ENDEAVOR A Publication Dedicated to Families and Professionals Who Are Committed to Deaf Children
INSIDE THIS ISSUE: 2015 ASDC Conference Overview IEP Goals Made Easy From Kindergarten to High School: A Deaf Latinaâ€™s Journey
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American Society for Deaf Children #2047 800 Florida Avenue, NE Washington, D.C. 20002-3695 Fax: (410) 795-0965 Toll-Free Help Line: (800) 942-ASDC (2732) (202) 644-9204 VP firstname.lastname@example.org www.deafchildren.org Facebook: www.facebook.com/pages/ ASDC-American-Society-for-DeafChildren/215538915154965
THE ENDEAVOR STAFF Editor Tami Hossler email@example.com
Managing Editor Anita Farb Publication Services T.S. Writing Services, LLC www.tswriting.com ASDC STAFF Director of Advocacy Cheri Dowling firstname.lastname@example.org © 2015 ASDC. The Endeavor is ASDC’s news magazine published three times a year. Published articles and advertisements are the personal expressions of their authors and do not necessarily represent the views of ASDC. The Endeavor is distributed free of charge to ASDC members.
ADVERTISING For advertising information, contact email@example.com. ASDC is a 501(c)(3) public benefit corporation.
A Look Inside EVERY ISSUE ASDC Board A Note from the Editor ASDC Educational and Organizational Members Membership Form FEATURES Connecting the Dots: Deaf Children Are Not Broken and Do Not Need to Be Fixed Photographs of the 2015 ASDC Conference Historical Benefactors in the Establishment of Gallaudet University Nick Lachey Supports 2015 Toys“R”Us Toy Guide for Differently-Abled Kids® Discover Yourself! at CSDR IEP Goals Made Easy Desde el kindergarten a la graduación de la escuela secundaria: el paso académico de una estudiante sorda y latina From Kindergarten to High School: A Deaf Latina Student’s Journey Purposeful Parenting
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For a copy of the ASDC Endeavor’s submission guidelines, contact firstname.lastname@example.org. 1
ASDC BOARD Executive Council Board of Directors President Avonne Brooker-Rutowski, M.A. Austin, TX email@example.com Vice President Lisalee Egbert, Ph.D. Sacramento, CA legbert@saclink. csus.edu
Treasurer Timothy Frelich, M.A. Jessup, MD timothy.frelich@ gallaudet.edu
Past President Beth Benedict, Ph.D. Germantown, MD beth.benedict@ gallaudet.edu
Executive Secretary Tony Ronco, P.Eng. La Mesa, CA firstname.lastname@example.org
Parliamentarian Jeff Bravin, M.A. West Hartford, CT email@example.com
Members at Large
Rachel Coleman Midvale, UT RachelASDC@gmail.com
Gina Oliva Laurel, MD firstname.lastname@example.org
Erin Kane, M.A. Rochester, NY email@example.com
Susan C. Searls Rochester, NY firstname.lastname@example.org
Jacqueline Laldee Olney, MD email@example.com
KaAnn Varner Sulphur, OK firstname.lastname@example.org
Gregory Mendenhall Dublin, OH email@example.com
Council on Education of the Deaf Representatives Serving on the Joint Committee on Infant Hearing Beth Benedict, JCIH Chair, and Jodee Crace
How to Donate to ASDC
Make a tax-deductible charitable contribution to ASDC and invest in the future of education for deaf children, strengthening networks among families, and providing a promise of a better future for our children. Donations may be sent to: ASDC, #2047, 800 Florida Ave. NE, Washington, DC 20002 Or donate via PayPal at www.deafchildren.org, and click on Donate. 2
A Note from the Editor On the cover are the siblings, and volunteers; words Hands Waving. In all of whom had the opporthe deaf community, shaktunity to come together ing both hands in the air is to celebrate families with equivalent to applause. deaf children. Visit ASDCThis issue is dedicated to Indiana’s Facebook page the Indiana School for the and www.asdc2015.com Tami Hossler Deaf and the people who for more photographs or volunteered their time PowerPoint presentations. and energy to make this conference a The Endeavor is so very thankful to success. This issue also extends a big those who contribute to this publi“hand wave” to the families, adver- cation. If you have an article, story, tisers, sponsors, presenters, exhibi- upcoming event, or something that tors, schools and organizations at the is news-worthy, please do feel free to conference. send it my way at firstname.lastname@example.org. I hope you will enjoy this issue filled Be sure to also check out the ASDC with conference pictures of families, website at www.deafchildren.org for presenters, deaf children and their updates, events and much more. CORRECTION
ASDC Executive Board
In the Spring/Summer 2015 issue of the Endeavor, the article, Modern-Day Deaf Plus Resources, was credited to Lisalee Egbert. It should also have been credited to Jacob Marshall as co-author. We regret the omission.
ASDC has a videophone number! (202) 644-9204
L-R: Timothy Frelich, Avonne BrookerRutowski, Lisalee Egbert, Tony Ronco, and Beth Benedict. 3
A Message from the President
Passing the Gavel
I’m delighted to introFor our next conference, duce myself as the new we will do something differASDC president. ASDC ent. We have a weekend also has two new execureserved for you in late June tive board members: vice — a weekend of exclusive president Lisalee Egbert ASL learning in Columbia, and secretary Tony Md. All ASL levels and abiliRonco; Timothy Frelich ties are welcome; in fact, Avonne Brookerwill continue as treasuryou don’t have to know sign Rutowski er. I must thank the past language in order to attend. president, Beth Benedict, for her dedi- Just come and learn with us! For more cation and efforts in bringing ASDC to information, see page 19. the next level over the years. It will be You might be busy juggling with quite a challenge to fill her shoes, but commitments with school in session we’re fortunate to have her continue by the time you receive this issue, on the board for the next two years as but I hope you will find a few minutes past president. to visit us at www.deafchildren.org. We had a very successful ASDC To get to know me and other board conference at the Indiana School for members better, click on About on our the Deaf, with awesome presentations website. You will also find a wealth of and discussions that allowed families to information and resources there. Have share and learn from others. The inter- a wonderful academic year! preters did a fantastic job of ensuring clear communication amongst our hearing and deaf participants. One of many highlights was watching the children engaged in fun activities (such as the petting zoo) while interacting with each other. This would not have happened without wonderful sponsors and support from the community. At this conference, Past President Jodee Crace, at her alma mater, received the Lee Katz Award for her long-time service supporting and mentoring families. Congratulations, Jodee! See page 14 for more. 4
ASDC Conference 2015 A Big
to the Indiana School for the Deaf and the Amazing Volunteers! 5
Connecting the Dots
Deaf Children Are Not Broken and Do Not Need to Be Fixed
By Sharon Lynn Clark For three days in late June, families, community members and educators from across the country gathered at the Indiana School for the Deaf to learn from and with each other, and to share stories about our common and varied experiences with raising children who are Deaf. Centered on the theme of Connecting the Dots, session topics were inspiring, supportive and affirming of the beliefs that I have held about my daughter since the day she was born. I am a hearing mother to Sarah Joella Clark, born March 22, 2011. She changed our lives in unexpected and magnificent ways. Within a month our family learned definitively that Sarah was Deaf, or what our doctors referred to as a severe to profound hearing “loss.” Her father and I would later learn that both of her cochleas had not fully formed. However shocking and unforeseen this initial diagnosis was, almost immediately our family realized that this was not a “loss” at all. Our life, as we strive to immerse ourselves in the Deaf community, send Sarah to what is considered the best school for Deaf children in the coun6
try at Maryland School for the Deaf, and endeavor to excel learning American Sign Language, is infinitely more gratifying than I could have possibly imagined. I was touched by the comments of Deaf adults who described what was successful for them. One family, with now-adult Deaf sons discussed its journey as a hearing and Deaf family. One of the sons said, “We went through this journey together…that is what contributed to my success. He added, “My parents taught me how to advocate for myself and to reach out for the opportunities that I wanted.” Another particularly meaningful session included a panel of Deaf young adults who spoke about the significance of family involvement. One young man said, “The best thing you
