll contact River School --- would have done that if it weren't for the pesky 10 inches of the white stuff! I guess we'll drop the immersion schools on our lottery list for now and move up IT/CM. Although, for K it is likely a very long shot. Early Stages did decide that DS did not qualify for an IEP since expressive/receptive language were strong and his reading/math skills were above their expectations. I suppose with a formal diagnosis, we can get a 504 and maybe qualify for speech, in case he needs it.

I'm the PP you just quoted, but I wouldn't assume that immersion is out. In your shoes, I'd start with an ENT and audiologist to get a good picture of whether his hearing has declined, or this is something you missed earlier on, and whether it's something you anticipate getting worse or something stable. If it's a stable condition he's had for a while, then I wouldn't assume that immersions is out. If he managed to learn English with the hearing loss, well enough that he reads above grade level, is "articulate", and scored well on a WPPSI, then he should be able to learn a second language as well (maybe ask about tonal languages, if you've got Yu Ying on your list I have no idea if hearing loss impacts Mandarin differently than English).

In some ways an immersion school would be a great choice for a kid with hearing loss. There tends to be more adult directed learning, just because they want kids to be hearing language models from the adults, who may be the only fluent speakers in the room. This would make an FM system work well.

[Anonymous]

Anonymous wrote:Has his speech been evaluated? It's common for many kids with unilateral hearing loss to not show any impact on their speech or academics.

I have a child with unilateral hearing loss and he receives accommodations like preferential seating and an FM tuner. He goes to one of the language immersion charters and he does well. I know other kids with hearing loss there and it hadn't been an issue at least with the families I know. You should definitely try to get an IEP if possible but most schools offer at least a 504.

To offer some encouragement: Stephan Colbert is also deaf in one ear.

OP here. Yes, speech was part of his Early Stages evaluation and was deemed to be within normal limits. There were some articulation issues noticed, such as a tendency to say "dzh" for "j", but apparently nothing developmentally out of line. The concern we have is that much of language learning is incidental. But although DS is in a language rich and complex environment, his language sounds ever so slightly like someone speaking English as a foreign language. It may be due to his hearing issues or something else. One more thing to watch out for!!!

[Anonymous]

I would call Gallaudet and see what they recommend. They have services and programs for young children.

https://www.gallaudet.edu/about_gallaudet/birth_-_grade_12.html

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:River is very willing to waive their application deadline for kids with hearing impairment, since serving them is their mission. Those kids are prioritized for financial aid as well, if that's an issue. I would contact them immediately.

What did Early Stages decide about an IEP? It sounds as though he may not qualify. If his academics and language are both strong you'll have trouble proving "educational impact". In that case you'll be looking at a 504 for accommodations instead, which would be implemented in the school he'd attend if this issue didn't exist.

In my experience, many of the common accommodations for hearing loss are easier to implement in K and the elementary grades than in PK. For example, preferential seating can be challenging when kids spend most of the day moving to centers (how do you sit "in the front row, or with your good ear towards the teacher, when you're in dramatic play?). FM systems work better when teachers are talking to kids rather than kids talking to each other. So, even if he's struggling now, you may find that accommodations work well and he is able to thrive in your IB school.

One other thing you might do is put in a lottery application for schools that have good reputations for accommodating students with 504's. That would buy you some time to finalize the IEP/504 and meet with your IB school. If your IB school is responsive you can withdraw your charter enrollment at any time, but otherwise it might give you a back up. Schools I'd think about:

CM
Bridges
E. L. Haynes
IT
SWS

There are probably a bunch of others that do well with mild issues, those are just the schools with which I have limited experience.

Thanks. We'll contact River School --- would have done that if it weren't for the pesky 10 inches of the white stuff! I guess we'll drop the immersion schools on our lottery list for now and move up IT/CM. Although, for K it is likely a very long shot. Early Stages did decide that DS did not qualify for an IEP since expressive/receptive language were strong and his reading/math skills were above their expectations. I suppose with a formal diagnosis, we can get a 504 and maybe qualify for speech, in case he needs it.

