Journal Video Observation Post

Journal Post #3:  Video Observation 

NOTE:

This is my first ever video post and the technology has not been cooperative.  I have trying different things for three weeks now, so hopefully this will finally work.

Student Background Information:

CLD is a student in 4K located at the Early Learning Center (ELC).  She came with her family from Burma near the end of last year.  In the home, her mother speaks only a tribal language from her home country and her father speaks Burmese (along with being able to communicate with mom).  CLD's intelligence levels were tested off the charts, so she is quite bright, however, she was completely nonverbal.  She qualified for Early Childhood due to her lack of speech.  Dad had also suspected a hearing loss for some time.  They were able to get her hearing tested and found that she had a bilateral profound hearing loss.  I was informed, but could not formally work with her until we received her audiogram.  Communication with the family is very challenging as we do not have a Burmese interpreter on staff.  We have to go through a phone agency and arrangements can be difficult.

CLD went through the process to be fitted for hearing aids to serve as a trial for cochlear implants.  She needed to show the hearing aids were of little use for a period of time before following through with the surgery.  The timeline was to hold the surgery over summer with a turn on date as the week before school started this year.  This plan was followed for one of the CI's.  She was turned on the week before she came in to school and language is at zero.  At the end of last year, I pulled CLD a few times to observe what she could do.  She picked up sign very quickly.  The team decided to add a sign language interpreter to her team when she started 4K because the child is really starting with no language and we needed some way to communicate with her. 

Her brief history leads us to this Video Observation.  I had wanted to work with CLD on the Foundations of Literacy intervention and the SPICE curriculum, however it quickly became clear that the primary need was to just get some language in her.  I switched my focus to Vocabulary and worked with her SLP to see what vocabulary was expected of a same-aged peer. We pulled a list from some of the formal testing materials and I have begun work there.  As you will notice from the video, her signs are limited, but all the signs she has, have been learned from the beginning of the school year.  She is developing skills to express some of her needs, which is wonderful. She has also developed "other ways" to communicate.  Sometimes she will point, or act out and gesture.  She is clever and likes to be correct.  Sometimes she will catch when she has used an incorrect sign and put that card back in the shuffle to redo so it is correct.  I found this interesting. 

It very much reminds me of a blank sheet of paper... sometimes one of the most overwhelming things for me.  I feel like I don't know where to start... until I make a mark and work from there.  We are starting with vocabulary building, just labeling and association.  If she can start to generalize, wonderful.  At this point, I am accepting sign for her vocabulary recognition.  I do cue her to voice anything she can give me, so approximations are not close.  However, she has learned to turn her voice on and off on cue, which is a big step in the right direction.  She was not voicing at all last year.  Hopefully this background on CLD helps.

CLD Observation
CLD WEEKLY PLANNING FORM
CLD DAILY LESSON PLAN
CLD VIDEO FEEDBACK FORM (JUST A NOTE:  I'm not sure if this one is completed correctly or not.  Please let me know if I fill out the domain area before or after review). 
DATA COLLECTION

ARTIFACT: 

 See Video at Time Stamp 24:40  To match the Autumn Theme and Vocabulary words, CLD drew a picture of a red leaf and wrote her name at the bottom of the page.  I did not think of it at the time, but I should have snapped a picture of the drawing.  A change I will need to make for the future.




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