Endeavor Spring/Summer 2015

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ENDEAVOR A Publication Dedicated to Families and Professionals Who Are Committed to Deaf Children


ASDC Conference Indianapolis, IN June 25-28, 2015

! N EW

APPRO VED B Y Parent s’ Choic e

New Once Upon a Sign Award-Winning Children’s DVD Series! Classic children’s stories performed in ASL with voice-over and subtitles for everyone to enjoy! To order, go to dawnsignkids.com.




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 asdc@deafchildren.org www.deafchildren.org Facebook: www.facebook.com/pages/ ASDC-American-Society-for-DeafChildren/215538915154965

THE ENDEAVOR STAFF Editor Tami Hossler asdctami@aol.com

Managing Editor Anita Farb Publication Services T.S. Writing Services, LLC www.tswriting.com ASDC STAFF Director of Advocacy Cheri Dowling asdc@deafchildren.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 asdctami@aol.com. ASDC is a 501(c)(3) public benefit corporation.

A Look Inside EVERY ISSUE ASDC Board A Note from the Editor Membership Form FEATURES 2015 ASDC Conference Modern-Day Deaf Plus Resources Glide Video App Is Ideal for ASL Book Spotlight Shay & Ivy: More than Just a Princess Sign4Good Needs Your Signs Video Modeling for Deaf Students with Autism The Deaf Child’s Linguistic Right to Bilingual Communication Raising and Educating Deaf Children: Foundations for Policy, Practice and Outcomes Online Resources for Families Preparing for an IEP Meeting ASDC Educational and Organizational Members

2 3 48

5 13 19 20 21 22 31

34 38 39 44

For a copy of the ASDC Endeavor’s submission guidelines, contact asdctami@aol.com. 1

ASDC BOARD Executive Council Board of Directors President Beth Benedict, Ph.D. Germantown, MD beth.benedict@gallaudet. edu

Treasurer Timothy Frelich, M.A. Jessup, MD timothy.frelich@gallaudet. edu

Vice President Avonne Brooker-Rutowski, M.A. Austin, TX avonne.brookerrutowski@tsd.state.tx.us

Executive Secretary Tami Hossler, M.A. Fishers, IN asdctami@aol.com

Past President Jodee Crace, M.A. Westfield, IN jscrace@aol.com

Members at Large Jeff Bravin, M.A. West Hartford, CT jeff.bravin@asd-1817.org

Erin Kane, M.A. Rochester, NY erin.kane@rit.edu

Susan C. Searls Rochester, NY ssearls@rsdeaf.org

Rachel Coleman Midvale, UT RachelASDC@gmail.com

Jacqueline Laldee Olney, MD jdlaldee@gmail.com

KaAnn Varner Sulphur, OK kvarner@okdrs.gov

Lisalee Egbert, Ph.D. Sacramento, CA legbert@saclink. csus.edu

Gregory Mendenhall Dublin, OH mendenhall@osd.oh.gov

Council on Education of the Deaf Representatives Serving on the Joint Committee on Infant Hearing Beth Benedict, JCIH Chair, and Jodee Crace

Stefanie Ellis-Gonzales, M.S.W. Pleasanton, CA stefaniedena@gmail.com

Gina Oliva Laurel, MD gina.oliva09@gmail.com Tony Ronco, P.Eng. La Mesa, CA t_ronco@hotmail.com 2015 Conference Chair Dawniela Patterson



A Note from the Editor This issue’s theme is ule as well as workshops and Deaf Diversity. We all presenters starting on page know that the world is 5. ISD, in Indianapolis, is in a made up of people who state that borders Michigan, are all unique and differOhio, Illinois, and Kentucky. ent from each other even This makes it especially as commonalities bind convenient. On top of that, Tami Hossler us together. we have a terrific line-up of The deaf community is presenters and workshops. no different: it is diverse Teachers: if you have someand composed of people from all walks thing you want to share with ASDC of life. In this issue, you will find a vari- families or are looking for a way to ety of articles covering a wide range of showcase your students and their diverse ways to be deaf. work, please feel free to contact me. This summer is going to be a big one Parents: if you have a story to tell, with the upcoming ASDC conference please send it my way. The Endeavor is hosted by the Indiana School for the your magazine and your unique avenue Deaf (ISD). ISD has been working hard to reach out to others. I can be emailed to make this a great conference. You at asdctami@aol.com. will find information about the schedSee you in Indianapolis!

School Raises $2,000 for ASDC On March 19, students in the West Islip (New York) High School American Sign Language dual-credit Adelphi College course hosted ASL Idol, a fundraiser to benefit the deaf community. The students chose to donate the proceeds to ASDC. Under the supervision of Mrs. Kaminsky, students did everything from planning to hosting the event. This year, 12 student groups from six schools across Long Island translated song lyrics into ASL and signed them for the 270 attendees. The event raised over $2,000 for ASDC. Hands waving in gratitude for the students’ and Mrs. Kaminsky’s hard work! 3

2015 ASDC’s

Community Street Festival!

Food! Bouncy Houses! Music by DJ2DEF Performers! Games! Vendors! Exhibits! Door Prizes!

Friday, June 26, 2015 13 years old & up - $10 4-12 years old - $5 0-3 years old - FREE

Op e n to G e n era l P u bl i c !*

Tickets can be bought at www.asdc2015.com/streetfest *this event is free to those who paid the full conference registration Need more information? Contact our general information e-mail at asdc2015indiana@gmail.com!

The party is gonna be



1200 E. 42nd Street Indianapolis, IN


Come to ASDC Conference in Indianapolis!

June 25- 28, 2015

www.asdc2015.com Connecting the Dots: Child - Family Community

1200 E. 42nd Street Indianapolis, IN 46205 Three Evenings ďŹ lled with Food & Entertainment!

30 Workshop Sessions & Shared Table Chats! Children Day Camps!

Contact: Jodee Crace & Dawniela Patterson (asdc2015indiana@gmail.com)


ASDC Conference Update: June 25-28 Are you ready for the ASDC Conference at the Indiana School for the Deaf? Not only will the days be packed full of fun for the kids, but parents and conference participants will also have an opportunity to learn and network through an amazing host of workshops. You’ll also need to get ready for some wonderful evening activities that will be thoroughly entertaining. Thursday’s opening ceremony will include a cookout provided by the host, Indiana School for the Deaf (ISD), a Vibrations Show provided by ISD students, and several welcoming activities. Friday evening features an ASDC Street Festival including bounce-houses, stage shows with a Deaf DJ, and impromptu performers, including maybe you! Also included are activities for young children and teens, a “Silly Safari,” and a variety of yummy food tables. Keep an eye on the conference website for more information about these activities. Finally, on Saturday, the closing ceremony will provide a banquet-style meal, an entertaining show from the children, and yes, cake bosses too. Continue checking the ASDC 2015 Conference website for updates. If you haven’t done so yet, the deadline to register is June 1. Before we know it, the ASDC 2015 Conference will be here!

www.asdc2015.com ASDC Conference Lodging The official ASDC 2015 Conference hotel is the Quality Inn, Castleton, at 8380 Kelly Lane in Indianapolis. Amenties include breakfast, a swimming pool and Internet access. To reserve a room, call (317) 849-8555 and mention ASDC to get a discounted rate of $93.60 per night by May 23. For questions, contact Tami Hossler at asdctami@aol.com. 6


2015 Roy K. Holcomb Distinguished Lecture Series Presenter: Betty Abrams The Roy K. Holcomb Distinguished Lecture Series is an annual part of the ASDC Conference. Roy K. Holcomb was one of the founding members of the International Association of Parents of Deaf Children (IAPD), which became ASDC. Betty Abrams will be the 2015 Roy K. Holcomb Distinguished Lecturer. Living in Greenbrier, Ark., Betty is married to Bob and has two deaf daughters and four deaf grandchildren. With her children being the “first deaf” in the family, Betty learned very quickly and proudly graduated from the school of hard knocks. She worked in various positions within the Arkansas Office for the Deaf and Hard of Hearing, and retired after 39 years of service. Betty, a certified interpreter, has also served many deaf-related organizations, including the Arkansas School for the Deaf board. Betty’s presentation will share her experiences and wisdom in Looking Way Back When. . .Are We Still the Same? Her daughter, Staci will be part of the presentation.