I'm the PP you just quoted, but I wouldn't assume that immersion is out. In your shoes, I'd start with an ENT and audiologist to get a good picture of whether his hearing has declined, or this is something you missed earlier on, and whether it's something you anticipate getting worse or something stable. If it's a stable condition he's had for a while, then I wouldn't assume that immersions is out. If he managed to learn English with the hearing loss, well enough that he reads above grade level, is "articulate", and scored well on a WPPSI, then he should be able to learn a second language as well (maybe ask about tonal languages, if you've got Yu Ying on your list I have no idea if hearing loss impacts Mandarin differently than English).

In some ways an immersion school would be a great choice for a kid with hearing loss. There tends to be more adult directed learning, just because they want kids to be hearing language models from the adults, who may be the only fluent speakers in the room. This would make an FM system work well.

I agree. Don't rule out immersion. I'm the pp and our child with unilateral hearing loss attends YY. There are kids there with hearing loss who do very well and the school is very accommodating even without an IEP or 504 as long as you show them the audiologist's report. Also, you will not have any issues getting an IEP or 504. (Ask for the IEP.)

[Anonymous]

Talk to Jon Senzer at DCPS. He deals with students who have IEPs for hearing loss.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:River is very willing to waive their application deadline for kids with hearing impairment, since serving them is their mission. Those kids are prioritized for financial aid as well, if that's an issue. I would contact them immediately.

What did Early Stages decide about an IEP? It sounds as though he may not qualify. If his academics and language are both strong you'll have trouble proving "educational impact". In that case you'll be looking at a 504 for accommodations instead, which would be implemented in the school he'd attend if this issue didn't exist.

In my experience, many of the common accommodations for hearing loss are easier to implement in K and the elementary grades than in PK. For example, preferential seating can be challenging when kids spend most of the day moving to centers (how do you sit "in the front row, or with your good ear towards the teacher, when you're in dramatic play?). FM systems work better when teachers are talking to kids rather than kids talking to each other. So, even if he's struggling now, you may find that accommodations work well and he is able to thrive in your IB school.

One other thing you might do is put in a lottery application for schools that have good reputations for accommodating students with 504's. That would buy you some time to finalize the IEP/504 and meet with your IB school. If your IB school is responsive you can withdraw your charter enrollment at any time, but otherwise it might give you a back up. Schools I'd think about:

CM
Bridges
E. L. Haynes
IT
SWS

There are probably a bunch of others that do well with mild issues, those are just the schools with which I have limited experience.

Thanks. We'll contact River School --- would have done that if it weren't for the pesky 10 inches of the white stuff! I guess we'll drop the immersion schools on our lottery list for now and move up IT/CM. Although, for K it is likely a very long shot. Early Stages did decide that DS did not qualify for an IEP since expressive/receptive language were strong and his reading/math skills were above their expectations. I suppose with a formal diagnosis, we can get a 504 and maybe qualify for speech, in case he needs it.

I'm the PP you just quoted, but I wouldn't assume that immersion is out. In your shoes, I'd start with an ENT and audiologist to get a good picture of whether his hearing has declined, or this is something you missed earlier on, and whether it's something you anticipate getting worse or something stable. If it's a stable condition he's had for a while, then I wouldn't assume that immersions is out. If he managed to learn English with the hearing loss, well enough that he reads above grade level, is "articulate", and scored well on a WPPSI, then he should be able to learn a second language as well (maybe ask about tonal languages, if you've got Yu Ying on your list I have no idea if hearing loss impacts Mandarin differently than English).

In some ways an immersion school would be a great choice for a kid with hearing loss. There tends to be more adult directed learning, just because they want kids to be hearing language models from the adults, who may be the only fluent speakers in the room. This would make an FM system work well.

I agree. Don't rule out immersion. I'm the pp and our child with unilateral hearing loss attends YY. There are kids there with hearing loss who do very well and the school is very accommodating even without an IEP or 504 as long as you show them the audiologist's report. Also, you will not have any issues getting an IEP or 504. (Ask for the IEP.)

