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A couple more random thoughts that came as I was reading through the many excellent posts.

I ruptured my ear drum a few years ago. It took a couple months before my hearing returned and was an eye opening experience. About a week after it happened we went to a friend's place with about 20 people to hang out. It was unbearable. I was completely unable to focus enough on one conversation since there was so much background noise. We ended up leaving after about 30 min because I couldn't function. One on one wasn't a problem.

You had a question about if you would also see inconsistencies at home and in my experience - not necessarily (or at least not unless you know exactly what you're looking for). My DS was fine at home. He is very inquisitive and we talk about a LOT of things but all of his learning at home was aural or visual (in his case his strong suits). He is also able to pursue things of his own interest and at his own pace and this works great for him. Sitting in a classroom learning to count money for the third week in a row did now work for him. Compound onto that that he had to actually write out things and then things got really ugly. His specific LD is low processing speed and low working memory which for now mostly shows itself in his writing output. He's able to compensate for a lot of things with his other strengths so it isn't always obvious. I also have a friend who's DD is 2e and has managed to fly under the radar until grade 4. She was able to memorize books and use the pictures to fool the teachers into thinking she could read when she couldn't.

Anyway, there are a lot of reasons other than LD that might explain things (I'm just biased because of my experience). Hopefully you'll get some answers for her that will help you.

Her response was that is not DD's issue she hears fine because she completed work earlier in the day just fine.

Her comment about her being there to help and not entertain, besides being untrue: she's there to teach and at that age, half of teaching is holding their attention (entertaining them),

you may be able to "trick" her into stating that she can't meet your dd's needs. If you can get it in writing, and get it on the principal's computer/desk, you have grounds for asking for a new teacher.

For example, if you state dd has hearing loss and does not hear well with background noise or where she can't see the face, or whatever, and teacher says, she hears just fine, push her hard to say what she cannot do and why (while leading her with your gentle and understanding questioning that gives her comfort in stating your dd is a lazy good for nuthin who needs nothing but a kick in the butt). Then send a sympathetic email that you understand how hard her job is with all the kids and you are sorry that your dd has the hearing impairment that is increasing the burden further. And repeat back exactly what you got her to say so it's documented in the email. Then, you take your hearing test and the results of your eval, and make sure the recommendations are clearly stated. Give the email that states that the teacher is unable to provide the accommodations to the principal alongside the stated needs, so it's all there in black and white.

YES, I did this. You have to have a stomach for leading the teacher into the trap, but it works. You have a vulnerable teacher who seems willing to say politically incorrect things. You can exploit that to get what you need for your dd.

jholland, can you call your ped today and get a drs note re the punctured ear drum? While I would continue on with your eval and advocating just as you are - I also think that in this case, with a drs note, you should at least try to go to the school nurse (if there is one) and ask that your dd have accommodations until it heals. This is just one little thing you should be able to do today (or tomorrow lol). Many times schools will write up what is called a "Health Plan" for children who have medical issues but aren't on either 504 plans or IEPs to cover either temporary conditions or conditions that are permanent or long-lasting but the school feels the child doesn't need the protection (or paperwork) involved with a 504 plan. It's not what your dd needs long term, but it may be at least something to start with right away to get something like preferential seating etc.

You might also call your school district's 504 coordinator (if you haven't already) and discuss what's going on with the coordinator and ask how they would recommend proceeding for a child who has a hearing issue caused by a ruptured ear drum. This isn't the end-all of your advocating - you'll still proceed with your eval etc, just fact-finding and possibly a route to getting something done sooner. I really feel for your dd in a classroom situation where she might not be hearing everything.

Just a thought -

polarbear

I will ask her nicely to go back to her seat and while the sentence isn’t even off my lips, she continues to walk."