Conference Closing Keynote Speaker: Tawny Holmes, Esq.

A visionary advocate, Tawny Holmes, Esq., has been “connecting dots” all over the United States the past three years. Holmes is a Deaf attorney who also has a master’s degree in deaf education along with classroom teaching experience. She has visited schools, met with families, and developed an extensive state-based network of educational advocates. As the closing keynote speaker, Holmes will share conference highlights connected to this important national work. Holmes works as an Equal Justice Works Fellow sponsored by Morgan, Lewis & Bockius, LLP focusing on educational advocacy at the National Association of the Deaf (NAD). She serves as the chair of the NAD’s National Education Strategy Team. Tawny, the proud godmother to four Deaf children, resides in Maryland. 7

ASDC Conference Schedule June 25-28, 2015 WED.





Breakfast in Brown Cafe

Breakfast in Brown Cafe

Check-Out from dorms

ASDC Board Meeting


KEYNOTE#2 The Stephen Family

Bye-Bye Breakfast in Brown Cafe

ASDC Board Meeting

KEYNOTE#1 The Analco Family

ASDC General Meeting

Bye-Bye Breakfast in Brown Cafe

ASDC Board Meeting

Panel: Your Grown Up Deaf Child

Holcomb Lecture Series: Betty Abrams

Bye-Bye Breakfast in Brown Cafe

Workshop Sessions #11-15 50 minutes each

Clear Campus

7:00 A.M.

8:00 A.M.

ASDC Board Meeting

9:00 A.M.

ASDC Board Meeting

10:00 A.M.

ASDC Board Meeting

11:00 A.M.

ASDC Board Meeting

ASDC Board Meeting

Workshop Sessions #1-5 50 minutes each

12:00 P.M.

ASDC Board Lunch

ASDC Board Lunch

LUNCH in Brown Cafe

LUNCH in Brown Cafe

Clear Campus

1:00 P.M.

ASDC Board Meeting

Committees Assemble

5 Shared Tables (90 mins each)

5 Shared Tables (90 mins each)


Shared Tables Shared Tables (until 2:30 (until 2:30 pm) pm) -----------------------------------Workshop Exhibition Sessions #6Passport Tour/ 10 50 minutes Happy Hour each


2:00 P.M. ------------2:30 P.M.


ASDC Board Meeting


www.deafchildren.org WED.


3:00 P.M.

ASDC Board Meeting

REGISTRATION Exhibition Set Up

4:00 P.M.

ASDC Board Meeting

REGISTRATION Exhibition Set Up

5:00 P.M.

ASDC Board Meeting/ Dinner


(continued w/ workshop sessions #610 until 3:30 PM) --------------BREAK


Exhibition Passport Tour/ Happy Hour (until 3:45 p.m.)




Closing Keynote Presentation Tawny Holmes



Community Festival



6:00 P.M.

ASDC Board Dinner


Community Festival



7:00 P.M.

ASDC Board Dinner


Community Festival



8:00 P.M.



Community Festival ends at 9:00 p.m.


9:00 P.M.


In Pods/Rooms Down Time

In Pods/ Rooms Down Time

In Pods/ Rooms Down Time

Schedule is subject to change.

Have questions about the conference? Need more information? Have specific needs? Contact the conference chairs Dawniela Patterson and Jodee Crace at asdc2015indiana@gmail.com or visit www.asdc2015.com. 9

Conference Presenter Line-Up The ASDC 2015 conference committee received a good number of presentation proposals. While we call this a conference, it is actually a family learning weekend, within a relaxing and engaging atmosphere. Children, deaf and hearing, will be provided age-appropriate and stimulating activities provided by the Indiana School for the Deaf staff. On Friday, June 26, and Saturday, June 27, adults can attend workshops, keynotes, shared table conversations, and a panel all related to the conference theme of Connecting the Dots: Child, Family and Community. The 50-minute workshops include: • myASLTech: Online Software that Makes Creating ASL Materials Fast and Fun – Corinne Vinopol • I Am Me: Identity Considerations for Parents of D/HH children – Pamela Farley • Literacy Through Film-making: An Interactive Family Activity – Sally Zwicker • Sibling (Deaf and Hearing) Conversations: There’s More than Meets the Eye – Judy Jonas and Marla Berkowitz • EIPA (Educational Interpreter Performance Assessment): What Is It and How Does It Affect My Child’s Education? – Lena Van Manen • Deaf and Autism – Joshua Weinstein • Bridge to Preschool – Carrie Davenport and Julie Stewart • Facilitating ASL and Spoken English Development in Young Children Who are Deaf or Hard of Hearing: Considerations for Families – Debra Nussbaum and Debra Trapani • College and Career Preparation for Deaf and Hard of Hearing Students – Charity Warigon • Be in the Driver’s Seat: Navigating Your Child’s Future – YoungHae ParkPalabrica and Tami Lee Santimyer • Celebrating the Deaf Child – Jennifer Dans Willey • All Deaf Children Deserve a Healthy Identity – Marvin Miller • The Law Says So: Your Child Deserves Effective Communication – Tawny Holmes • Reaching the Heart of the Deaf Child – Becky Lloyd 10


• •

The IEP and You – Greg Mendenhall and Brad Pritts Preventing Substance Abuse in Deaf and Hard of Hearing Youth: What Parents and Teachers Need to Know – Laura Lekowicz-Ballard

Shared Table Conversations Parents want to be able to talk with other parents about parenting Deaf children such as appropriate resources and idea exchanges, and/or just to talk and support each other. Nine Shared Table Conversations (90 minutes each) will be offered on Friday and Saturday after lunch. The topics are: • I Am Me: Identity Considerations for Parents of D/HH Children – Pamela Farley • What You Don’t Know Can Hurt You: Long-Term Outcomes of Impairing Visual Language Development in Deaf Children – Wyatt Hall • Deaf Adult Involvement in Family’s Life – Meg Warnock • Deaf Adoption: Making Connections – Margaret Chastel and Erin Kane • Maximizing the Child’s Cognitive Potential: Research and Resources – Melissa Herzig • EIPA: What Is It and How Does It Affect My Child’s Education? – Lena Van Manen • Sibling (Deaf and Hearing) Conversations: There’s More Than Meets the Eye – Judy Jonas and Marla Berkowitz

• •

Deaf and Autism – Joshua Weinstein Vibrations: The Story – Debbie Fetzer

Panel There will be one 75-minute panel consisting of deaf college students who will reflectively share their insights about their upbringings and experiences. Parents will leave with a vision of what it takes to raise their deaf children into successful and happy young adults. Keynote Presenters There will be three 50-minute keynote sessions. Presenters include We Took the Road Less Traveled with the Analco family, Courage in Our Hearts: A Family’s Love Story with the Stephen family, and Connecting the Dots to Beyond by Tawny Holmes, Esq. Holcomb Distinguished Lecture Series Betty Abrams will share her journey as a parent, grandmother, and advocate from “way back then,” on Saturday afternoon (see page 7). The event will also highlight Roy K. Holcomb, the founder of the International Association of Parents with Deaf Children (now ASDC).

For more information, be sure to stop by www.asdc2015.com and explore all the details there. See you in June!