can give to your children is free: reading books with them.” He and others throughout the weekend spoke about the necessity of having role models. “As a Deaf student, it is so important to have Deaf role models…someone who experiences life as I do.” A young lady communicated the importance of pursuing goals: “One of my role models told me to make sure to pursue my goals and to set high aspirations for myself; one person can make such a big impact on your life.” High aspirations and becoming empowered were two sentiments echoed by many others; these young adults shared their goals, including becoming a sign language teacher, a mental health counselor, a licensed minister, creating a camp, and obtaining a master’s degree in Deaf education. Another notable session focused on building self-esteem in our children. Pamela Farley spoke about the importance of parents being strong advocates for their children and teaching children how to assert their own needs. Vibrations, a group of 10 Deaf student performers ranging from sixth grade through high school, performed popular songs in ASL and exhibited the high self-esteem that parents want for their children . They also shared their insights with families throughout the weekend. One vivacious and confident young person said, “It is an empowering experience for young Deaf people to learn what they are capable of in the arts and to learn that barriers [need
not] exist.” These students learn to creatively interpret the lyrics of a song into ASL transforming it into a beautiful performance while expressing their emotions and feelings through the ASL translation. “We don’t need to hear in order to sign a song.” Furthermore, students learn how to follow the lyrics to the song, count to the music, dance to the counts, and translate from English into ASL. The students are exposed to figurative language and learn to work together as a group. These are important life skills for both hearing and Deaf young people. Friendships were also developed during the conference. I had conversations with presenters who shared their personal and professional experiences. This helped me to gain deeper perspectives about Deaf culture. There was a street festival, held inside because of rain. We were also treated to an ASL-interpreted performance of The Three Little Pigs by the Analco brothers. As I write this article, I remember just a few things that my daughter has accomplished in the past week: reading the words more and pizza from a restaurant sign, writing the word punt, telling complex signed stories about wolves and lions and signing silly 4-year-old things like, “I am afraid — a little bit — of a big H.” I know that she is capable of anything. She shows us this every day. I made a last minute decision to attend this conference just a few days before it was set to begin, and I am so grateful that I did. The experience was invaluable. 7
Center left and bottom: 2015 ASDC Conference chair Jodee Crace and ISD volunteers kick off the conference. Center right: Superintendent David Geesling welcomes participants to the Indiana School for the Deaf.
Conference attendees enjoyed a host of presentations, workshops, and entertainment, along with quality time with friends, families and community members.
As parents attended workshops and networked, their children were involved in fun activities and meeting new friends.
The children were treated to a host of activities, ranging from swimming to making delicious food to playing outside to games to art. 11
HANDS WAVING to all the people who came and made this conference one of the best in ASDC history! 13
2015 Lee Katz Award Winner The Lee Katz Award recognizes extraordinary parents in honor of Lee Katz, the first president of the International Association of Parents of the Deaf (now ASDC). Â The Lee Katz Award was first awarded in 1975, a tradition that continues at the annual ASDC conferences. The 2015 Lee Katz Award recipient was Jodee Crace, for all of the work she has done with families over the years through ASDC and the Indiana School for the Deaf. Jodee demonstrates ASDCâ€™s mission and core values everyday in her work with, and dedication to, families of deaf children around the country. ASDC sends a very special congratulations to her! The Lee Katz award is open to all family members, legal guardians, parents or grandparents of deaf or hard of hearing children who are ASDC members. If you would like to nominate someone for the 2016 Lee Katz Award, contact Cheri Dowling at asdc@ deafchildren.org.
Free Video on Demand for Deaf and Hard of Hearing Children The U.S. Dept. of Education now offers free, video-on-demand children's television programming for thousands of students who are blind, visually impaired, deaf or hard of hearing. Dozens of children and family television episodes may now be viewed online with closed captioning and descriptions through the Dept. of Educationâ€™s Accessible Television Portal project. The portal is part of the department-funded Described and Captioned Media Program (DCMP). It includes video-on-demand content provided at no cost by major television networks, as well as producers and distributors such as PBS Kids, Sesame Workshop, Cartoon Network, Sprout (NBC), the Fred Rogers Company, Scholastic Media, Litton Entertainment, Out of the Blue, and Fremantle Television. To view the content, teachers, school personnel, parents, and other professionals working with qualified students can visit www.dcmp.org and apply for access.
In The News: Hands Waving Legislation On Sept. 3, the California Assembly passed SB210, marking a historic day in deaf education history. The bill, sponsored by California Senator Cathleen Galgiani, will ensure that all deaf and hard of hearing children are kindergarten-ready. The bill will also help establish language benchmarks for deaf children from birth through five years old. Assembly Member James Gallagher, who has two deaf brothers, presented the bill to the Assembly floor in American Sign Language. The bill now goes to the governor for final signature. For more information, contact the California Association of the Deaf via www.cad1906.org. 15
By Alice Hagemeyer President, Friends of Libraries for Deaf Action Happy 276th birthday to Amos Kendall, who was born on August 16, 1789 and lived until November 12, 1869. Kendall was one of the most influential benefactors of the deaf community, and also the father to five deaf orphans. In addition to Kendall, we have Samuel B. Morse, Platt H. Skinner, Edward Miner Gallaudet, Sophia Fowler Gallaudet, John Carlin, as well as Laurent Clerc and Thomas H. Gallaudet in the field of American deaf education to thank for what Gallaudet University is today. In 1845, Kendall was engaged by Samuel B. Morse as a business manager in Washington, D.C., to exploit Morse’s newly invented telegraph. In the next 15 years, both men made fortunes. In 1856, Platt H. Skinner approached Kendall for financial support; Skinner had brought five deaf orphans with him from New York to start a school. He also recruited local deaf and blind children. Later, when Kendall found out that those children had not received proper care, 16
PHOTO COURTESY OF THE OFFICE OF COMMUNICATIONS AND PUBLIC RELATIONS AND THE GALLAUDET ARCHIVES
Historical Benefactors in the Establishment of Gallaudet University
he successfully petitioned the court to make the five deaf orphans from New York his wards. After learning about Laurent Clerc’s and Thomas H. Gallaudet’s pioneering work, Kendall approached Congress about establishing a school for deaf children. On February 16, 1857, the 34th Congress passed H.R. 806, chartering the Columbia Institution for the Instruction of the Deaf and Dumb and the Blind (Columbia Institution), a grammar school. On May 10, 1857, Kendall hired 20-year-old Edward Miner Gallaudet (EMG), the youngest son of Thomas Hopkins Gallaudet and Sophia Fowler Gallaudet, to become the school’s first superintendent. On June 13, the school opened with 14 students, nine deaf and five blind. On July 13, Kendall appointed widowed Sophia Fowler Gallaudet as the school’s matron. EMG had long dreamed of starting
an institution of higher education for deaf adults. Sophia agreed, and became a lobbyist to Congress on her son’s behalf. There were many steps and individuals involved in lobbying for this entity to be formed. For example, John Carlin made a plea for this college in his 1854 article, “The National College for Deaf Mutes,” published in the American Annals of the Deaf. Carlin was at the inauguration as the only recipient of an honorary degree. On April 8, 1864, U.S. President Abraham Lincoln signed into law an act authorizing the Columbia Institution to grant college degrees to deaf students. On June 28, 1864, during the college’s inauguration held in Washington, D.C., 74-year-old Amos Kendall announced his retirement as president of the Columbia Institu-
tion; EMG then became president of both the Columbia Institution and its new collegiate division, later called the National Deaf-Mute College. Thirty years later in 1894, the college was renamed Gallaudet College in honor of Thomas Hopkins Gallaudet. In 1986, it became Gallaudet University. Seventy-eight-year old Laurent Clerc, who had taught John Carlin at the Pennsylvania School for the Deaf for a year in 1821, gave an inspiring speech at the inauguration. He said, “The knowledge of history is extremely useful. It lays before our eyes the great picture of the generations that have preceded us.” In 2014, Gallaudet University celebrated its 150th anniversary. Source: https://archive.org/details/ gu_autobiography00kend
