For the teachers out there... :-)

http://www.medicine.iu.edu/documents/Otolaryngology/Medel.pdf

This is the stage we are ... for now...

Been a while... and everything is going smooth... As smooth as one can expect with a lion that wants her own way, and is beginning to get the idea how to get her way..

Lotte is doing well. She loves to go to school, loves to do homework and in fact, loved to do math (addition and substraction) that she went through several extra books. She loves it. Not allowing anyone o help, but accepting when we point out when something is wrong... Wonderful...
We found her at times asleep in her bed with the exercises open..... darn... forgot to take a picture of that..

But... we suddenly realised something.... ...  We are terrible parents.!!!!
Today in the car she started to sing a Norwegian children song, and when she asked us if we could put the CD on, we said "No.!"... well, actually.. we said "no".
Can you imaging that...?? Our deaf child is singing  and we deny her the possibility to listen to it.... (Sure, out of tune and without melody, but that's no excuse to say "no".)
This is terrible... even worse than saying "shut up" to your deaf child that is babbling and babbling....
I hope there's help for us...

Failure - and succes

Well,
one of the CI's broke down.
Lotte came home and complained about the left CI. It made a "bzzzz" sound, and she was not happy about that.
We checked with the earplugs, and indeed, the CI was not working...
Fortunately... we can call our supplier (Medisan in Oslo) where they have all the stuff they need to send a new one... and the next day it was in the mail. Excellent service...

But...
Lot's of learning come from such an event..
1: Sooo good to still have 1 "ear" left... It has been a couple of years since this happened, but again.. having a second CI to use is just PERFECT..

2: Lotte is at a stage where she will tell us when something is not working. It has happened before that she would not be bothered about a CI not being on... This time, the CI obviously made an awkward sound, so she got annoid.

3: She hears A LOT less with only 1 CI. More "huh"'s more misunderstandings....

4: With 1 CI, going to school, she is tired at the end of the day due to the intensity / concentration she needs in order to understand what's being said.... Another thing that shows how bi-lateral CI is helping Lotte tremendously..

So.. everything back to normal... Lotte was happy to get her new processor, and life is back to normal...

Getting home from school...

Nothing to say about these pictures...

FM equipment..

We're going to experiment with Lotte's FM equipment.
We have had it for a while, but since she didn't have problems in the classroom, we decided to wait a bit... That's.. until now. Time to experiment.

On my search for some explanations about the equipment I came across this webside..

Nice site to give an idea about using FM in a classroom with noise.
Have a try... . Adjust the parameters. For example - distance to the teacher... and the noise. Then turn on the FM-equipment.... 

Impressive demo... Not sure how real the situation is... perhaps readers that have CI and use FM may confirm that it's a good demonstration....

p.s.
Some linke (Thanks Dan..)
Acoustics: http://www.lenardaudio.com/education/04_acoustics.html
Info: http://www.babyhearing.org/HearingAmplification/AidChoices/FMSystem.asp
Question: http://forums.about.com/n/pfx/forum.aspx?tsn=1&nav=messages&webtag=ab-deafness&tid=4918
Acoustics in classroom: http://asa.aip.org/classroom/booklet.html

Good signs...

It's been a long time... again... I should improve on keeping the blog update more.
Because.. lot of stuff is happening... Lotte's days - and therefore her experiences - are mainly at school and the "SFO".. the organisation that takes care of the kids after school. (from about 13:30... )

Of course a lot is happening at home as well, but when you think of it, she starts fresh at school, and gets more and more tired during the day. When she comes home, she wants to play with friends, cycle do homework, talk to us... but she already had a long day...
But it's at school where she's doing the hard stuff. Interacting with other children. Paying attention in class. Mastering the subjects... Quite a challenge for a girl that was born deaf, and started hearing 2 years after she was born. There's a lot of catching up to do.
At times, we can see how well she's doing. Some times we can see how well she's doing despite her situation. Some times we can see how things are not in place.
For example, cognitively she is not at the level of a 7-year old. This became painfully clear last week when they had a performance on stage, organised by the "SFO". Lotte had mentioned that there was going to be a show. The show was late in the afternoon. Lotte's mother came to pick her up later so that Lotte could see the whole show.

Think of the surprise when she entered the school, to find Lotte on stage taking the second price.!!!

She and 3 boys had practised an act with hoola-hoops, but Lotte never mentioned that to us. She never told us to be there...

Another mother had seen Lotte perform and told what happened. What Lotte and the boys had done, so when Lotte came from the stage, full with pride, Lotte's mum could pretend that she had seen the show.

