ENDEAVOR A Publication Dedicated to Families and Professionals Who Are Committed to Deaf Children
The Joy of Connecting INSIDE THIS ISSUE: 2016 Summer Camps p. 38 ASDC 2016: ASL Learning Opportunity p. 5 Language and Communication Access p. 30
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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
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 email@example.com www.deafchildren.org Facebook: www.facebook.com/pages/ ASDC-American-Society-for-DeafChildren/215538915154965
THE ENDEAVOR STAFF Editor Tami Hossler firstname.lastname@example.org
Managing Editor Anita Farb Publication Services T.S. Writing Services, LLC www.tswriting.com ASDC STAFF Director of Advocacy Cheri Dowling email@example.com © 2016 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 firstname.lastname@example.org. ASDC is a 501(c)(3) public benefit corporation.
A Look Inside EVERY ISSUE ASDC Board A Note from the Editor A Message from the President ASDC Educational and Organizational Members Membership Form FEATURES ASDC: ASL Learning Opportunity Together, We Can Make a Difference! Past, Current, and Future Legislation An Insider Perspective: Raising Deaf and Hearing Children Tips for Parents of Children with Autism Air Force One: A Study on Incidental Learning SuperDad Language and Communication Access: Vital Components of Educational Success Deaf and Hearing Siblings: A Quest for Conversations No Barriers Youth: Leading the Way 2016 Camps Listing
2 3 4 44 48
5 10 12 12 18 20
30 33 37 38
For a copy of the ASDC Endeavor’s submission guidelines, contact email@example.com. 1
ASDC BOARD Executive Council Board of Directors President Avonne Brooker-Rutowski, M.A. Austin, TX firstname.lastname@example.org 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 email@example.com
Parliamentarian Jeff Bravin, M.A. West Hartford, CT firstname.lastname@example.org
Members at Large
Rachel Coleman Midvale, UT RachelASDC@gmail.com
Gina Oliva Laurel, MD email@example.com
Erin Kane, M.A. Rochester, NY firstname.lastname@example.org
Susan C. Searls Rochester, NY email@example.com
Jacqueline Laldee Olney, MD firstname.lastname@example.org
KaAnn Varner Sulphur, OK email@example.com
Gregory Mendenhall Dublin, OH firstname.lastname@example.org
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 Last year was a great year family bonding, sharing with for ASDC, with its successothers, and being included in ful conference at the Indithe classroom. Unfortunately, ana School for the Deaf. this doesn’t always happen on We are now well into 2016, its own, and requires parents and ASDC looks forward to to involve themselves in their this year being packed with deaf children’s lives without Tami Hossler opportunities for ASDC famibeing “helicopter parents.” lies to brush up on their signYou will find many ideas on ing skills as well as network with other how to become involved throughout families and professionals. In this issue, the articles in this issue. Many of the you will find information that will get stories show a deep sense of pride assoyou well on your way to doing just that. ciated to being deaf or being connected The Endeavor’s theme for this issue to someone who is deaf. is the joy of connecting. As human As always, please contact me if you beings, we have an innate need to have an article, event, or a resource you connect with others. Our deaf chil- wish to submit; email me at asdctami@ dren have this opportunity through aol.com.
DID YOU KNOW?
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.
A Message from the President
Off to a Great Start in 2016
Greetings, everyone! and Programs for the Deaf ASDC has been busy at the Kansas School for the getting ready for its excluDeaf on April 8-11. sive ASL Learning OpporRecently we mailed out tunity weekend in ColumASDC’s annual letter (see bia, Md., on June 24-26. page 6), inviting financial See pages 5-6 for more support for ASDC programs details, check www.deafand conference scholarships. Avonne Brookerchildren.org, or contact Our latest effort is to impleRutowski ASDC Director of Advoment a mentoring program cacy Cheri Dowling at (800) 942-2732 for families with deaf children, someor email@example.com. thing that is greatly needed. We also are working on re-designing Inside this issue, you will also find our ASDC materials to include our an article I wrote about my family and current logo. You can see both the raising both deaf and hearing children. bookmark and the logo at our booth at It’s on page 13; I hope you enjoy it! the Early Hearing Detection and InterThere are also many other articles vention Conference on March 13-15 in this issue, all focused on the joy of in San Diego, and the Conference of connecting. Educational Administrators of Schools All the best in 2016!