Oklahoma School for the Deaf Summer Camp Oklahoma School for the Deaf in Sulphur holds two summer camps each year. It’s great way to meet other deaf or hard of hearing students from around the state. This year’s theme is Be A Survivor. The camp will be packed full of fun games and challenges. There are outdoor classes, swimming, picnics, as well as trips to Turner Falls and the Lazer Zone. The camp is free for attendees, and all campers receive a free t-shirt. Buses can pick up and return campers at designated stops around the state. The camp is open to Oklahoma deaf or hard of hearing students ages 6-17. The high school session runs June 14-19, and the elementary session is June 21-24. For more information, Brent Behrens at bbehrens@osd.k12.ok.us.



Modern-Day Deaf Plus Resources Mindy wrote in her post: “This. The number of judgmental stares I get It’s my guilty pleasure — Facebook. I when we use our handicap permit don’t tend to post or comment often. because he can’t walk in unassisted. Or Among the many hats I wear, I am the when the lack of his verbal and physimother of a special needs son with a cal control bother others. Or when it’s rare diagnosis, along with three other assumed that I simply have no control children. I am a full-time professional. over my 3.5 year son and allow that And I am my mother’s caregiver. So, behavior. If only everyone would think my goal with Facebook is purely mind- before they assume.” less: peruse and enjoy others’ post, see I knew what both the author of the what family and friends are doing, and article and Mindy were feeling. Having watch some funny videos. a child with special needs brings One day amazing hurts I happened Families deserve a broad and and mindupon a post by blowing happipositive vision of what their my husband’s ness. I noted cousin, Mindy. children can achieve as they comments on She and her grow. They deserve a vision Mindy’s post husband, Joe, that includes community with from several have a special family other deaf and hard of hearing friends who and needs son with had an uncommon children and their families. similar experisyndrome. She (Olivia, 2004, p. 116) ences with their posted a link special needs to an article child. from a mother with a daughter who Paul Ogden, Ph.D., author and deaf uses a wheelchair. The mother and the education expert, writes, “Find people daughter had parked in a handicapped who have walked the path ahead of parking spot, gone into the store, and you” (1996, p. 271). Like Mindy and returned to a note on the car saying, me, finding other parents who not “You are clearly not disabled, shame only understand our families and our on you.” Despite the fact that the children, but can also mentor, support mother had carried her child out of the and guild us is critical. Information car into the chair, had a wheelchair lift and resources for families of Deaf and permanently installed on the vehicle, Hard of Hearing children, who have and had the accessibility permit hang- additional IEP needs, not only inspire ing in the appropriate spot, the moth- parents, but also ultimately help er still received this hurtful note. us scaffold our children so they can By Lisalee Egbert, Ph.D.


achieve their highest potential. Deaf and Hard of Hearing children who may also be blind, have autism, cognitive delays, and/or other disabilities are sometimes referred to as Deaf Plus. While Deaf Plus seems to be a widely used term, there are some who would prefer to have a person-centered focus instead; for example, instead of a Deaf CP child, say “a person who is Deaf and has cerebral palsy.”Terminology is important for such things as an Individual Educational Plan (IEP) because it will relate to services provided. However, we need to be sensitive to the child and people we serve as well. For this article, we will use Deaf Plus, but we are aware that this term might not be the term all people use. DeafPlus (www.deafplus.us) reports an estimated 39% of children identified with hearing loss have other issues as well. Just as responsible professionals and individuals within the hearing world establish programs and educational plans to best benefit people with special needs, the Deaf world must also address this very real issue within their community (Eddy, 2014). However, because we are all part of this greater community, the challenges of Deaf Plus are all of our responsibilities. We collectively should 14

seek to strive in educational reformation, social inclusion and parent support. By focusing on these major areas, the talents and personalities of the Deaf Plus community will have greater opportunities to mature to full potential. Educational reformation is probably the most drastic and visible aspect that requires a positive change when dealing with the Deaf Plus community. First, effective tests need to be implemented and conducted by culturally sensitive professionals who are intimately aware of the intricacies of both communities (Ogden, 1996). Historically, and in many cases today, Deaf children have been misdiagnosed with learning delays and disabilities that they did not have because the method of instruction that they were taught in was lacking in cultural insight (Ogden, 1996). “Because these [Deaf Plus] individuals do not receive clear and consistent information from either sensory modality, a tendency exists to turn inward to obtain the desired level of stimulation. The individual therefore may appear passive, nonresponsive, and/or noncompliant” (Heward, 2009, p. 456). In the face of these challenges, it would suit the best interests of


people affected by these circumstances to have Deaf and hearing professionals work together on this. To make an allusion, when a Deaf individual with less language fluency is in need of interpreting services for such important things as a doctor’s appointment, it is sometimes in everyone’s best interest to bring on a certified deaf interpreter (CDI) to team with the qualified hearing interpreter. The CDI has an intimate grasp of the culture and language, so he or she is naturally the best professional option to effectively facilitate communication. It would also be wise to have Deaf professionals working with hearing professionals to evaluate and identify the best educational plans for the people of the Deaf Plus world. A deaf or hard of hearing child’s unique learning style, cognitive requirements, and individual communication and language needs must determine programmatic, fiscal, and educational decisions — and not the other way around. We have come together to work for a program that builds collectively on the knowledge, devotion, and expertise of families, educators, and consumers in the deaf and hard of hearing communities” (National Deaf Education Project,

2005, as cited in Olivia 2014, p. 101). One resource for comprehensive neuropsychological evaluation for Deaf Plus children is the Kennedy Krieger Institute. The Kennedy Krieger Institute has one of the largest and most specialized teams of professionals to evaluate and assess Deaf Plus children in the United States (www.kennedykrieger.org). The Deaf Plus community includes people who are Deaf-Blind. Edward Burns makes some great assertions pertaining to effective education when he stresses inclusion, communication, professional support, and organization which all aid in the individual’s development of independence (2007, p. 84). Inclusion goes beyond just getting the child who is Deaf-Blind involved in classroom activities; it is also getting the classmates involved in the life of the Deaf Plus child. Although it is a meager start, a suggestion is to have the class learn the DeafBlind alphabet in order to promote a natural way of communicating with the exceptional student (Burns, 2007). This method is a great first step, but I would take it a notch further towards tactile signed language, which is much more culturally accepted in the Deaf community. Also, knowledge of Amer15

ican Sign Language (ASL) would allow for increased freedom of expression between the student and the class, and enable him or her to connect with the greater Deaf community throughout life. The California Deaf-Blind Services website (www.cadbs.org) offers a wonderful starting point for parents to dive into information about DeafBlind children. Another resource, the Perkins School for the Blind, has a Deaf-Blind component, and offers courses for students aged 6–22 years old that can be taken during the summer, school vacations and weekends (www.perkins.org/community-programs/outreach-studentservices.). The school district or vocational rehabilitation center may cover


the course costs. The strengths-based approach to education is reflected in a quote by Samuel Kirk: “Teachers take the role of encouraging learning and base their instruction on the student’s current level of functioning, utilizing his or her strengths, past experiences, and interests” (Kirk, 2006, p. 404). Although this is in reference to teaching children who are Deaf, it can also apply to the educational reform needed to address the Deaf Plus population. If peers and professionals treat an individual like they are less, stupid, or not worthy, the individual probably will believe it. This is why teachers would do well to note the passions and things that get student excited, and adapt course subjects around


these things. If students enjoy drawing, use that as a reward for trying a math problem. If they prefer to continually move around, let them get up from time to time and take a break from reading. A post on social media suggested the idea of making a comic book vending machine. I thought the idea was brilliant, and it is even more impressive that the teen who invented this had Down’s syndrome and mild autism. His job coach worked with his strengths and let him succeed independently. Dr. Christen Szymanski from Gallaudet’s Clerc Center and her colleagues noted “that over the past several years, children with profound to severe hearing loss were more likely to have a diagnosis of autism” (www. gallaudet.edu/clerc_center/researching_autism_and_deafness.html). With these findings, there is a clear need for more parents of children who are Deaf and autistic to continue to work together in a parent- to-parent support group such as Deaf Autism America (www.deafchildren.org, click on the DAA link). Another resource is PATH INTERNATIONAL: Professional Association of Therapeutic Horsemanship International (www.pathintl.org). PATH is a global organization for children and adults with physical, cognitive and emotional challenges that promotes strength and independence through the power of horses. In addition to therapeutic riding, facilities offer a number of therapeutic equine-related activities, including hippotherapy,