But it was such a painful moment. The first show - in front of public - of your deaf daughter that is working hard to keep up with her friends and you miss it.. (btw.. Someone made a video, so we will see her.. I'll post it here.. )

It just shows that as parents we have to make sure that the adults around Lotte know that not everything that is communicated to Lotte is understood. Lotte is great at pretending that she understands, but there's a lot that she doesn't get. This was one of those situations. It showed us that communication between SFO and us has to be done on paper. Actual, we know that, but the people at the SFO didn't realise it..

So, room for improvement..
(And... looking for a "hoola-hoop" picture... until then, the diabolo will have to do..)

Just some brainstorming....

Social or academic... ? .. Where to put the focus...???
Lotte needs a lot of support in order to keep up with school-work. Reading is going well, and improves with the amount of time we spend on it. Math, adding and substracting so far, requires help as well. Fortunately, she loves doing homework. She loves reading and she's OK with being corrected - gramatically. (That said.. the sentence "I know that.!" is used often by her.. :-) )
BUT.... she loves to get the bike and just go back to school... interact with the other children that are still there. Cycling from one place to another... Being with others....
How to combine this.??
An advantage is that.. this is Norway. We have no problem with her cycling off. She has a watch, and even though she can't tell time, she understands how the dials have to be for her to be home. She's very punctual...
A disadvantage is that.. this is Norway. Days are getting shorter quickly, and cycling in the dark is a No-No for Lotte. Also dusk is too dangerous.... so this leaves little time between getting home from school, and being back inside.

So... there's the dilemma. She needs exposure to both social interaction and the academic... The social part is obvious when friends come home with her. To her it's great, because she can interact 1 on 1. Put another 7-year old in the equation, and Lotte will not be able to keep up.
A couple of days ago this happened when she had a friend over, and the two played along fine. When a third child came at the scene the interaction, or attention is not distributely equally. Lotte will fall behind in the conversation and games, and will get frustrated about that. Lotte came to us and informed us that the latter had to go. She wanted the friend to herself.
For us it's interesting to watch the difference between a 7-year old that has heard all her life, and Lotte, who has been deaf for the first 2 years.
We can see that there is still a lot to catch up.
Lotte is doing really well, but she is only slowly catching up on the 2 years lost. It seems as if she caught up 1 year since she got CI, meaning that she's mentally a year behind the rest of the class..
Realising that can hurt.... or you can look at the other side... CI helped her to catch up.
Because, when she had had signlanguage from the start and because of that had not had a delay in cognitive development, she would still not be able to interact with all the children she's interacting with right now. She would have had just a couple of other friends that would speak sign. And they would only see each other during schooltime, and sporadic visits.
Now, CI has made her in a very social girl, attending the school as her brother and sister - close to home, outgoing, determined to say what she wants to say. Sure.... she could be that deaf/Deaf as well, but not in the hearing world.
She would not have been able to communicate with her grandparents. Even thought they could have learned sign, they would have been surpassed by Lotte in no time. Now, she talks to them on the phone when in Norway, directly when in Holland.
In a way we cannot imagine how Lotte's, and for that matter, ours, and our other childrens life would have looked like had Lotte not been able to hear...
It would have been completely different. Can't say if it would have been better, or worse... but very different.

Btw... she's allowed to cycle to school for 1/2 an hour.. then homework.. :-)

Deaf shame...

Found an interesting post in this blog....

Sure Lotte will experience this as well... not sure to what degree though.... Up to us parents to keep an eye on it.

Yesterday Lotte commented that the children in the first grae (age 6-7) were asking her (Lotte is now in second grade) what "it" is, the BTE's on the shoulders and the coils on her head.

Lotte has no answer for them.....

Lotte explained to us that she did not like being asked all the time. Actually, I have never experienced Lotte explaining her CI to anyone. I think that there is no real explanation to her. It's how it is. I'm sure the questions will come later, but for now, she hears with CI... end of (her) story.

So, we contacted the school, and asked if the teachers in the first grade could do something about it. In itself, this is difficult. Putting focus on it could be a bad thing. In a way, the children just ask what it is. A simple "I need it to hear" would be enough explanation.. We noticed that last year, with Lotte's class-mates. None of them is interested in a 5-minute explanation on CI.... A straightforward explanation is enough to cure the curiosity..

But of course it will be a matter of time before Lotte will start ask questions herself. Will we be ready for it...??? I guess not.... How do you prepare for that... .really..

We notice how she is thriving on sound, but also how there's sometimes a part she's missing. She has her own strategies to cope with it. Guessing answers, ignoring questions, making sure she's the one doing the talking.... Many different strategies....

The best one is of course how she answers a question that ends with ".... , isn't that right?"... Can you guess the answer to that question ....????

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btw.... followup on that site...