Authors Are Interviewed by PBS Show; Videos Available on YouTube An interview with authors of Deaf and Hearing Siblings in Conversation, Marla Berkowitz and Judy Jonas, aired on the PBS show, Need to Know, in Rochester, N.Y. on April 30 and May 7 in two parts. The video’s part one may be found at www. youtube.com/watch?v=_9Lzo-tV30I (at 10:59), and the second part is at www.youtube.com/ watch?v=eTmuC7LsNiI (at 10:59). To learn more about the book, visit www.siblingconversations.org or email siblingconversations@ gmail.com. 17
Give YourSchedule Child the Tools Independence uniquefor experiences of deaf Conference youth and siblings will be
Wednesday Registration and Deaf children today have communication tools thatthrough deaf people the past could addressed art,indrama, Opening “Sample Our City” not imagine. When they are mature enough — which may be different and team building activities; ages for Family Fun — Night! Families that they be given the opportunity to use different children it is important sibling workshops; and games, sample menu itemsthem. from thosewill tools that will empower field trips, and more. Frederick area restaurants, In the past, deaf people often had to rely on other hearing people, such as family, friends or neighbors, to communicate them. Unfortunately, often created learn about Frederick cultural forEvening Activities: this Family a sense of dependency, helplessness and frustration. Today, we have video relay venues, shop at local merchant oriented activities each services empowering deaf people to communicate freely with hearing booths, and enjoy activities evening offer family and people in real time using sign language. such as face painting, a petting social time. On one evening, Forzoo, deafgames, children, communicating independently, on a videophone, participantsusing will VRS explore and more. mobile phone with a front-facing camera or a computer, can create a sense of Frederick’s sights, shops, Thursdayand through Saturday – self-confidence and provide a sense of independence self-reliance, increase galleries, and parks; enjoy Parent Workshops: Three responsibility. When children are ready, they can taught how to properly use techdinner on their own; and fullsuch days concurrent nology asof VRS. Allow them to take responsibility for making appointments, experience living history responding to calls, ordering food or other services. There are many VRS workshops on and issues, choices, throughcan Ghost Tours. providers, and one, Sorenson answer questions about VRS; consequences, and the Communications, many checkavailable www.svrs.com. resources that can Exhibit Hall: Sponsors, profoundly impact the development of deaf or hard of hearing children. Professionals will present in each of the five key areas covering such diverse topics as family dynamics, cochlear implant effective use, language development, secondary conditions, education choices, community support options and access, and many more. Children’s Program: A comprehensive three-day program of planned, supervised activities for children and teens ages 0 to 21 in four age groups. The informational needs and 18
businesses related to any of the conference key areas, educational institutions and organizations, and local agencies and vendors will display information and products in the Exhibit Hall. Museum: MSD’s Bjorlee Museum is packed with historic information and artifacts relating to the school, Frederick, the Hessian Barracks, multiple wars, and more. Sunday morning – Final breakfast and Conference Wrap-Up; airport transportation provided.
Save the Date June 24-26, 2016 2016 ASDC Conference Columbia, MD The 2016 ASDC Conference will have a slightly different look and feel. Save June 24-26, 2016 for the ASDC 2016 ASL Learning Opportunity, held at the Sheraton Town Center in Columbia, Md. Enrollment is limited to individuals ages 16 or over who are interested in an intense ASL/Deaf Culture Learning Experience. All ASL levels and abilities are welcome. The cost is $400 per person. Space is limited and the conference is expected to fill quickly. Registration includes all meals, intense small class learning, individual help as needed, keynote presentations and much more. Hotel rooms are available at a rate of $135.00 per night by contacting the hotel directly. For more information, contact Cheri Dowling at 443-277-8899 or email@example.com.
A Friend for Lilly
A Friend for Lilly, by Marcelia Strickland, is a motivational book for children of all ages worldwide. This book displays how to overcome life obstacles in a positive manner. It also encourages children not only to be themselves, but to learn how to accept others for who they are because there is no such thing as a perfect being. In this story the main character, Lilly, simply wants to make new friends. There are times when she feels down because of how hard it is for her but she remains optimistic and doesn’t let a simple communication barrier discourage her. Lilly rushes home with the intent of creating a master project that will allow her to interact with other kids. This special project ultimately leads to her overcoming her obstacles and accomplishing her biggest goal, making new friends. The 34-page paperback is available for $15.00 at www.lulu.com/shop/marcelia-rstrickland/a-friend-for-lilly/paperback/product-22152378.html.
ASL Dictionary: 25% off for ASDC Members! Featuring more than 1,000 ASL signs arranged alphabetically by English terms, entertaining color illustrations, practice sentences, and a DVD of all signs, this volume stands alone as the best ASL reference for deaf and hearing children alike. The Dictionary is currently available through the Gallaudet University Press at a cost of $39.95. However, ASDC members can receive 25% off on orders placed through Gallaudet University Press by using the promo code 25ASDC. This special discount expires September 30, 2015. 20
Books for Families of Deaf Children Courage in our Hearts™: A Family’s Love Story is a story that begins with high school sweethearts who dream of a family and an extraordinary life together. On the day of their oldest child’s first birthday, they discover that he is deaf. They have to choose between staying in Trinidad, where Larry will be called “dummy” and do menial jobs, or uprooting their family and moving to the United States. He is now a family man, a college professor, A Deaf Olympian, and a community leader. The entire family shares the insights gained along their journey, and readers are invited to learn about the family’s obstacles and celebrate their victories. The book also has 10 modules corresponding with each chapter, filled with exercises, strategies and lessons for transformation in various areas of life.
IEP Goals Made Easy™ is a practical, easy-to-understand book about the individualized education plan (IEP) process. Readers will find the confidence and know-how to create successful IEP goals, and learn the right way to advocate for their children. With helpful hints and recommendations, the book helps readers navigate the oftentimes complicated and scary road to ensuring children receive the services they need.
Discover Your Inner Treasure™ is the companion to Courage in Our Hearts. It traces the family’s journey from Trinidad to the United States in search of a bright future for Larry and, ultimately, for the entire family.
All books are available for purchase at www.deafparenting.com; to contact the authors Alex and Raz Stephen, email firstname.lastname@example.org.
Inspirational Life Quotes: A Collection for Your Daily Motivation is an inspiring compendium of daily quotes from the world’s most encouraging personalities.
Find ASDC online! www.deafchildren.org Facebook www.bit.ly/asdcfacebook Twitter @deafchildren 21
Laurent Clerc National Deaf Education Center
Deaf Education Resources clerccenter.gallaudet.edu 24
LAURENT CLERC NATIONAL DEAF EDUCATION CENTER
DO MORE. BE MORE. ACHIEVE MORE.
The Florida School for the Deaf and the Blind is a state public school and outreach center available tuition-free to eligible Pre-K and K-12 students who are deaf/hard of hearing or blind/visually impaired. Comprehensive educational services at FSDB are individualized, specific to the unique communication and accessibility needs of each student for independence and lifelong success. + MONTESSORI FOCUS
Early Learning Center Program personnel provide Montessori-based education for Pre-K students.
Highly qualified, certified teachers and related service personnel work with Pre-K and K-12 students.
+ STUDENT ACHIEVEMENT
More than 80% of students continue their education at a university, college, or vocational program.
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Trained personnel advise families with infants and toddlers ages 0-5 in their homes.
207 N. San Marco Avenue • St. Augustine, FL 32084 800.201.4527 • 904.201.4527 (VP) • www.fsdb.k12.fl.us
FULL COLOR YES
This fall, experience Gallaudet up close and personal.
