August 20, 2004 I attended the IEP meeting of a fifteen year old female who was hearing impaired. I will call her "A". A's Junior High School IEP team recommended her placement in the general education classroom on the Alabama Occupational Diploma Track (AOD) upon her entering 9th grade at the nearby Senior High School. After the first two weeks of classes it was evident that A would not be able to function nor keep up with the level of learning required even with accommodations. A's mother and general education teachers stated that A would be better served in resource classes and attend general education classes only for electives. An IEP meeting was held to amend A's IEP. A team consisting of A, her mother, her aunt, the special education teacher, speech therapist, general education teacher and a vice-principal came together to decide what was best for A and determine her LRE. It was the determination of the team to amend the IEP changing A's placement to the resource room and from the AOD Diploma track to a Certificate Track. It was also necessary to change the goals and objectives of the original IEP to accommodate A's appropriate learning disabilities and hearing impairment.
I have been teaching special education for one year and this was the first child I have had on my case load with a hearing impairment. It was very interesting to watch how A communicated through sign language and lip reading. A uses a relay ----------??? in the classroom, but to give her a better advantage for learning, Elmore County is looking for an interpreter to be in class with A. It was noted by the speech therapist that they have been trying for two weeks to locate an interpreter, but so far had not been able to locate one.