equine-facilitated mental health, driving, interactive vaulting, competition, ground work and stable management. Our son has gained so much more than increased muscle tone through his riding. Empathy, responsibility, self-worth, and a wealth of pride in competition have empowered him beyond the riding arena. As a family, we cannot ignore the fact that having a special needs child affects the other children in our family as well. It is difficult for both older and younger siblings. Our son receives physical therapy on horseback, has

music theory, receives “awards” such as candy for social pragmatics from school, and more. Our other children struggled to understand why our son received “better treatment” (his therapy) and they do not. When another mother of a special needs child told us about SibShop, we joined a local chapter. SibShop is an organization for siblings of special needs children 17

(www.siblingsupport.org). The opporConference Schedule tunity for our youngest son to attend SibShop has beenRegistration life-changing! Our Wednesday and younger son has“Sample blossomed in SibShop; Opening Our City” his relationship his brother Family Funwith Night! Familieshas vastly improved he is will sample and, menumoreover, items from moreFrederick understanding of us as parents. area restaurants, Mother and Frederick author Kadambari learn about cultural Murali Wade has a powerful blog, The venues, shop at local merchant Moppet Show, about daughter Kyra, booths, and enjoy activities and life with a DeafPlus child (www. such as face painting, a petting livemint.com/Search/Link/Keyword/ zoo, games, and more. The%20Moppet%20Show). She wrote to me, “Our greatest resource, actually, Thursday through Saturday – has been a strong family and a circle Parent Workshops: Three of friends, from time to time, full daysand of concurrent otherworkshops parents of on children with special issues, choices, needs who have suggestions (through consequences, and the many socialavailable media orresources other forums) that for canhelping Kyra that are beyond medical.” It profoundly impact the is critical for parents to reach out to development of deaf or hard of other parents for support and underhearing children. Professionals standing. Support can come from will present each media, of the five so many places: in social local key areas covering suchparent parent groups, family, friends, diverse topics publications such as as family The Endeavor, dynamics, cochlear implant the annual ASDC conference or your effective use,forums language church. Whatever work best to development, secondary encourage and care for the parents will conditions, benefit the child.education choices, Thecommunity Deaf Plus community provides a support options significant, and worthwhile challenge and access, and many more. for both Deaf and hearing profesChildren’s Program: sionals, as well as parents. A “Families comprehensive deserve a broad andthree-day positive vision program planned, of what their of children can achieve as theysupervised grow. They activities deserve a for vision that children and teens ages 0 todeaf 21 includes community with other fourof agehearing groups.children The and inhard and

informational needs and


their families” (Olivia, 2004 p. 116). unique experiences of deaf By supporting the Deaf Plus commuyouth and siblings will be nity and their families, the people of addressed through art, drama, the Deaf Plus community can achieve and team building activities; things that previously were thought to sibling workshops; and games, be impossible. field trips, and more. Photos provided by The Retreat at BeckEvening Activities: Family leysville activities during Pony Camp 2014. Learn oriented each more at www.retreatatbeckleysville.org. evening offer family and social time. On one evening, References participants will explore Burns, E. (2007). The essential special Frederick’s sights, shops, education guide for the regular education galleries, and parks; enjoy teacher. Springfield, IL.: Charles C. dinner on their own; and Thomas. experience living history through Eddy, N.Ghost (n.d.).Tours. DeafPlus. Retrieved from http://deafplus.us Exhibit Hall: Sponsors, businesses related to any of the Heward, W. L. (2009). Exceptional conference key areas, children: An introduction to special educational institutions and education (9th ed.). Upper Saddle organizations, and local River, NJ: Merrill/Pearson. agencies and vendors will display Kirk, S.information A., Gallagher,and J. J., & products in the Anastasiow, N. Exhibit J. (2006).Hall. Educating exceptionalMSD’s childrenBjorlee (11th ed.). Boston, Museum: MA: Houghton Mifflin. Museum is packed with historic information and Odgen, P. W. (1996) The silent garden: artifacts relating to the school, Raising your deaf child. Washington, Frederick, the Hessian BarDC: Gallaudet University Press. racks, multiple wars, and more. Oliva, G. A., & Lytle, L. R. (2014),. Turningmorning the tide: Making Sunday – Finallife better for deaf and hard of hearing schoolchildren. breakfast and Conference Washington, DC: Gallaudet University Wrap-Up; airport Press. transportation provided.


Glide Video App Is Ideal for ASL Glide’s free live video messaging app for iOS and Android was designed to enable all kinds of people around the world to send and receive video messages instantaneously. Our users speak many different languages, including sign language. Approximately 70 million deaf or hard of hearing people (and children of deaf adults) around the world use some form of sign language as their first language. More than half a million people in the U.S. and Canada use American Sign Language (ASL) to communicate. Clearly, Glide has the potential to help many people communicate with their friends and family members. The app is quick and easy to use. Simply tap RECORD and a video message, up to five minutes in length, is simultaneously broadcast live to one or more recipients of your choosing (up to 50 people). The video is stored (and not on your smartphone), and can be watched anytime later. It may also be deleted at any time. Glide’s unique approach, which utilizes streaming video, makes communication much faster and simpler than sending a video message as an attachment, and is more convenient than video calling. Chats no longer need to be scheduled in advance and users don’t have to wait until their friends are available to start a conversation. The deaf community has shared many reasons for Glide becoming instrumental in enabling them to easily communicate with their friends, family, and loved ones when apart. Glide’s one-touch recording makes it easy to have a one- or-twohanded conversation in sign language. Plus, video of a signed conversation is a whole lot faster than texting. The asynchronous nature of Glide video messaging eliminates “rude” interruptions by forcing the recipient to wait for the speaker to finish signing before responding. Some have even told us that Glide’s minimal amount of data usage to send video messages helps them save money on their mobile plans. With Glide, children can stay better connected with their friends and family, wherever they are located, while having a fun, “video walkie-talkie”-like experience. To learn more or to download the Glide app, visit www.glide.me. 19

Book Spotlight

Shay & Ivy: More Than Just a Princess Shay and Ivy and their friends, have dreamed of being princesses. They imagine riding horses, owning closets full of gowns, and dancing in royal castles. But now Shay feels out of place. How can she royally fit in if she does not want to be a princess anymore? As determined as ever, Shay decides to find the answer. Sisters Shay and Ivy soon find out that their dreams can go beyond a kingdom. They begin to visualize themselves as fearless pilots flying planes, scientists owning laboratories and performing experiments, and astronauts dancing among the stars. Shay & Ivy: More Than Just a Princess, by Sheena McFeely, is 32 pages and hardcover. Ideal for ages 3-8, the book is available for preorder at https://www.kickstarter.com/projects/sheenamcfeely/shay-and-ivy-more-thanjust-a-princess-childrens-b.