Undergraduate Open House Experience an actual class in session, meet current students and faculty, find out what itâ€™s like to be a college student, and learn more about our unique, bilingual university. Monday, October 19 No ACT administered
Monday, November 9 ACT administered on November 8
For more information and to register for an open house or the ACT at Gallaudet, visit admissions.gallaudet.edu.
OFFICE OF ADMISSIONS 800 Florida Avenue, NE l Washington, DC 20002 l 800-995-0550 (voice) l 202-250-2474 (vp) l www.gallaudet.edu
Gallaudet UG Open House Print Ad (Fall 2016) 08-25.indd 1
8/25/15 6:49 AM
Nick Lachey Supports 2015 Toys“R”Us Toy Guide for Differently-Abled Kids® Toys“R”Us® has released the 2015 Toys“R”Us Toy Guide for DifferentlyAbled Kids®, an easy-to-use toy selection resource for those who know, love and shop for children with special needs. This annual, complimentary publication is available now in Toys“R”Us and Babies“R”Us® stores nationwide and online, in both English and Spanish, at toysrus.com/DifferentlyAbled. For more than 20 years, this catalog has been a go-to shopping guide for families in the special needs community, showcasing specially selected toys that aid in the skill development of children who have physical, cognitive or developmental disabilities. This year, Toys“R”Us is partnering with Nick Lachey, father, philanthropist, multiplatinum recording artist and television personality, who appears on the cover of the Guide alongside 5-year-old Josephine Gonzalez from New Jersey. While Lachey has worked on numerous exciting projects around the globe throughout his career, he is most proud of being a father of two and an advocate for children’s causes. Inspired by his brother Zac, who lives with Asperger syndrome, Lachey established the Nick Lachey Foundation, a non-profit organization dedicated to helping children, families and communities in need within the United States. “Children’s causes are a huge passion of mine, so I was honored to collaborate with Toys“R”Us to lend my
support to something as special as the Toys“R”Us Toy Guide for Differently Abled Kids,” said Nick Lachey. “Building on a 20-year reputation of being a beneficial resource for parents and gift givers shopping for special needs children, the guide is so valuable because it removes the guesswork, providing trusted recommendations of toys that will appeal to a child with physical, cognitive or developmental disabilities.” “For generations, families have come to Toys“R”Us in search of the perfect toy for their child. With help from the Toys“R”Us Toy Guide for DifferentlyAbled Kids, those shopping for children with special needs are able to do so with confidence knowing they’ve chosen an everyday toy that can help aid in critical skill development and foster inclusion,” said Kathleen Waugh, Chair of the Toys“R”Us Children’s Fund. Identifying the Best Toys Based on a Child’s Individual Needs Because all children are unique, regardless of ability, toys in this catalog are not categorized by disability, gender or age. They are everyday playthings that can be enjoyed alongside siblings and friends. The guide pairs toys with icons representing a variety of skill sets, such as auditory, language, social, creativity and others, helping gift-givers choose toys most 29
suitable for the child they are shopping for. To identify items that best contribute to the development of children with physical, cognitive and developmental disabilities, Toys“R”Us has collaborated with the National Lekotek Center, a nonprofit organization dedicated to making play accessible for children of all abilities, to vet each of the toys featured in the 64-page buying guide. Gift-givers who prefer to shop from home or on the go can take advantage of the shop-by-skill option at Toysrus.com/DifferentlyAbled, where they can select a specific skill set to refine their search. The dedicated website also features a special Toys“R”Us App Guide for DifferentlyAbled Kids, providing recommendations for mobile apps, using the same skills criteria featured within the traditional Guide. The App Guide is available to make app discovery and mobile technology accessible to kids of all abilities by identifying apps that help build individual skill sets, and are appropriate for children with special needs. Tips for Finding #ToysForAll Throughout the year, Toys“R”Us will leverage its social media channels, including Facebook, Twitter, Instagram and Pinterest, to share toy-buying tips and recommendations found in the Guide, as well as exclusive behind-the-scenes content from the cover shoot with Nick Lachey. Additionally, 30
on Aug. 26, Toys“R”Us, along with its special needs partners, including the American Society for Deaf Children, National Organization of Parents of Blind Children, Muscular Dystrophy Association and National Lekotek Center, among others, hosted a Twitter chat to provide followers with tips for selecting toys for children with special needs. The company is encouraging fans and followers to join the conversation and support the power of play by using #ToysForAll. An Ongoing Commitment to the Special Needs Community Toys“R”Us, Inc. has long supported the special needs community through the Toys“R”Us Children’s Fund, which has provided annual grants totaling more than $20 million to numerous organizations that advocate for children of all abilities, including, American Society for Deaf Children, Autism Speaks, HollyRod Foundation, Muscular Dystrophy Association, National Down Syndrome Society, National Lekotek Center, National Organization of Parents of Blind Children, National Center for Learning Disabilities, Special Olympics, Spina Bifida Association, and United Cerebral Palsy, among others. For more information, please visit Toysrusinc.com/ charitable-giving. ASDC gives Toys“R”Us many big hand waves for its committment to accessibility!
Discover Yourself! at CSDR By Christian Jacobs, Karina Baker, and Erica Hossler of the Riverside Jr. NAD Chapter On April 15, the Junior National Association of the Deaf (Jr. NAD) Riverside chapter and Deaf Technology Education Center for Deaf and Hard of Hearing Students (Deaf-TEC) hosted Discover Yourself! at the California School for the Deaf-Riverside (CSDR), Four Southern California high school Deaf and Hard of Hearing programs (Madison, Helix, Marlton and University) were invited to spend a fun-filled day at CSDR. The 45 participants began with a few icebreaker activities that focused on trust and communication. Next, social justice was taught, bringing awareness to discrimination. The California Association of the Deaf Youth leader, Tanya Polstra, led a fun game showing the challenging, yet rewarding aspects of being a leader. After that, a delicious lunch was provided by FEAST. Â A highlight of the day saw participants attend five workshops in the S.T.E.A.M. (Science, Technology, Engineering, Art, and Math) field, with deaf presenters. Students learned about computer programming, 3D printing, drawing, transforming paper into 3D designs, and satellites in space. A big thanks goes to Harry Gibbens, Jr., William Albright, Geo Masser, Jaclyn Vincent and Wes Rinella. After a delicious BBQ dinner, participants enjoyed the ASL JAM Dance and Fashion Show starring CSDR students. The day was a big success and our hope is to continue spreading community love to deaf students who attend schools other than CSDR.
A Thank You to Alpha Sigma Pi ASDC interviewed Carl Sorrentino, President of the Alpha Sigma Pi fraternity at Gallaudet University. What is the mission of ASP? The brothers of the Alpha Sigma Pi Fraternity have a long history of altruism, and this has always gone in accordance with our philosophy and ethical practices. Volunteering, which is emphasized within our fraternity, provides experience for careers, builds self-esteem, develops community relationships, and most of all, helps us and the community grow together as one. Through helping others, we help the world come nearer to a status of peace, lessened suffering through heightened acceptance and assistance for all. Community service is also an opportunity to recognize obstacles in our communities and society, and to build experience and self-esteem to tackle these obstacles in our careers later in life. Bottom line, this fraternity is meant to be a true brotherhood and a support system where we can be ourselves and grow the most. Describe the fundraiser. Every year, ASP hosts an end-of-school bash, Cobrafest. With a large number 32
of attendees at the most recent bash, we sold food, had face-painting and other activities, and our renowned carsmashing activity (which dates back to 1976). Since ASP believes in donating portions of our profits, we chose ASDC to receive funds. Why was ASDC chosen? ASP chose to raise funds for ASDC because it is a non-profit organization that “...believe[s] deaf or hard of hearing children are entitled to full communication access in their home, school, and community. We also believe that language development, respect for the Deaf, and access to deaf and hard of hearing role models are important to assure optimal intellectual, social, and emotional development.” This aligns with ASP’s views, and we believe strongly in giving back to the deaf community that we are lovingly a part of — especially a community with children who will grow up into intellectual scholars, leaders, athletes, and experts in many different aspects of life. They are vital to our future because they are going to be the ones leading us. ASDC expresses its deepest gratitude to Alpha Sigma Pi.