The ASDC board at NTID in Rochester, NY, in Fall 2015. (L-R): Jeff Bravin, Avonne-Brooker Rutowski, Beth Benedict, Susan Searls, KaAnn Varner, Erin Cane, Tami Hossler, Timothy Frelich, Jodee Crace, Rachel Coleman, Jacqueline Laldee, Gina Oliva, and Tony Ronco. 4
Registration open to individuals ages 16 and over. Intense ASL/Deaf Culture learning experience. All ASL levels and abilities are welcome. One-on-one attention. $400 per person. Space is limited. Register Today!
June 24-26, 2016 Join the American Society for Deaf Children at the 2016 ASL Learning Opportunity. This unique workshop will focus on teaching families and professionals American Sign Language. The weekend will include several keynote presentations that will focus on Deaf Culture, ASL and much, much more.
2016 ASL Learning Opportunity Hosted by: The American Society for Deaf Children
June 24-26, 2016 Sheraton Town Center 10207 Wincopin Circle Columbia, MD 21044
Your registration fee includes:
Small group ASL classes
One-on-one instruction when needed
For more information or to register contact Cheri Dowling at 800-942-2732 or firstname.lastname@example.org
$400.00 per person
Registration Fee Includes:
Reception Friday Night
Breakfast Saturday and Sunday mornings
Lunch Saturday and Sunday
5:00 pm - 9:00 pm Friday, June 24th
9:00 am - 4:00 pm Saturday, June 25th
5:00 pm - 9:00 pm Saturday evening
9:00 am - 3:00 pm Sunday, June 26th
Hotel Room is not included, reservations can be made by contacting the hotel directly at 410-730-3900. ASDC Room Block rate is $135.00 per night.
ASL Interpreters will be provided for keynote presentations
For more information contact Cheri Dowling at 800-942-2732 or email@example.com
2016 ASL Learning Opportunity June 24-26, 2016 Registration Please use one registration form per person
________________________________________ Name ________________________________________ Address ________________________________________ City _______________ _____________________ State Zip Code ________________________________________ Email Address ________________________________________ Phone Dietary Restrictions: _________________ ________________________________________ ASL Level: (Circle One) Beginner Advanced Expert Amount Enclosed:
Payment accepted by check or credit card Please mail or email your registration form to: Cheri Dowling American Society for Deaf Children #2047 800 Florida Avenue, NE Washington, DC 20002 firstname.lastname@example.org Checks made payable to: American Society for Deaf Children. Credit Card payments can be made through our website Pay Pal Account at www.deafchildren.org
Consider a Donation to ASDC
With ASL and English Your Child Can ... LEARN, THRIVE, SUCCEED! Dear Family and Friends, ASDC thanks you for your ongoing support over the years. ASDC continues, with volunteer contribution of the board and an advocacy director, to provide families with children who are deaf or hard of hearing free consultation, mentorship, and sponsorship for families to attend our annual family conferences. Many families continue to receive a variety of resources and seek additional support so that their decisions are based on up-to-date and accurate information. For this, we are proud of our ASDC, which is a national, independent, non-profit organization. We are also proud of our website, www.deafchildren.org, which has continued to attract more families and professionals. Our mission, vision statement and core values remain steadfast. ASDC’s purpose is to provide support, encouragement and information to families raising deaf children. We depend solely on donations, membership fees and proceeds from conferences for ASDC’s operations. In June 2015, the Indiana School for the Deaf hosted a highly success-
ful ASDC Conference, “Connecting the Dots.” This conference is one of ASDC’s most highly anticipated and celebrated events, bringing together families and children who are deaf or hard of hearing. The next conference will be in Columbia, Md. this June, and Hartford, Conn. in June 2017. More information is on our website. ASDC’s success continues to be possible through the generous funding we have received from members of our community. This year, we are specifically seeking financial donations to fund a new initiative to provide families with qualified mentors. As a parent or professional, we value the importance of having mentors guide us through the journey of parenting our children who are deaf or hard of hearing. We hope that you can join us in funding our family mentoring program, and our important work: • Building and strengthening our family mentoring program • Publishing The Endeavor, reaching over 5,000 readers • Networking with families across the nation 7