ASDC Referral Hotline Are you a parent or professional with a question, comment or concern? ASDC has a referral hotline. Our trained staff is available to answer your questions. Just call (800) 942-2732 or (202) 644-9204. 20


Sign4Good Needs Your Signs The SMARTSignLibrary will provide tools that allow readers to access sign video for words, phrases, and sentences in commonly available books. Given the massive size of this project, the people behind this project are turning to the community to assist in producing signed video for children’s storybooks. If you are interested in signing stories, go to www.cats.gatech.edu and click on Sign4Good. You do not need fancy equipment, a newer phone or tablet camera will do. Help make books accessible, powerful literacy tools. Sign4Good. The Center for Accessible Technology in Sign (CATS) is a joint project between the Atlanta Area School for the Deaf and the Georgia Institute of Technology. CATS is dedicated to providing accessibility to learning via sign language. The goal of CATS is to enhance language, literacy and general world knowledge for deaf learners, particularly children. CATS has been awarded the American Library Association Grolier Foundation Award, 2004 for its contributions to children’s literacy.


The International Association of Parents of Deaf was founded in 1967 by concerned parents of deaf and hard of hearing children. The organization changed its name in 1985 to the American Society for Deaf Children. Today: • • •

ASDC is the oldest national organization founded by and governed by parents of Deaf children. ASDC depends solely on donations, memberships, and proceeds from conferences for operations. ASDC’s board is a volunteer board with members who pay their own travel and lodging expenses for all ASDC events.

Become a part of this innovative organization by joining today! See membership form on page 48. www.deafchildren.org 21

Video Modeling for Deaf Students with Autism By Brittany Kollmer & Raschelle Theoharis, Ph.D. Introduction Autism spectrum disorder (ASD) often impacts communication, socialization, behavior, and various life skills. When specifically looking at social skills, individuals who are deaf and have autism may struggle to recognize social cues, make eye contact, and communicate in general (Ogilvie, 2011). More specifically, individuals who are deaf and have autism may have more reliance on adults, difficulty making transitions from one activity to the next, and the need for structure and predictable routines (Bryan & Gast, 2000). Research has surfaced demonstrating the success of video modeling as one strategy to improve social skills and improve appropriate behaviors for individuals of all ages with ASD (Granz, Earles-Vollrath, & Cook, 2011). By adding ASL, to the video this strategy can also be used with deaf learners with autism. What is Video Modeling? Video modeling is the use of video clips to demonstrate desired behaviors for students with deaf learners with autism. The videos that focus on a specific skill the instructor (parent, teacher, etc.) wants to improve is created, played, and often reused. These short clips reduce distractions and allow students to focus solely on a screen to benefit from obser22

vational learning. The adult can model the desired behavior or skill or have another child complete the task. This allows the deaf learner to see each step modeled with the desired outcome and expectation. Video modeling has been shown to improve conversational skills, acceptable social interactions, daily living skills, and play skills (Granz, EarlesVollrath, & Cook, 2011). Often times, students are able to generalize the skills they learn from watching the videos to new situations and different people at a much faster rate (Granz, EarlesVollrath, & Cook, 2011). Students are more likely to be able to do this if they see several videos of the same skill that include a variety of settings, people, and activities (Granz, Earles-Vollrath, & Cook, 2011). There are many skills that can be covered with video modeling, and they should be specifically tailored to the student’s individual needs. These include initiating conversations, greeting, making requests, conversational skills, nonverbal communication (eye


contact, smiling), appropriate behavior in various settings such as school or in the grocery store, responding to requests and questions, and providing compliments (Granz, Earles-Vollrath, & Cook, 2011). In addition to social situations, video modeling could also include getting ready for school, setting the table, or lining up after recess. Deaf learners with autism also often have strong imitation skills and repetitive interests (Ogilvie, 2011). By creating videos of social skills or events, students can watch them over and over. Seeing a demonstration several times provides more opportunities for reproduction of the desired behavior. With technology, students have easy access to these and can watch them anywhere on their smartphones, tablets, or computers. In addition, when a student would benefit from video modeling, videos can be made quite simply using a variety of programs. Video Modeling Steps and Tips The student’s developmental level should be kept in mind when developing videos and making a plan for video modeling. It is important to keep videos short and simple—around 3 to 5 minutes and show the videos only to individuals or in small groups (Ogilvie, 2011). Both videos that include

students or other “actors” have shown to be effective (Granz, EarlesVollrath, & Cook, 2011). Students also seem to benefit when the video shows the behavior from the student’s point of view, by recording the video from a model’s shoulder (Granz, EarlesVollrath, & Cook, 2011). However, it is important to make sure the video shows the desired behavior or outcome. Here are the steps to take for video modeling: 1. Identify the target behavior or skill and create the video. 2. Discuss the skill you will work on to your students and when this skill may be used. 3. Review each step of the skill (for example, writing the procedure). 4. Show the video several times. 5. Practice the skill in the most natural setting possible on a daily basis. Conclusion Direct instruction, support, and frequent natural opportunities for practice are key when using video modeling. This is one of many strategies that can be used with students of all ages who are deaf and have autism. Lessons taught through this method can benefit interactions at home, school, and in the community. For the full reference list, contact Tami Hossler at asdctami@aol.com. 23




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.


More than 80% of students continue their education at a university, college, or vocational program.


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




Immerse yourself in everything Gallaudet University has to offer this summer and beyond.

Summer Youth Programs Discover Your Future July 9-17

Immerse into ASL! July 9-17

For deaf and hard of hearing students entering grades 9 through 12.

For deaf and hard of hearing, and hearing students entering grades 10 through 12.


For more information about summer youth programs at Gallaudet University, including registration, course descriptions, fees, and scholarships, visit youthprograms.gallaudet.edu.

800 Florida Avenue, NE l Washington, DC 20002 l www.gallaudet.edu 800-995-0550 (voice) l 202-250-2474 (vp) l admissions.office@gallaudet.edu

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Come to ASDC Conference in Indianapolis!

June 25- 28, 2015

www.asdc2015.com Connecting the Dots: Child - Family Community

1200 E. 42nd Street Indianapolis, IN 46205 Three Evenings ďŹ lled with Food & Entertainment!

30 Workshop Sessions & Shared Table Chats! Children Day Camps!

Contact: Jodee Crace & Dawniela Patterson (asdc2015indiana@gmail.com)


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!


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Support ASDC Every Time You Order from AmazonSmile

Amazon will donate 0.5% of the price of your eligible AmazonSmile purchases to ASDC whenever you shop on AmazonSmile. AmazonSmile is the same Amazon you know, same products, same prices, same service. Support ASDC today by visiting http://smile.amazon.com/ch/52-1297104!


A Reminder: Donate Today! A reminder to remember ASDC when you are making your tax deductible donations. Every penny counts to help ASDC continue it’s mission of supporting families with deaf children. Visit www.deafchildren.org and click DONATE, or mail your tax deductible donation to: ASDC #2047 800 Florida Avenue NE Washington, DC 20002

Thank you!


Laurent Clerc National Deaf Education Center




Deaf Education Resources clerccenter.gallaudet.edu 30



The Deaf Child’s Linguistic Right to Bilingual Communication By J. Freeman King, Ed.D. When designing an educational program and deciding on the placement of a deaf child within the program, administrators, teachers, and parents are often guilty of not addressing the fundamental, inherent rights of the child. What are these rights and how are they often gambled away by educational decision makers? The right to communicate as early as possible with parents and family. Every deaf child has the inherent right to communicate with significant others on a deep and meaningful level in a manner that is not forced or impeded. Communication can be defined as sharing meanings that lead to the enlargement of one’s world, one’s understanding, and one’s realization of cause and effect. The right to acquire world knowledge. Without communication that is freely accessible and easily acquired, the deaf child’s world knowledge is limited and causes delays, if not impasses, in understanding the bright, wonderful world that surrounds them. World knowledge includes love, acceptance, self-identity, and an accessible language that can pave the way to literacy and community acceptance.