IEP Goals Made Easy By Alex and Raz Stephen Let us think of education as the means of developing our greatest abilities, because in each of us there is a private hope and dream, which, fulfilled, can be translated into benefit for everyone and greater strength for our nation. – John F. Kennedy Our wish is that you find this article helpful, easy to understand, and quick to implement. All children are precious, and all should be provided the opportunity to learn and excel in conditions that best serve their needs. An individual education plan (IEP) is a document that details special needs services for students, so that they can access the school curriculum. The IEP includes any modifications required in the classroom and additional special programs or services. In the United States, an IEP is mandated by the Individuals with Disabilities Education Act (IDEA). The IEP addresses a child’s educational needs and contains specific, measurable, short-term, and annual goals for each of those needs, up to high school graduation, or prior to the student’s 22nd birthday. The IEP team consists of the child’s parents and school personnel, including teachers, department supervisors, principals, director, and other related service providers. The parents are
considered full and equal members of the IEP team. Therefore, they should expect to be treated as equal participants in developing their child’s IEP. As a parent, you are a crucial member of the team because you have unique knowledge of your child’s strengths and needs. You have the right to be involved in meetings to discuss the identification, evaluation, IEP development, and educational placement for your children. You also have the right to ask questions, dispute points, and request modifications to the plan, as do all members of the IEP team. You or school personnel may also invite other individuals who have knowledge or special expertise regarding your child. For example, school personnel may invite related service providers such as speech and occupational therapists. You may invite professionals who have worked with or assessed your child and who possess important information for the IEP team. These professionals may be your child’s psychologist, doctor, tutor, or someone who can assist in advocating for your child’s needs, such as an educational advocate, social worker, or lawyer knowledgeable in the IEP process. There are six stages in the IEP process: detection, evaluation, creation, review, renewal, and completion. To make the best decisions for your child and participate in the effective planning of his educational program, you should 33
become very familiar with each stage. The first stage is the detection stage. Herein lies the discovery that your child requires special needs services to access the school curriculum. When your child is identified as having a disability, your feelings can be incredibly overwhelming to the point of not knowing what to do. You may wonder briefly if your child will be able to live his best life. You realize that there is a hard road ahead, and you are not certain if your child will make it. As parents of special needs children ourselves, we know that feeling well, but we also know that there is light at the end of the tunnel. And gratefully, we know that IEPs can help get us there. Do not be afraid or ashamed to accept or to ask for help. Everyone is different, everyone is unique, and you must do everything you can to make sure your child can be the best he can be. The services your child needs are determined in the evaluation stage. The special needs office, personnel from your child’s school, and you, with invaluable parental input, are respon34
sible for completing crucial assessments. The IEP evaluation process helps teachers and related service providers understand the student’s disability and how the disability affects the learning process. Creation is the third stage. The full IEP is composed in this stage, usually covering a year, and it describes the services, denotes who will be providing them, and highlights where the services will be provided. The IEP’s discussion-agreement session is one meeting in which all parties, including teachers, school personnel, the special needs office and the parents discuss the IEP. If all parties agree with the terms, everyone signs the plan. Because of the large group of school personnel in attendance and the detailed paperwork involved, IEP meetings can be intimidating to parents. Interim reviews are IEP progress reports addressed to you that outline how well your child is doing with the IEP goals. The report details your child’s progress for every goal listed in the IEP and provides a concise summary. The interim reviews are communication opportunities mandated by law, and are scheduled three or four times a year, or as often as the school sends progress reports to all parents. Changes to the full annual IEP can be made during interim review meetings. As parents, you will be asked to review the reports and sign, if you agree. Renewal of your child’s IEP happens at the end of the school year. If the IEP
team determines that your child still requires special services, a plan is developed for the next school year with the input of the special needs department, your child’s school and you. Completion of the IEP process happens when the special needs department, your child’s school and you determine that your child no longer needs special services to access the school’s curriculum. This resolution can happen anytime from preschool to high school graduation or when your child reaches age 22. What Is the Parent’s Role in an Effective IEP? Education is the cornerstone for liberty. – Eleanor Roosevelt Your role as a parent is most important in developing an effective IEP for your child. Here are four steps that will assure your confidence level is high as you move through this process. Step 1: Take an active role in developing the goals in your child’s IEP. It is your responsibility, as parents, to be as knowledgeable as possible about your child’s disability. The more knowledgeable you are, the better you can advocate for and articulate your child’s needs. Make it your business to understand the entire evaluation process for your child. There are other disabilities that may not be as obvious as being deaf; therefore, be diligent about identifying if
your child is not reaching typical milestones, or if his pediatrician says things are not developing quite as quickly as they should. This is when you should think about the possibility that there might be something to bring in to help support your child in better accessing the regular classroom. If your child has a learning disability, educate yourself as much as possible about the disability and all the different options available for access to the school curriculum. Work with the special needs office and the school to determine the best path for your child. This information should be detailed in writing in your child’s IEP. Many of you are caught off-guard when told that your child has a disability. For us, it was our first experience with deafness. Under IDEA Part D, the U.S. Dept. of Education funds at least one parent training and information center in each state and most territories. Some centers may also provide a knowledgeable person to accompany you to IEP meetings to assist you in participating more in the process. The school must also take whatever action is necessary to ensure that you understand the proceedings of the IEP team meetings, including arranging for an interpreter if you are deaf or if English is not your native language. When your child has a distinct special need or if the school discovers your child’s disability, it can be easy and straightforward to receive special needs services. However, if you discover your child’s disability and you have your child tested to confirm your find35
ings, it can sometimes be challenging to receive services. The school and the special needs office may want to do independent testing qualifying your child for services. Request that your child’s school provides you with a timeline for the independent testing so that you know how long the process will take. You must be persistent, and give the school and the special needs office any information they request. It is a good idea to enlist your child’s doctor(s) and teacher(s) to support you. Step 2: Review your child’s IEP before the annual IEP meetings. Your child’s teacher is usually very busy developing IEPs so give the teacher early notice that you want the IEP for review. Having a relationship with your
child’s teacher and special education supervisor will help, because you will already know your child’s level of education and the next levels and services to address in the IEP. This step is extremely important. For our very first IEP meeting when Larry was four years old, we saw the IEP only on the day of the meeting with the school. Many of the facts were inaccurate. Larry’s teacher had written that he was delayed in understanding English and American Sign Language (ASL), because we spoke a foreign language at home. That was untrue; the only language we knew was English. The teacher assumed we spoke a different language because of our ethnicity and accents. We challenged the plan and received
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a corrected IEP. Larry was placed in another teacher’s class, where he made rapid progress. His new teacher understood that he was delayed in communication, because he started his formal language development at four years old. The teacher employed expedited strategies in teaching him new information, which Larry mastered easily. After this incident, we always requested a copy of the IEP at least a few days before the IEP meeting, so that there were no surprises. This way, we always had time to clarify questions before the meeting. Step 3: Review and update your child’s IEP during the interim reviews. Interim reviews are IEP progress reports mandated by law and are issued approximately three or four times a year. The interim review times are excellent opportunities to communicate with the teacher(s). The IEP progress reports address the short-term goals in your child’s IEP and reveal how well your child is doing as far as what the IEP team agreed upon. Usually the interim reviews are detailed in writing, and you are asked to sign them to indicate agreement. The reports can be very daunting, with a lot of pages of official-looking documentation. We recommend that you review these progress reports with your child’s teacher(s) and make sure your child is progressing as expected on the full-year IEP goals. If your child is not progressing as expected, seek adjustments to the services
your child receives for the remainder of the school year during the interim review meetings. For example, your child may need more one-on-one attention from his teacher or tutor. We had to work out similar adjustments with Larry’s school and teachers, not his special needs organization, because the organization was funding his access to the curriculum . It is your responsibility to remain vigilant throughout the year. At the progress meetings, discuss the milestones described in the educational plan. Consider the following questions: Is your child on course to meet the goals set in the IEP for the year? If not, why? What can the IEP team do until the end of the year to help meet those goals? If you are finding that things are not progressing as anticipated, then it is your obligation as a parent to communicate with your child’s school and the special needs office. Discuss your child’s progress with your child’s teacher and school supervisor before the interim progress report, but make sure your concerns are addressed to your satisfaction before or at the progress report
meetings. If your child needs more services or different placement, the interim, progress report is where you talk about your child’s needs. It is the IEP team’s decision, but you are a critical part of that team. You drive the changes.
child best, you know what you want for him, and hopefully, you and the school can work together. Every child should have the opportunity to receive the best education possible from kindergarten to high school and beyond.