In order to get an IEP you need to be able to document adverse educational impact. For a child reading a year or more above grade level, and performing math 3 years above grade level, and scoring well on language testing, that's pretty much impossible. If this is a new condition (as opposed to a new diagnosis of an existing condition) and progress slows you might get an IEP for an above grade level child, but otherwise that will be very hard.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:River is very willing to waive their application deadline for kids with hearing impairment, since serving them is their mission. Those kids are prioritized for financial aid as well, if that's an issue. I would contact them immediately.

What did Early Stages decide about an IEP? It sounds as though he may not qualify. If his academics and language are both strong you'll have trouble proving "educational impact". In that case you'll be looking at a 504 for accommodations instead, which would be implemented in the school he'd attend if this issue didn't exist.

In my experience, many of the common accommodations for hearing loss are easier to implement in K and the elementary grades than in PK. For example, preferential seating can be challenging when kids spend most of the day moving to centers (how do you sit "in the front row, or with your good ear towards the teacher, when you're in dramatic play?). FM systems work better when teachers are talking to kids rather than kids talking to each other. So, even if he's struggling now, you may find that accommodations work well and he is able to thrive in your IB school.

One other thing you might do is put in a lottery application for schools that have good reputations for accommodating students with 504's. That would buy you some time to finalize the IEP/504 and meet with your IB school. If your IB school is responsive you can withdraw your charter enrollment at any time, but otherwise it might give you a back up. Schools I'd think about:

CM
Bridges
E. L. Haynes
IT
SWS

There are probably a bunch of others that do well with mild issues, those are just the schools with which I have limited experience.

Thanks. We'll contact River School --- would have done that if it weren't for the pesky 10 inches of the white stuff! I guess we'll drop the immersion schools on our lottery list for now and move up IT/CM. Although, for K it is likely a very long shot. Early Stages did decide that DS did not qualify for an IEP since expressive/receptive language were strong and his reading/math skills were above their expectations. I suppose with a formal diagnosis, we can get a 504 and maybe qualify for speech, in case he needs it.

I'm the PP you just quoted, but I wouldn't assume that immersion is out. In your shoes, I'd start with an ENT and audiologist to get a good picture of whether his hearing has declined, or this is something you missed earlier on, and whether it's something you anticipate getting worse or something stable. If it's a stable condition he's had for a while, then I wouldn't assume that immersions is out. If he managed to learn English with the hearing loss, well enough that he reads above grade level, is "articulate", and scored well on a WPPSI, then he should be able to learn a second language as well (maybe ask about tonal languages, if you've got Yu Ying on your list I have no idea if hearing loss impacts Mandarin differently than English).

In some ways an immersion school would be a great choice for a kid with hearing loss. There tends to be more adult directed learning, just because they want kids to be hearing language models from the adults, who may be the only fluent speakers in the room. This would make an FM system work well.

I agree. Don't rule out immersion. I'm the pp and our child with unilateral hearing loss attends YY. There are kids there with hearing loss who do very well and the school is very accommodating even without an IEP or 504 as long as you show them the audiologist's report. Also, you will not have any issues getting an IEP or 504. (Ask for the IEP.)

In order to get an IEP you need to be able to document adverse educational impact. For a child reading a year or more above grade level, and performing math 3 years above grade level, and scoring well on language testing, that's pretty much impossible. If this is a new condition (as opposed to a new diagnosis of an existing condition) and progress slows you might get an IEP for an above grade level child, but otherwise that will be very hard.

That true but for kids under 6, they are very lenient about what constitutes "adverse educational impact". Also, they are learning in two languages (and learning another language) and most people would agree that having any amount of hearing loss may have an educational impact in the future that they may not now.

Just my experience but everyone I know with hearing loss had no problems getting an IEP granted this was when they entered the school as 4 yr olds, prek - which at YY is 100% Mandarin, no English.

[Anonymous]

OP here. We'll see what we can do in terms of an IEP or a 504 and also put in immersion charters in the lottery. Thanks all.

[Anonymous]

So did you get a hearing aid for your child? My child is in first grade and first got hearing aids (bi-lateral) in pre-school. He goes to our local public school and receives extra support. A DHOH (deaf and hard of hearing) teacher keeps track of him about once a month and he has preferential seating. The DHOH teacher advises the classroom teacher how best to help my child.