The right to communicate fully with the surrounding world. It is a sad state of affairs when the right to communicate with the surrounding world is not facilitated in a way that is natural and fully accessible, whether through the medium of a visual language or speech. Often professional and parental biases are imposed on the deaf child, instead of them learning from the child. Is the child predisposed to visual or auditory learning? The right to acculturate into the Deaf world and the hearing world. The child who is deaf is often forced into a prescribed mold by the educational system and expectations of parents who have bought into advice proffered by professionals who lack background in Deaf culture and linguistics. It is imperative that the full linguistic rights of deaf children are protected and that meaningful access to language is recognized as a fundamental founda31

tion of the deaf child’s human identity. Deaf children without language are not simply isolated — they are reduced in the eyes of society, as well as their own eyes. They are culturally impoverished in a way that is difficult to imagine for hearing people accustomed to full language access. Education’s and, subsequently, society’s responsibility to the deaf child cannot be ignored. Failure to meet that responsibility risks consigning deaf children to a lower status that will prevent them from developing strong, healthy identities within either the Deaf culture or the hearing culture. Even worse is the deprivation of any language that would foster the access to cognitive and social development and thereby limit the ability to communicate fully with the surrounding world. It is essential to the psychological, educational, and social well-being of any child that he/she acquire a natural language, spoken or signed, well enough to have a full range of human interactions with others and belong to a culture. If the child does not, as a result of inadequate language access, then he/she is truly disabled. If education and society fail to meet the language and educational needs of deaf children, cognitive, linguistic, social, and emotional deficits are created. When hearing babies 32

are born, they possess the ability to acquire language in the first years of life through their most natural and accessible sense, hearing. They are, by nature, auditory learners. They communicate with their parents and other family members by listening and speaking and are inundated by an accessible sound environment. Language develops naturally and is an important means of establishing and solidifying social and personal ties. As such, it is a basic human right. For the child who is deaf, the basic human right to acquire language is often denied by a process of attempting to force the child into acting like, hearing like, and performing like a hearing child. Regardless of technological enhancement (hearing aids and cochlear implants), the deaf child is primarily a visual learner forced to become an auditory learner. Their basic human right to have access to language and


cognitive development through a visual language is denied. This issue is not just academic; it has practical and moral implications, as well. It is important to understand that professionals are not sure if a deaf baby will have full access to language completely through the auditory channel. Deaf children who use technological enhancements do not encode information in the same manner. While some users of hearing aids and cochlear implants develop strong listening and spoken language skills, others with the same decibel loss do not. The assumption is often made that exposing the child to only one language (oral/auditory) is optimal. Resultantly, the child falls behind in language and in academic, cognitive, and social development. Why? Because we have focused on their weakness (hearing) and not capitalized on their strength (vision). The basic human rights of communicating as early as possible, acquiring world knowledge, communicating fully with the surrounding world, and acculturating into two worlds have often been denied the deaf child. The educational system is guilty of gambling the deaf child’s rights away, thus limiting their linguistic development, their social development, and their emotional development. Instead of the gambling mentality often exhibited by professionals in the educational system, a paradigm shift is needed—an advocacy for both languages, American Sign Language and English (in both its written and, where appropriate, its spoken form) for all deaf children; as well as

the development of respect for both the culture of the Deaf and the hearing. Human rights have as their foundation the addressing of ethical questions, and ultimately ethical decisions. Such is the case of educational programming and decisions made regarding the deaf child. Education has an ethical responsibility to these children — to offer them a life, a language, and an identity on par with their hearing peers. Why not give the deaf child the best of both worlds? References Allen, S., DeLuca, D. & Napoli, D. J. (2007). Societal responsibility and linguistic rights: The case of deaf children. Journal of Research in Education, 17, 41-53. Deaf Bilingual Coalition (2007). The right of the deaf child to grow up bilingual. Retrieved from http://deafbilingual. blogspot.com/2007/12/right-of-deafchild-to-grow-up.html. Grosjean, F. (2001). The right of the deaf child to grow up bilingual. Sign Language Studies, 1(2), 110-114. Lane, H., Hoffmeister, R. and Bahan, B. (1996). A journey into the deaf world. San Diego, CA.: DawnSignPress. Moores, D. F. (2006). Comments on “W(h)ither the Deaf community?” Sign Language Studies, 6(2), 202-209. Padden, C. & Humphries, T. (2005). Inside deaf culture. Cambridge, MA: Harvard University Press. 33

Raising and Educating Deaf Children: Foundations for Policy, Practice and Outcomes Raising and Educating Deaf Children is an information website established in January 2014 to provide objective, evidence-based information for policymaking and practice associated with raising and educating deaf children ­with an eye to improving them. The goal is to reach stakeholders: families, professionals, practitioners, policy-makers, and other parties interested in optimizing opportunities — and futures — for deaf children. The site publishes four to six brief “bulletins” each quarter on a broad range of topics relevant to raising and educating deaf and hard of hearing children. Written for parents and professionals rather than researchers, each bulletin is accompanied by links for further information. Excerpts from two bulletins follow. Issues Related to Communication Mode and Language Outcomes for Children with Cochlear Implants The issue Cochlear implants (CIs) are a common intervention for children with profound hearing loss. CIs provide individuals with access to spoken language input and have a positive impact on speech, language, and reading outcomes. Cochlear implant technology has resulted in significant changes in how we approach communication for chil34

dren who are deaf. Accompanying these changes is a frequently debated topic among parents, researchers and professionals: the choice of communication modality for children with CIs, specifically bilingual/bicultural, auditory-oral, and total communication approaches. What we know Among the three main instructional methods, the bilingual/bicultural (bi-bi) model is the one most often selected by deaf parents who use sign language. In bi-bi models, children learn sign language (for example, American Sign Language) as their first language and written English as their second language. There is limited research on the topic of bi-bi education and CIs, mainly because the goals of sign bilingual approaches may not complement the goals of CIs, which are to promote the acquisition of spoken language skills. The few relevant, published studies were conducted in countries that used sign bilingual programs for most of their students who were deaf (for example, the Netherlands and Norway). What we don’t know Despite many strong opinions to the contrary, no one has yet produced evidence that sign language prevents children from developing spoken language, especially when it is utilized


early in development. Future research should address the issue of using sign or speech during the initial stages of language learning, and its effects on later language, reading, and psychosocial development. Because of the substantial lowering of the age of identification and intervention over the past 10 years, this line of research is now feasible.

What we don’t know Even with all the advancements in technology and varying pedagogical approaches used with deaf children, there continues to be huge variation in the results of their academic, linguistic, communicative, and social development and preferences, all of which have an impact on effective living as deaf individuals.

Deaf Culture: Providing Access to Historically Created Solutions for Effective Living

Implications Generations of deaf people have suffered from ill-conceived practices and policies, however unintended, of denying them access to solutions readily available through Deaf Culture. Consequently, too many deaf people struggle with isolation within their homes, at school, and in the community. Providing deaf children with access to Deaf Culture will go a long way in creating healthy environments in which they can thrive. The complete bulletins are at www.raisingandeducatingdeafchildren.org/deafculture-providing-access-to-historicallycreated-solutions-for-effective-living.

The issue Deaf Culture is a relatively new term used to describe the strategies deaf people employ to organize their lives in an effective manner. The use of sign language, the importance of congregation for their social, religious, athletic, and educational needs, and the direct discourse style have been typical markers of Deaf Culture. What we know Throughout history, there has been documentation of the existence of people who do not hear. In almost all cases, deafness is seen as a debilitating health condition. Typically, having deaf offspring comes as a shock, because most (hearing) parents have no familiarity with deaf people. Parents will do anything to remedy their children’s hearing condition and usually rely on the professional community for assistance.