Step 4: Have an active relationship with your child’s teachers and school supervisors. Have regular interactions with your child’s principal, teachers, and other school supervisors to understand what your child is being taught, how your child is progressing, what your child will be taught next, and understand the teachers’ expectations. As parents, remain balanced by being reasonable and practical on one hand, but on the other hand, having high expectations for your child. We personally believe that you should err on the side of high expectations for your child. You cannot sit back and allow school personnel to do everything for you. Like you, they are busy, and if you do not pay attention, you may not notice that your child is not making as much progress as he should. Remain consistent about your child’s success, have reasonable expectations, and be proactive. You also have a responsibility to learn how to work with your child’s school. Discover how school personnel views your role as a parent. You know your
Alex and Raz Stephen are parents to Larry and Charisma Stephen. Alex and Raz are the authors of four books, including IEP Goals Made Easy; see page 33.
. . . you are a critical part of [the IEP] team. You drive the changes.
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Desde el kindergarten a la graduación de la escuela secundaria: el paso académico de una estudiante sorda y latina Por Brenda Guadalupe Chávez con Sharon Baker, Ed.D. Mi familia se mudó a los Estados Unidos desde México cuando tenía cinco años, y yo y mis hermanos nos matriculamos en la escuela del barrio cerca de nuestra casa. Este artículo describe mi experiencia en la escuela pública y sugiere maneras de mejorar la lengua y la comunicación para estudiantes latinos que son sordos y duros de oído. He sido sorda toda mi vida, y cuando yo era joven, me comunicaba con mi familia a través de gestos y señas que yo había inventado. Yo soy la única persona sorda en mi familia. La primera escuela que asistí fue la escuela en mi barrio; todos los niños eran auditivos, excepto yo. La mayoría de ellos hablaba español en la casa y estaba aprendiendo inglés en la escuela. Ese año fue frustrante porque nadie podía comunicarse conmigo. El año siguiente mi madre me matriculó en Happy Hands, un programa preescolar para estudiantes sordos y duros de oído. Yo era muy tímida, pero el director de la escuela y los maestros me hicieron sentir segura. En Happy Hands aprendí la lengua de señas por la primera vez: mis primeras señas eran plátano y leche. El próximo año, me trasladé a la Escuela Primaria Wright donde habían otros estudiantes sordos y duros de oído. Al principio yo tenía miedo, pero
Alice Burnett, mi favorita maestra asistente, me ayudó a adaptarme. Alice me apoyaba durante el colegio. Sin Alice, me habría sido perdida! Mi maestra favorita fue Miss Mac. Ella jugaba un montón de juegos que me ayudaban a aprender. Ella me dejaba dibujar palabras sobre una mesa en la crema de afeitar. Me sentía como señorita Mac me gustaba y que ella quería que yo aprendiera. Señorita Mac era una buena usuaria de la lengua de señas y mantenía distintos la lengua de signos americana e inglés. Cuando los maestros se mezclan hablar y hacer señas, es difícil de aprender. Al mantener las lenguas distintas, el aprendizaje de la lengua de signos americana e inglés es más clara. En el colegio, me integré en las clases regulares de la gimnasia, la matemática y los estudios sociales con el apoyo de un intérprete. Era difícil de aprender a través de un intérprete al principio, pero más tarde se hizo más fácil. Después del colegio, asistí escuela media y secundaria en la Academia Preparatoria Edison. La escuela media era difícil porque las clases estaban en lugares diferentes y en tres pisos diferentes. Me integraba en las clases de las matemáticas, el inglés, y la historia con estudiantes auditivos, y yo regresaba a la aula de sordos para la tutoría. Era muy duro para aprender a través de un intérprete que generalmente se sentía a un lado de la aula. A 39
veces la gente caminaron y obstruyeron mi punto de vista. Los maestros auditivos, sin embargo, eran útiles. Primero, ellos enseñarían a toda la clase, y nos sentábamos y esperábamos con paciencia. Después, ellos me ofrecerían ayuda. La escuela secundaria fue una historia diferente. No me gustaba la escuela secundaria porque había tanto “drama.” Los estudiantes no siempre respetaban a los maestros. Era la primera vez que me metí en problemas, pero aprendí mi lección. Durante la escuela secundaria yo era la presidente de Serteens, una organización juvenil afiliada con el Club Sertoma. Hacíamos trabajo voluntario en Happy Hands y ofrecíamos la tutoría de lectura en el colegio Wright, las dos escuelas a las que asistí cuando era niña. El mayo pasado me gradué de la escuela secundaria. Estoy trabajando con mi padre actualmente, pero mis planes futuros son para ir a una universidad comunitaria y explorar opciones diferentes de profesiones como un chef o un maestro asistente para sordos. El español es el idioma que se habla en mi casa. Dos de mis hermanos se comunican conmigo en inglés, señas básicos, y el alfabeto manual. Los otros se comunican conmigo en señas inven40
tadas y español. Me gustaría saber más español para comunicarse con mi familia. Hoy en día yo tiendo a comunicarme con mi familia usando un teléfono celular y el traductor de google. Yo escribo en inglés y se traduce al español; ellos escriban español y lo traducen en inglés para mí. Mirando hacia atrás, creo que las escuelas pueden mejorar la educación de los niños latinos sordos al asegurar que ellos aprenden la lengua de señas cuando son muy jóvenes y que las familias aprendan la lengua de señas también. Los profesores tienen que mantener las lenguas (la lengua de signos americana e inglés) distintas porque es más fáciles de aprender de esa manera. Los niños con familias que habla español deben aprender inglés y español. El español es importante porque permite a los estudiantes a comunicarse con sus familias Según el Gallaudet Research Institute (GRI) (Instituto de Investigación de Gallaudet) en 2013, español o “otros idiomas” fueron hablados en las casas de 35% a 47% de los niños sordos y duros de oído en este país. Además, el GRI informó que la matriculación de los estudiantes latinos/hispanos sordos en el colegio de los Estados Unidos había aumentado a un ritmo más rápido que cualquier otro grupo étnico. Las escuelas no pueden que preparan para las necesidades trilingües lingüísticas de estudiantes latinos sordos que deben aprender tres lenguas: las lenguas de la escuela (la lengua de signos americana e inglés) y la lengua de la casa (español)
para comunicarse en contextos múltiples. El viaje personal descrito en este artículo sugiere algunas maneras en que las escuelas pueden mejorar la educación de los estudiantes latinos sordos y duros de oído, y destacó que el aprendizaje del español es vital porque facilita la comunicación con la familia y conecta estudiantes a su rico patrimonio cultural. Dr. Baker, puede ser contactado por correo electrónico a email@example.com Traducción de texto por Jessie Goolsbay Carr.
