What is ESY?
- Extended School Year (ESY) IS additional special education services needed for a child with a disability that is “necessary [for] the child to benefit from his or her education…so that the child can make progress toward the goals specified on the child’s IEP and to prevent regression.”
- Extended School Year (ESY) IS NOT summer school. ALL children, especially those with disabilities, would benefit from extra instruction during the summer months; ESY is not for that purpose.
How do they even figure out who needs that?
Some guiding questions from the SC Office of Special Education Services:
- Does the IEP team think the child will regress (or lose skills) during the school break(s) so that he or she would not be able to pick up where he or she left off?
- If the child is without special education services during the school break, would that “significantly affect his or her maintenance of skills and behaviors”? Sometimes we call this a “critical learning period.” One example is that the child has FINALLY caught on to language acquisition and if she were without special instruction for 10 weeks, next year’s teacher might have to start over.
- Are there “instructional areas or related services needed that are crucial in moving toward self- sufficiency and independence?” One example would be a child that maintains good behavior during the school-year because of the super structured nature of the classroom, and 10 weeks without that might send the child back months and months.
From the Office of Special Education Process Guide for South Carolina, Rev. 3/20/2013. http://ed.sc.gov/scdoe/assets/File/districts-schools/special-ed-services/Special%20Ed%20Process%20Guide%20SEPG-2013.pdf
While Summer is still months away, there are always quite a few camps for deaf and hard of hearing children, teens, and young adults that you’ll want to be sure to register for ahead of time while there’s still space! Check them out! Click here for a downloadable PDF: 2017 Summer Camps
Camp Wonder Hands |Batesburg-Leesville, SC (Overnight)
Sunday, July 16 – Friday, July 21, 2017
Learn more & register: http://ow.ly/x9X8309fyaJ
SC School for the Deaf and Blind Camp | Spartanburg, SC (Overnight) (FREE, free transportation)
Sunday, June 18, 2017 – Saturday, June 24, 2017
Ages 6-16 | Teen Camp ages 13-16
**Register early – space is limited!
Learn more & register: call 864-577-7558
Camp Sertoma | Pendleton, SC (Overnight)
Sessions range from June – July 2017. For details, visit: http://campsertomasc.com/sessions/
**Must be sponsored by a local Sertoma club – contact your local Sertoma club
Learn more & register: http://www.campsertomasc.com/
Camp Burnt Gin | Wedgefield, SC (Overnight) (Free)
Sessions range from June – August 2017. For details, visit: http://ow.ly/Sk16309fBlv
Children Camp ages 7-15 | Teen Camp ages 16-20 | Young Adult Camp ages 21-25
The official application deadline: March 1, 2017 – applications may be taken late if slots are available!
**Please be sure to request an interpreter if your child will need one.
Bill Rice Ranch Christian Camp | Murfreesboro, TN (Overnight) (FREE, possible free transportation)
Sessions range from June – July 2017
Learn more & register: http://www.billriceranch.org/deaf-ministries/deaf-camp
Spring Camp Cheerio (formerly known as Cue Camp) | Glade Valley, NC (Overnight)
Friday, May 19 – Sunday, May 21, 2017.
Learn more & register: www.springcampcheerio.org
Camp Communication Vacation: “Superheroes SuperEARos” | Charleston, SC (Day Camp) (FREE)
Monday, July 17 – Friday, July 21, 2017
Learn more & register by June 16, 2017: http://ow.ly/mAxL309tBoh
Koala Camp | Columbia College, Columbia, SC
Ages 18 months-3 years | M & W, 11am-Noon, June 5-28
Ages 4-7 years | T & Th, 11am-noon, June 6-29
Learn more & register by May 1, 2017: http://ow.ly/EsNB30avT3x
And, don’t forget about the 2017 Back to School Bash for Children and Adults with Hearing Loss and Their Families. Long name, great info, resources, connections, and fun! Let us know your interest now!
**Compiled from available information as of March 1, 2017 by Beginnings SC staff.
One of Beginnings SC’s Board members, Missy, has been Deaf since birth. She and her husband, who is also Deaf, use American Sign Language as their primary mode of communication, as do their two children. In November 2016, their oldest child begins to request an evaluation of his hearing because he was pretty sure he had a hearing loss, but wasn’t sure how much. Watch Missy as she gives an account of the past few months and where everyone is now.