Parents Needed for Survey Dear Parent: The website www.raisingandeducatingdeafchildren.org seeks to provide objective, evidence-based information for the policy-making and practice associated with raising and educating deaf children, with an eye to improving them. It aims to reach the broad community of stakeholders: professionals, practitioners, policy-makers, families, and other parties interested in optimizing opportunities, and futures, for deaf children. Rather than our deciding what you, as parents of deaf children, need to know, we would like to learn what you want to know. To this end, we would greatly value your input in the brief survey


linked below as to what topics you would like to learn more about in the raising and educating of deaf children. Please access the survey at www. surveymonkey.com/s/5NN8MLF Thank you for helping us to build a stronger, better educated community. Sincerely, Louis Abbate, Ed.D. President Emeritus, Willie Ross School for the Deaf Marc Marschark, Ph.D. Center for Education Research Partnerships National Technical Institute for the Deaf

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What Do You Know About Cytomegalovirus?

Cytomegalovirus, or CMV, is a common virus that infects people of all ages. Most CMV infections are silent meaning the majority of people who are infected with CMV have no signs or symptoms and there are no harmful effects. However, when CMV occurs during pregnancy, the baby can become infected before birth. CMV infection before birth is known as congenital CMV. When this happens, the virus gets transmitted to the unborn infant and can potentially damage the brain, eyes, and/or ears. One in five children born with CMV will develop permanent problems including: deafness, developmental disability, seizures, vision loss, cerebral palsy. CMV is the leading preventable viral cause of developmental disabilities and the leading non-genetic cause of deafness. CMV is preventable; also, pregnant women can prevent transmitting CMV to their unborn babies by protecting themselves from the virus. •

Wash your hands often with soap and water, especially after changing diapers, feeding a young child, wiping a young child’s nose or mouth and handling children’s toys.

Don’t share food, drink, eating utensils, or a toothbrush with a child.

Do not put a child’s pacifier in your mouth.

Avoid contact with a child’s saliva when kissing or snuggling. Learn more about CMV at www.stopcmv.org. 37

Online Resources for Families ASL Apps • Alphasign Pro • American Sign Language Alphabet Game • American Sign Language Alphabet Game Lite • ASL • ASL Baby Sign • ASL Basic Words • ASL Dictionary • ASL Tales • ASL Ultimate • ASL-phabet • Baby Sign (ASL) • Baby Sign and Learn • How to Sign Language • iASL • Marlee Signs • My Smart Hands Fingerspelling Games • My Smart Hands Intermediate Signs • Sign 4 Me • Sign Language • Sign Language Dictionary • Sign Language for Beginners • Sign Langauge Tutorial • Sign Shine • Sign Smith Lite • Signed Stories • Signing Time ASL 38

• •

Lite The Baobob The Boy Who Cried Wolf

Educational Apps • A Story Before Bed • Alphabet Animals • Connect the Dots with Dino and Friends • Funbrain Jr. • Heads Up • Kids Doodle • Kids Finger Painting Game • PicsArt for Kids • Pocket Frogs • Pocket Pond • Read Me Stories • Scratch Draw Art Game • Scribble Lite • Spawn Glow HD • Tap-n-See Zoo ASL DVDs and Story Websites • ASLTales.net • ASLized.org • ASLNook.com • DawnSignPress.com • DrWonder.com • HarrisComm.com • Owentales.com • SigningTime.com • WeSign.com

ASL Instruction Websites • Lifeprint.com • ASLDeafined.com • ASLPro.com • Described and Captioned Media Programs at dcmp. org; has ASL videos. • Signenhancers.com • Treehousevideo.com Parents and Deaf Community Websites • americandeaf culture.com • deafchildren.org • gallaudet.edu/clerc_ center.html • deaflife.com • deafnation.com • folda.net • nad.org • sportsmx.com • vl2.gallaudet.edu • vl2parentspackage. org • whysign.com Apps may not be available on all phones and tablets. Special thanks to the California School for the Deaf Fremont Outreach Program for compiling most of this list.


Preparing for an IEP Meeting By Pam Lindemann, the IEP Advocate There’s no doubt: An IEP is an extremely important document in your child’s education. It is also very complex. That is why becoming familiar with the IEP process, step-by-step, is critical. Here are some tips that will help relieve some of the anxiety. Before the IEP Meeting 1. More than just once a year: As the parent, you have the right to ask for an IEP meeting as often as you think is necessary (and reasonable) during the school year. Write a letter to your principal asking for the meeting. 2. Plan to take someone with you: There are so many things that happen in an IEP meeting, and most parents just do not know what to watch for, what to listen for, what to pay attention to. As a result, so many things can get by you and you won’t even realize it until after the meeting is over. That is why you should take someone with you. Take your spouse. Take your mother or sister. Take your best friend. Take an advocate or another parent who has been to other IEP meetings. 3. Ask for copies of the evaluations, IEP, and anything else in advance of the meeting: Before your IEP meeting write a letter to the principal or staffing specialist asking for copies

of any evaluation results, testing or proposed drafts of the IEP. Ask to have these copies sent to you at least three days before the IEP meeting so you have time to review them, read them page by page, and write down your questions, concerns and ideas. Take your notes with you to the IEP meeting. The “spirit” of the Individuals with Disabilities Education Act (IDEA) supports the parents being able to be informed, and make informed decisions. 4. When you get a pre-printed “draft” of the IEP: Read carefully. The slightest change, even one word, can dramatically change the IEP. When you get your draft, lay the new IEP right next to the old IEP and — I’m very serious here — compare the new IEP against the old one, WORD FOR WORD, NUMBER FOR NUMBER. Do not skip a single section. Here’s why: Unfortunately, some school personnel will omit, delete and/or change parts of the IEP without telling you. In one IEP meeting I was in, the staffing coordinator had deleted the child’s behavior plan from the new IEP. When we noticed it was gone, she said, “Oh, I didn’t think he needed it anymore!” Well, we disagreed, and requested it stay on the IEP, which it did.


5. The school must tell you in advance who is coming to the IEP meeting: This is called “Prior Written Notice.” The positions of attendees, not necessarily the individuals’ names, should be listed on the meeting notification form they send you before the IEP meeting. During the IEP Meeting 1. A child can qualify for an IEP and services even if he or she has excellent grades: The U.S. Dept. of Education has ruled that “the term ‘educational performance’ as used in the IDEA and its implementing regulations is not limited to academic performance.” Therefore, IDEA and the regulations clearly establish the determination about whether a child is a child with a disability is not limited to information about the child’s academic performance. 2. You don’t have to sign the IEP on the spot: You may not be able to make a comfortable decision while you’re in the meeting. If this is the case, you do not have to sign the IEP. Ask to have a few days to take everything into consideration. Or sign the IEP and write next to your name, “Parent signs for attendance purposes only.” I recommend you get in the practice of doing this for all your IEPs, even those you agree with. 3. Think twice before giving the school permission to contact your child’s medical providers: Many times the 40

school will present you with forms for you to sign giving them permission to contact your child’s pediatrician, specialists, or therapists. They may tell you that they would like to talk to these professionals to better understand your child’s diagnosis, behavior, or therapy care plan. Their intent to help is genuine, but when you give others permission to talk to medical caregivers, you could be giving them permission to get information you really don’t want them to have. A few real-life examples: When one mom gave her permission, the school personnel called the psychologist to get information about the child. During the discussion, the doctor told the principal that he felt the “mom needed psychiatric help herself.” Yikes! In another situation, the mom gave permission for the school to get information, but only in one subject area. Well, the receptionist who answered the phone was so glad to be able to help, that when she opened the child’s medical file, she started reading everything in the file, including the child’s drug history that the mom did not want the school to know about! Yes, what the doctor and receptionist said was wrong on so many levels, but the fact is this stuff