From Kindergarten to High School: A Deaf Latina Student’s Journey By Brenda Guadalupe Chavez with Sharon Baker, Ed.D. My family moved to the United States from Mexico when I was five years old and enrolled my siblings and me in the neighborhood school. I have been deaf all of my life, and when I was young, I communicated with my family through pointing and with signs I had invented. I am the only deaf person in my family. The first school I attended was that neighborhood school; the other students were hearing, and most spoke Spanish at home while learning English at school. That year was frustrating because no one could communicate with me. The next year my mother enrolled me in Happy Hands, an early childhood program for deaf and hard of hearing children. I was very shy, but the school director and teachers made me feel safe. There, I learned signs for the first time; my first words were banana and milk. The next year, I transferred to Wright Elementary School with other deaf and hard of hearing students
my age. I was afraid at first, but Alice Burnett, my favorite teacher’s aide, helped me adjust. Alice supported me throughout elementary school. My favorite teacher was Miss Mac, who played a lot of games that helped me learn. She even let me spell words on a tabletop in shaving cream. I felt Miss Mac liked me and wanted me to learn. Miss Mac was a good signer and kept ASL and English separate. When teachers mix talking and signing, it is hard to learn. Keeping the languages separate made learning English and ASL clearer. In elementary school I was mainstreamed into gym, math, and social studies with an interpreter. It was hard to learn through an interpreter at first, but later on it became easier. I attended middle and high school at Edison Preparatory Academy. Middle school was hard because classes were on three different floors. I was mainstreamed for classes such as math, English, and history, and returned to the deaf education classroom for tutoring. It was very challenging trying 41
to learn through an interpreter, who usually sat to the side of the classroom. The hearing teachers, though, were helpful. They would teach the whole class at first, and I would sit patiently and wait. Afterwards, they would offer assistance to me. I did not like high school because there was so much drama. Students did not always respect the teachers. I was president of Serteens, a youth organization affiliated with the Sertoma Club. We volunteered at Happy Hands and tutored students in reading at Wright Elementary, the two schools I attended. Last May I graduated from high school. I am currently working with my father, and I plan to attend community college to explore career options such as being a chef or working in deaf education. Two of my siblings communicate with me in English and basic signs and fingerspelling. The others communicate in homemade gestures and Spanish. I do wish I knew more Spanish to communicate with my family, but I often communicate with my family using a cell phone and Google Translator. 42
I think schools can improve the education of deaf Latino children by ensuring they learn signs when they are very young and encouraging their families to learn as well. Teachers also need to keep the languages (ASL and English) separate to create easier learning. Children with Spanish-speaking families need to be taught both English and Spanish. Spanish is important because it allows students to communicate with their family members. According to the Gallaudet Research Institute (GRI) in 2013, Spanish or â€œother languagesâ€? were spoken in the homes of 35-47% of deaf and hard of hearing children in this country. GRI also reported that enrollment of Deaf Hispanic/Latino students in the United States K-12 system had increased faster than any other ethnic group. Schools may not be prepared for the trilingual language needs of Deaf Latino students who must learn three languages: the school languages (ASL and English) and the home language (Spanish) to communicate in multiple contexts. My personal experiences and journey hopefully can provide some ways that schools can improve the education of Deaf and hard of hearing Latino students. I also hope to show that learning Spanish is vital because it facilitates communication with family members and bridges students to their rich cultural heritage. Dr. Baker may be contacted by emailing firstname.lastname@example.org.
Purposeful Parenting By Jackie Laldee “Parents need to fill a child’s bucket of selfesteem so high that the rest of the world can’t poke enough holes to drain it dry.” – Alvin Price. Pictured at right is Seattle Seahawks fullback Derrick Coleman with Chenae Laldee, Miss Black Deaf America 2013-2015. As Derrick Coleman spoke about overcoming adversity to realize his childhood dream, the impact of purposeful parenting resonated with me. Purposeful parenting involves establishing strong positive relationships between parents and children built on good communication patterns and support for the increasing independence of the child. Being independent allows children to feel that they are in control of their lives and to feel confident that they can accomplish their goals. The more independent a person is, the happier he/she feels. The positive influence of parents can help counteract negative influences children may encounter. Strong parental support is closely linked to higher self-esteem. Coleman repeatedly described how parental support served as a great source of inspiration and
helped him develop self-confidence. As parents, we must set rules, be our child’s biggest supporters and provide consistency, structure and accountability along with unconditional love and understanding. The power of effective open communication between a parent and child cannot be overstated. Honest free-flowing communication is a crucial component of all successful parent-child relationships. ASDC is committed to empowering diverse families of deaf children and youth by embracing full access to language-rich environments through mentoring, advocacy, resources and collaborative networks. ASDC believes all deaf children should have the opportunity to thrive in every aspect of their lives through their families and community support, and the celebration of a positive identity, healthy family support, and linguistic competence. I, like Coleman, strongly encourage parents, families and communities to work in partnership — and with ASDC — to realize the mutual vision of a positive identity for all deaf children worldwide. 43
ASDCâ€™s Educational and Organizational Members American School f/t Deaf 139 N. Main St. West Hartford, CT 06107 860-570-2300 www.asd-1817.org Arizona School f/t Deaf and the Blind PO Box 88510 Tucson, AZ 85754 520-770-3468 www.asdb.az.us Arkansas School f/t Deaf 2400 W. Markham St. Little Rock, AR 72205 501-324-9543 www.arschoolforthedeaf. org Atlanta Area School f/t Deaf 890 N. Indian Creek Dr. Clarkston, GA 30021 404-296-7101 www.aasdweb.com
Beverly School f/t Deaf 6 Echo Ave. Beverly, MA 01915 978-927-7070
California School f/t Deaf 39350 Gallaudet Dr. Fremont, CA 94538 510-794-3685 www.csdeagles.com California School f/t Deaf 3044 Horace St. Riverside, CA 92506 951-248-7700 www.csdr-cde.ca.gov Cleary School f/t Deaf 301 Smithtown Blvd. Nesconset, NY 11767 531-588-0530 www.clearyschool.org Delaware School f/t Deaf 620 E. Chestnut Hill Rd. Newark, DE 19713
302-545-2301 www.christina.k12.de.us Ed. Service Unit #9 1117 S. East St. Hastings, NE 68901 402-463-5611 www.esu9.org Florida School f/t Deaf & Blind 207 N. San Marco Ave. St. Augustine, FL 32084 800-344-3732 www.fsdb.k12.fl.us Gallaudet University 800 Florida Ave. NE Washington, DC 20002 202-651-5000 www.gallaudet.edu Indiana School f/t Deaf 1200 E. 42nd St. Indianapolis, IN 46205 317-550-4800 www.deafhoosiers.org