Captions are available, but below is also the transcript that Missy wrote herself.
- Language builds on language.
- 80-90% of what a 5 year old knows going into kindergarten is learned incidentally – that means without thinking, without trying, the brain is listening and hearing and building language. Kids with a hearing loss don’t have the luxury of that easy acquisition
- Be patient.
- Remember that every parent comes to the table wanting to be the best parent they can, to do their best; they may not be the best expert on their child’s educational needs but they want to be, so be patient.
- If you’ve met one child with hearing loss, you’ve met one child with hearing loss.
- The impact of hearing loss on development is dependent on age, home environment, services, technology, etc… Every child is unique and requires an open mind to consider what their needs are.
- Write the Individualized Education Plan for that one child, not “this is what we do in this district.”
- Aspects of IDEA that we apply to other SpEd kids may look different to student with a hearing loss. For example, LRE (Least Restrictive Environment) applies to language, too. Is the student’s language level within 1-2 years of their peers? If not, they probably don’t have access to the curriculum or interactions with their peers.
- It goes a long way to intentionally create a relationship with a child’s parent.
- The IEP team for a child who is deaf or hard of hearing is usually large, so ask the parent(s) to come sit next to you so they feel they have a personal supporter in the room.
- If your district has a DHH consultant, call them and ask questions! Find out what they can teach you.
- Remember “adverse affect” for students who are DHH. Have you included/assessed:
- communication needs and the child’s and family’s preferred mode of communication?
- linguistic needs?
- severity of hearing loss and potential for using residual hearing?
- academic level?
- social, emotional, and cultural needs including opportunities for peer interactions and communication?
- Organize and bring your child’s paperwork with you.
- The most important ones to bring are:
- your child’s current IEP
- new audiological reports
- new evaluation reports
- Take paper to use to write notes during the meeting.
- The Beginnings parent notebook is a great organizing tool!
- The most important ones to bring are:
- For the meeting, think of your main goal(s) – try not to have more than 3. It tends to “muddy the waters” if there are too many issues.
- Make yourself a script if you need to – read it if you get nervous!
- If you are nervous that the meeting is going to get rough, bring a friend or your Beginnings Parent Education Specialist to help you stay calm, focused, and to help take notes.
- Go into the meeting with the mindset that everyone is there because they are there for your child and want to do best… but, even though they are the professionals, you are still the one that knows the child the best – and a crucial part of the team.
- When it is your turn to talk, thank someone. You can thank someone for the hard work with your child, something one of the team members reported on, etc.
- If you don’t understand the vocabulary they are using, ask! There’s only so much IDEA, LRE, FBA ,PLOP, ABR, and CBM you can take!
- Don’t leave the meeting without a copy of the IEP, even if they say it is “all messy and I’ll clean it up tomorrow.” Just say, “Give me a copy of the messy one, and I’ll throw it away when I get the clean one.”
- Reading Decreases Stress Levels
Believe it or not, reading for at least 6 minutes reduces your stress levels by a whopping 69%.
- Reading Increases Empathetic Reasoning
Fiction has been found to develop greater empathetic reasoning in readers than nonfiction, so make sure you’re getting a good balance! Reading also helps children relate well to others and better process their own emotions.
- Reading Decreases Mental Decline and Increases Brain Pathways
Reading regularly can keep you sharper longer—by up to 32%! Reading regularly also provides great cognitive stimulation for your child, helping to strengthen the pathways and connections their brain builds, providing them with early language skills.
- Reading Increases Memory Retention
Reading actually utilizes different parts of your brain than does watching tv or listening to music, and the parts of your brain that are used when reading are actually in charge of keeping memories in-tact. Reading has even been found to help prevent Alzheimer’s!
- Reading Increases Quality of Sleep
Staring at computer or phone screens before going to sleep and make it harder for your brain to switch off. Getting in a standard routine of reading a book better helps your brain switch off, allowing you to get much better shut-eye!
- Reading Increases Parent-Child Bonding
This is a wonderful pro for both you and your child. When you read with your child, you are sharing a special moment with them. They’ll come to associate books and reading with special times with you. Reading is a great way to develop a relationship and bond with your child, while you both obtain 5 great health benefits!
Enjoy a good book with your child tonight and reap all of the wonderful benefits for them, and yourself!