happens. So what should you do? Do not sign the forms. Instead, tell the school to give you a list of the information they want, and YOU will contact the doctors and get the information for them. When you get the documents, you can review them before you turn them over to the school and you stay in control. 4. What to do if you’re not sure the therapist is seeing your child at school as frequently as required: As the parent, you have a right to copies of any documents and notes concerning your child. Ask for a copy of the therapist’s treatment notes. A therapist is required to keep a daily log of when she treats a child, the length of the session, what she worked on and the results. 5. What to do if the school wants to remove something from your child’s IEP: First of all, remain calm! If the IEP team wants to remove a service, such as speech, occupational therapy, reading assistance, or a goal from the IEP, it must be because your child has mastered the skill! After all, what other reason is there for removing it from the IEP? That is likely the only reason for removing something off the IEP. Before you allow it to be removed, ask for documentation that shows your child mastered the skill. The only documentation that is impartial is an evaluation and testing data. Anything else is

personal opinion and it may not be accurate. Ask to see the evaluation results that show your child mastered the skill. If the data cannot be produced, then ask for the evaluation to be done to demonstrate skill mastery. In the meantime, the service stays on the IEP. If the school personnel refuse to do the evaluation, then ask them to write down the reason they are refusing to do it and have them sign it. Pursue a complaint with the school district ESE Director and/or your state’s Dept. of Education. At your next IEP meeting, if the proof of mastery has been presented, the service can be removed. If mastery is not achieved, the service should stay on the IEP. After the IEP Meeting 1. Remember: As the parent, you have the right to ask for an IEP meeting as often as you think is necessary (and reasonable) during the school year. If you think of something af41

ter the meeting that you did not address, you can always reschedule another IEP meeting. 2. Review the initial evaluation: If you disagree with the evaluation for any reason, you can request an Individual Educational Evaluation (IEE). This is an evaluation where you choose the professional to do the evaluation at the school district’s expense. Put your request for these evaluations in writing to the principal. 3. Ask to see your child’s school file at least once a year: Your child’s official school file, officially called the cum (pronounced “cume”) file, contains your child’s IEP, matrix, parent notification forms, and other school information. Once a year you should ask to see your child’s folder and go through it page by page. Write a letter to your principal and ask to set up an appointment to look through the cum folder. Sometimes the school will have someone sit down with you because they want to make sure a parent doesn’t walk off with important papers. If you see any documents that you don’t have, ask to have a copy of them, and the school will make you a copy. As the parent, you have a right to have a copy of anything that pertains to your child’s education. Pam Lindemann helps families get services for their children through the public school system and offers advocate training classes for parents. She can be reached at 407342-9836 or www.theiepadvocate.com © 2015. The IEP Advocate, Inc. All rights reserved.

ASDC IS ONLINE! www.deafchildren.org www.bit.ly/asdcfacebook

(or search for American Society of Deaf Children)

@deafchildren 42


Thanks to social media, #SUPPORT can be visual, #ADVOCACY can be shared, and #EQUALITY can be achieved. Join, like, follow us on every platform!





www.nad.org/join National Association of the Deaf 8630 Fenton Street, Suite 820 Silver Spring, MD 20910 • nad.info@nad.org • www.nad.org


ASDC’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

www.beverlyschoolforthedeaf. org

California School f/t Deaf 39350 Gallaudet Dr. Fremont, CA 94538 510-794-3685 www.csdeagles.com 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 Kansas School f/t Deaf 450 E. Park St. Olathe, KS 66061 913-791-0573 www.ksdeaf.org

Going Green! Help save trees and costs by receiving an online version of The Endeavor instead of a hard copy. Email your request to asdc@deafchildren.org. 44


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 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

www. michiganschoolforthedeaf.org

Model Secondary School f/t Deaf 800 Florida Ave. NE Washington, DC 20002 202-651-5031 www.gallaudet.edu/ clerc_center

Montana School f/t Deaf and Blind 3911 Central Ave. Great Falls, MT 59405 406-771-6000 www.msdb.mt.gov National Ctr. on Deafness CSUN 18111 Nordhoff St. Northridge, CA 91330 818-677-2145 www.csun.edu/ncod/ National Technical Institute f/t Deaf 52 Lomb Memorial Dr. Rochester, NY 14623 585-475-6426 www.ntid.rit.edu New Mexico School f/t Deaf 1060 Cerrillos Rd. Santa Fe, NM 87505 505-827-6700 www.nmsd.k12.nm.us NY School f/t Deaf 555 Knollwood Rd. White Plains, NY 10603 914-949-7310 www.nysd.net NC School f/t Deaf 517 W Fleming Dr. Morganton, NC 28655 828-432-5200 www.ncsd.net

Oklahoma School f/t Deaf 1100 E. Oklahoma Ave. Sulphur, OK 73086 580-622-8812 www.osd.k12.ok.us Pennsylvania School f/t Deaf 100 W. School House Lane Philadelphia, PA 19144 215-951-4700 www.psd.org Phoenix Day School f/t Deaf 7654 N. 19th Ave. Phoenix, AZ 85021 602-771-5300 www.asdb.az.gov Rhode Island School f/t Deaf One Corliss Park Providence, RI 02908 401-222-3525 www.rideaf.net Rochester School f/t Deaf 1545 St. Paul St. Rochester, NY 14621 585-544-1240 www.rsdeaf.org Scranton School for Deaf and Hard of Hearing Children 537 Venard Rd. Clarks Summit, PA 18411 866-400-9080 www.thescrantonschool.org

Ohio School f/t Deaf 500 Morse Rd. Columbus, OH 43214 614-728-1422

St. Joseph’s School f/t Deaf 1000 Hutchinson River Pkwy.

Bronx, NY 14065



718-828-9000 www.sjsdny.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

Western Pennsylvania School f/t Deaf 300 E. Swissvale Ave. Pittsburgh, PA 15218 800-624-3323 www.wpsd.org

Foundation 455 E. Park St. Okathe, KS 66061 913-782-5808 www.deafculturalcenter. org

Willie Ross School f/t Deaf 32 Norway St. Longmeadow, MA 01106 413-567-0374 www.willierossschool.org

Described and Captioned Media Program 1447 E. Main Street Spartanburg, SC 29307 800-327-6213 www.dcmp.org

Wisconsin School f/t Deaf 309 W. Walworth Ave. Delavan, WI 53115 262-740-2066 www.dpi.wi.gov/wsd


The Learning Center f/t Deaf 848 Central St. Framingham, MA 01701 508-879-5110 www.tlcdeaf.org

Conference of Educational Administrators of Schools & Programs f/t Deaf PO Box 1778 St. Augustine, FL 32085 904-810-5200 www.ceasd.org

Washington School f/t Deaf 611 Grand Blvd Vancouver, WA 98661 360-696-6525 www.wsd.wa.gov

Communication Services f/t Deaf 102 N. Krohn Place Sioux Falls, SD 57103 605-367-5760 www.c-s-d.org

West Virginia Schools f/t Deaf and Blind 301 E. Main St. Romney, WV 26757 304-822-4800 www.wvsdb2.state.k12. wv.us

DawnSignPress 6130 Nancy Ridge Dr. San Diego, CA 92121 858-625-0600 www.dawnsign.com

Deaf Cultural Center 46

Gallaudet University Alumni Association Peikoff Alumni House 800 Florida Avenue NE Washington, DC 20002 202-651-5060 alumni.relations@ gallaudet.edu “Hear With Your Eyes” Therapy Alison Freeman, Ph.D. 424 12th Street 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

Have you registered yet for the 2015 ASDC Conference in Indianapolis on June 25-28? www.asdc2015.com

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 • A post of your contact information on ASDC’s Educational/ Organizational Membership webpage Membership is only $250. If you would like more information, email asdc@deafchildren.org or call (800) 942-2732. 47

asdc@deafchildren.org Parent Information and Referral Line: (800) 942-ASDC (2732)

MEMBERSHIP FORM Name:__________________________

Email: ___________________________

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, D.C. 20002-3695 Fax: (410) 795-0965 • Phone: (800) 942-2732 • Email: asdc@deafchildren.org


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 • asdc@deafchildren.org • www.deafchildren.org