• • • • • • •
Collaborating with organizations and professionals across the country Providing families and professionals access to our advocacy team Offering scholarships for ASDC’s annual conference Providing valuable resources through the ASDC website Offering a 24-hour hotline, 800-942-2732 Providing members with monthly email updates Keeping our Facebook page up-to-date with interesting stories and events ASDC appreciates any support that you can provide. Donations can made at www.deafchildren.org/donate, or be mailed to:
ASDC #2047 800 Florida Avenue, NE Washington, DC 20002
As always, thank you for your ongoing support. Please do reach out if you have questions. Contact us at 800-942-2732, email@example.com, or www. deafchildren.org. Avonne Brooker-Rutowski, Ed.S. President
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Thank you for your support of ASDC! Anonymous Jay Ashton Marci Band Spencer Bishins Jessica Bouchard Jeffrey Bravin Claire Bugen Denise Condon DawnSignPress Jeffrey Dobrinsky Luis Duran Elizabeth DysertSlaven Nicholas & Dawn Galente Kinsley Giles Melissa Grace William Harrington Peggy Huber Catherine Ingram Patricia Johnson Irene Leigh Charles Little Laura Macedonia Hilary Mayhew Judy McGregor Michele Meredith Microsoft Matching Gifts Program Melissa Moll Laura Morgan Harold & Mary Mowl Judy Musano New Home of Indiana Old Fashioned Girl Modern Mama Gina Oliva
Heather Oster Diany Polanco Ashley Pollard Rachael Ragin Jeanette Richards Alexander Robaina Gail Robinson Steven Robus Ira Rothenberg Michelle Rubinov Susan Russell Charles & Patricia Selin Sarah Shumate Silicon Valley Community Foundation Alyce Slater Reynolds Samuel & Marjorie Sonnenstrahl Donald Swaner, Jr. Tilt.Com, Inc. Lillian Tompkins Toysâ&#x20AC;&#x153;Râ&#x20AC;?Us S. Tross Denise Tucker Joseph Weisenauer West Islip High School Lindsay Whitelaw
In Memory of Martha Ann Harris Ward Henry & Vivian Briley Ronnie & Anne Briley Jerry W. Griffin Harold & Anne Harris Dudley & Diane Neal Parker & Becky Overton Jonathan Powers DeLaine Utley Mr. & Mrs. William Wiseman In Memory of Robert Galente Millbrook Rescue Squad In Memory of Alberta Bannister John & Monica Bates Carole & Robert Byrd Taylor Funeral Service In Honor of Michele Murray Patricia Wilson In Honor of Ben Cox Lisa Raymaker
Together, We Can Make a Difference! Past, Current, and Future Legislation By KaAnn Varner, Superintendent Oklahoma School for the Deaf There are snapshots of time in every personâ&#x20AC;&#x2122;s life that leave a huge impression. Positive or negative, those snapshots of where you were and what you were doing stay ingrained in your mind and heart forever. The day JFK was shot, the day the Challenger exploded, the first man on the moon are just a few that come to mind. For me, there are three events in American history that have had an impact on past, present, and future generations of deaf Americans, including me. The first event was the passage and implementation of Public Law 94-142 in 1975, now more widely known as the Individuals with Disabilities Education Act (IDEA). This law states that all students shall be provided with a free and appropriate education. Prior to this law, many people with disabilities were denied a quality education. This law provides school systems with assistance and guidance as they began to broaden the provisions and services to students with disabilities. The impact of this is still felt today. On Dec. 10, 2015, President Obama signed into law the Every Student Succeeds Act (ESSA), which aims to prepare all students for success in college, regardless of race, 10
