I'm really just thinking aloud - but would appreciate any
options/thoughts...

A bit of background, my daughter was diagnosed with LKS at 3. She
lost all receptive and expressive language. She is now 4, turning 5
in January. Her EEG has been clear for almost 12 months. Her
receptive language is improving - however she still only
recognises/understands single words, maybe about 60?? Expressively,
she is still very poor - she can articulate maybe 10 words. Her
doctors believe she is also dyspraxic.

For the last 16 months, she has attended an excellent early
intervention program at a school for deaf children. She is learning
to sign and has a signed vocab of a few hundred words - can put 4 -5
signs together to make short signed sentences. Her receptive
understanding of sign is good and improving rapidly.

Next year, she will go into the 4 year old kindergarten program -
this is a full time (5 days a week) program that focuses on intensive
language acquisition. There are two classes that are possibilities 1)
the bilingual program - where the focus is on sign language. This is
a 'largish' class of 13 - 15 children, one teacher and a teacher's
assistant. Most kids is this class are profoundly deaf and have been
signing since birth - so are excellent communicators. 2)The oral
program - that focuses on oral laguage and auditory skills and
uses/promotes key word signing to assist comprehension and expressive
language. This is a small class - 6 kids, 1 teacher and 1 assistant.

The school is 'stuck' as to where to place my daughter. The decision
is ultimately mine.

My concerns/thoughts:

Big class v's small class - smaller class likely to provide more
individualised attention/care.

I believe my daughter will be a more efficient communicator using
sign language - as there are no medical issues impeding her learning
and development in this area, however there are significant issues
delaying her progress/acquisition of oral language.

If Auslan (australian signed language) is to become her first
language, would she be better placed in a signing 'rich' environment
and hope she copes (the bilingual class has a number of fluent
children in it, and Taylor is not yet fluent) or in a smaller class
were they will continue to work on key word signing, building her
vocab and work on oral skills also? But most kids in this class
communicate verbally.

Most of her friends are profoundly deaf and sign.

We are unaware of her IQ as we have not yet pursued testing in this
area - however all indications point to her being 'normal'.

If you have got this far - thankyou, your thoughts would be
appreciated.


Peta

(Australia)