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Kansas School f/t Deaf 450 E. Park St. Olathe, KS 66061 913-791-0573 www.ksdeaf.org Kendall Demonstration Elementary School 800 Florida Ave. NE Washington, DC 20002 202-651-5206 www.gallaudet.edu/clerc_ center Laurent Clerc National Deaf Education Center 800 Florida Ave. NE Washington, DC 20002 202-541-5855 www.gallaudet.edu/ clerc-center Louisiana School f/t Deaf 2888 Brightside Dr. Baton Rouge, LA 70820 225-769-8160 www.lalsd.org Maine Ed. Center f/t Deaf and Hard of Hearing 1 Mackworth Island Falmouth, ME 04105 207-781-6284 www.mecdhh.org Maryland School f/t Deaf PO Box 250 Frederick, MD 21705 301-360-2000 www.msd.edu Michigan School f/t Deaf 1235 W. Court St. Flint, MI 48503-5015 810-257-1400
Model Secondary School f/t Deaf 800 Florida Ave. NE Washington, DC 20002 202-651-5031 www.gallaudet.edu/ clerc_center
NC School f/t Deaf 517 W. Fleming Dr. Morganton, NC 28655 828-432-5200 www.ncsd.net Ohio School f/t Deaf 500 Morse Rd. Columbus, OH 43214 614-728-1422 www.ohioschoolforthedeaf.org
Montana School f/t Deaf and Blind 3911 Central Ave. Great Falls, MT 59405 406-771-6000 www.msdb.mt.gov
Oklahoma School f/t Deaf 1100 E. Oklahoma Ave. Sulphur, OK 73086 580-622-8812 www.osd.k12.ok.us
National Ctr. on Deafness CSUN 18111 Nordhoff St. Northridge, CA 91330 818-677-2145 www.csun.edu/ncod/
Pennsylvania School f/t Deaf 100 W. School House Lane Philadelphia, PA 19144 215-951-4700 www.psd.org
National Technical Institute f/t Deaf 52 Lomb Memorial Dr. Rochester, NY 14623 585-475-6426 www.ntid.rit.edu
Phoenix Day School f/t Deaf 7654 N. 19th Ave. Phoenix, AZ 85021 602-771-5300 www.asdb.az.gov
New Mexico School f/t Deaf 1060 Cerrillos Rd. Santa Fe, NM 87505 505-827-6700 www.nmsd.k12.nm.us
Rhode Island School f/t Deaf One Corliss Park Providence, RI 02908 401-222-3525 www.rideaf.net
NY School f/t Deaf 555 Knollwood Rd. White Plains, NY 10603 914-949-7310 www.nysd.net
Rochester School f/t Deaf 1545 St. Paul St. Rochester, NY 14621 585-544-1240 www.rsdeaf.org 45
Scranton School for Deaf and Hard of Hearing Children 537 Venard Rd. Clarks Summit, PA 18411 866-400-9080 www.thescrantonschool.org
St. Rita’s School f/t Deaf 1720 Glendale Mildord Rd. Cincinnati, OH 45215 513-771-7600 www.srsdeaf.org South Dakota School f/t Deaf 2001 E. 8th St. Sioux Falls, SD 57103 605-367-5200 www.sdsd.sdbor.edu Texas School f/t Deaf 1102 S. Congress Ave. Austin, TX 78704 512-462-5353 www.tsd.state.tx.us The Learning Center f/t Deaf 848 Central St. Framingham, MA 01701 508-879-5110 www.tlcdeaf.org Washington School f/t Deaf 611 Grand Blvd. Vancouver, WA 98661 360-696-6525 www.wsd.wa.gov West Virginia Schools f/t Deaf and Blind 301 E. Main St. Romney, WV 26757 46
304-822-4800 www.wvsdb2.state.k12. wv.us Western Pennsylvania School f/t Deaf 300 E. Swissvale Ave. Pittsburgh, PA 15218 800-624-3323 www.wpsd.org Willie Ross School f/t Deaf 32 Norway St. Longmeadow, MA 01106 413-567-0374 www.willierossschool.org Wisconsin School f/t Deaf 309 W. Walworth Ave. Delavan, WI 53115 262-740-2066 www.dpi.wi.gov/wsd
ORGANIZATIONS Communication Services f/t Deaf 102 N. Krohn Place Sioux Falls, SD 57103 605-367-5760 www.c-s-d.org DawnSignPress 6130 Nancy Ridge Dr. San Diego, CA 92121 858-625-0600 www.dawnsign.com Deaf Cultural Center Foundation 455 E. Park St. Olathe, KS 66061 913-782-5808 www.deafculturalcenter. org
Described and Captioned Media Program 1447 E. Main St. Spartanburg, SC 29307 800-327-6213 www.dcmp.org Gallaudet University Alumni Association Peikoff Alumni House 800 Florida Ave. NE Washington, DC 20002 202-651-5060 alumni.relations@ gallaudet.edu “Hear With Your Eyes” Therapy Alison Freeman, Ph.D. 424 12th St. Santa Monica, CA 90402 310-712-1200 www.dralisonfreeman.net Institute for Disabilities Research and Training, Inc. (IDRT) 11323 Amherst Avenue Wheaton, MD 20902 301-942-4326 www.idrt.com Kiwa Digital Ltd. 19 Drake St. Victoria Park Market Auckland, NZ 1010 +64 9 925 5035 www.kiwadigital.com New York Foundling Deaf Services Program 590 Avenue of the Americas New York, NY 10011 212-727-6848
www.nyfoundling.org Quota International 1420 21st Street, NW Washington, DC 20036 202-331-9694 www.quota.org Rhode Island Commission f/t Deaf and Hard of Hearing One Capitol Hill Ground Level Providence, RI 02908 401-256-5511 www.cdhh.ri.gov
Signing Online LLC PO Box 86 Mason, MA 48854 517-676-4361 www.signingonline. com Signs for Hope 867A Charlotte Hwy Fairview, NC 28730 www.signsforhope.org
Visit ASDC at deafchildren.org for resources, articles and more. www.deafchildren.org
Membership Package for Schools/Organizations ASDC provides a very special membership option for schools and organizations. If your school or organization would like to join ASDC as an Educational Member, ASDC will provide your school or organization with: • A free one-year membership for all of your families • A special thank you in the next monthly email blast • A special thank you in The Endeavor • A special thank you in the news section of the ASDC website • A link to your school or organization’s website • Your contact information posted on ASDC’s Educational/Organizational Membership webpage
To join, complete the membership form on page 48. If you would like more information, email firstname.lastname@example.org or call (800) 942-2732.
email@example.com Parent Information and Referral Line: (800) 942-ASDC (2732)
MEMBERSHIP FORM Name:__________________________
Address: __________________________________________________________ City: ___________________________
Phone: Voice/TTY/Videophone Membership Type Individual memberships _______$40 per year: Individual/Family Membership _______$100 per year: Three-year Individual/Family Membership _______$5,000 one-time fee: Lifetime Membership _______First-Year Free Membership (Families with Deaf children are eligible for a FREE one-year membership. Just fill out this form and mail, email or fax it back to us.) Deaf Child’s Name: ________________________________________________ Date of Birth: _____________________________________________________ Group memberships _______$250 per year: Parent Affiliate Group ( ____ Number of Parent Members) _______$125 per year: Library Membership _______$250 per year: Educational Membership _______$250 per year: Organizational Membership I would like to send more than my membership dues. Enclosed is a tax-deductible donation:
$10 $25 $50 $100 _______Other
Total Enclosed: $__________ Make checks payable to American Society for Deaf Children. Please charge my Visa or MasterCard: Card Number:__________________________ Expiration Date:______________ Please return to: American Society for Deaf Children #2047 800 Florida Ave. NE, Washington, DC 20002-3695 Fax: (410) 795-0965 • Phone: (800) 942-2732 • Email: firstname.lastname@example.org
Enjoy talking on the phone – confident that you’ll catch every word! CapTel® shows you captions of everything they say. It’s like captions on TV – for the phone!
CONNECTING MADE EASY
Apps available for your smartphone!
1-800-233-9130 l www.CapTel.com S E E
W H AT
E V E R Y O N E
TA L K I N G
A B O U T
ASDC #2047 800 Florida Ave., NE Washington, D.C. 20002
Non-Profit Org. U.S. Postage PAID Pittsburgh, PA Permit No. 993
With ASL and English, your child CAN... LEARN! THRIVE! SUCCEED! Mission ASDC is committed to empowering diverse families with deaf* children and youth by embracing full access to language-rich environments through mentoring, advocacy, resources, and collaborative networks. Vision All deaf children and youth shall have the opportunity to thrive in every aspect of their lives through the empowerment of their families. *ASDC uses the term “deaf ” to be inclusive of various hearing levels, including those who are seen as, or identify as Deaf, deaf, or hard of hearing.
American Society for Deaf Children #2047 800 Florida Ave. NE • Washington, D.C. 20002-3695 (800) 942-2732 • email@example.com • www.deafchildren.org