income, disability, home language, or background. The second event was the Deaf President Now protest at Gallaudet University in March 1988. Despite being a non-Gallaudet alumnus, this protest had a significant impact on me. It came about as a result of a hearing president being chosen over two deaf candidates of equal or better qualifications. Deaf people everywhere were incensed that a university established for deaf people did not choose a deaf person to lead. Who better than a deaf person to innately understand what it means to be deaf and how to bridge the future in a positive way that ensures deaf Americansâ&#x20AC;&#x2122; success? The Gallaudet students and deaf people all across America rose up with heart and determination to demonstrate that it was time for deaf people to show that leadership on deaf issues should be, for, and by deaf people. The impact of that moment is still felt today. Civil
rights and deaf awareness in many areas became significantly better after this movement. The third event was the signing of the Americans with Disabilities Act in July 1990 by President George H. W. Bush. This significant piece of legislation works to ensure Americans with disabilities are afforded the same rights and accessibility as non-disabled Americans. This law was modeled after the Civil Rights Act of 1964, and has had a tremendous impact on Americans with disabilities, providing them with access to the workforce as never before. It has enabled them to enjoy services and participate in state and local government in innovative ways. As we reflect on significant legislation and events of the past, it is helpful to look to the present and the future. It is important that we be aware of changes in laws that have the potential to affect a child’s education,
either positively or negatively. One such pending law to be aware of is the Alice Cogswell and Anne Sullivan Macy Act. This bill intends to: • Ensure specialized instruction for all students with visual and hearing impairments and deaf/ blindness, and ensure that each child’s learning needs are properly evaluated. • Mandate that states engage in strategic planning to ensure special needs are met. • Ensure that students are served by qualified personnel. • Provide that students who are deaf-blind receive support. • Enhance accountability at state and national levels. Proponents believe that this bill, if passed, will vastly improve education, lifelong employment, and independence outcomes. As a parent, it is important to ask and learn not only about all the resources that are available for your child, but also learn what you can do to be involved in enhancing and expanding options. Become involved in organizations such as ASDC, National Association of the Deaf (NAD), and your NAD state affiliate. Contact your congressional representatives to ask them to sponsor this bill. Supporting information can be found at www.ceasd.org/child-first/ alice-cogswell and www.AFB.org/ MacyAct. You may also contact Barbara Raimondo, Government Relations Liaison for the Conference of Educational Administrators of Schools and 11
Programs for the Deaf, at firstname.lastname@example.org or Mark Richert, Director of Public Policy for the American Foundation for the Blind, at MRichert@afb.net. We need you. We are not done; there is still much work to be done to preserve, enhance and expand the rights of deaf children. Become aware of any legislation that affects deaf children in any way. Just think about how far we have come and imagine all the great things to come in the future because we decided to work together today. KaAnn Varner is the superintendent at the Oklahoma School for the Deaf, where she has been since 1998 as a teacher, supervising teacher, assistant principal and principal.
Tips for Parents of Children with Autism By Ann Moxley, Ph.D. I. Learn about Autism and Autism Spectrum Disorders and seek out support from others. II. Become an expert on your child: a. What elicits positive behaviors or response and what leads to disruptive behavior? b. Help your school develop a treatment plan by being aware of your child’s needs, strengths, weaknesses, and how your child learns best. III. Provide structure and safety: a. Be consistent and follow through with consequences to provide predictability. b. Adapt your routines and schedules to your child’s needs. c. Change the environment as necessary to keep your child safe. d. Be aware of any sensory sensitivities and remove overwhelming sensory stimuli. 12
e. Provide appropriate sensory input to substitute for spinning, staring, or other self-stimulatory behaviors. You might use bear hugs, weighted vests, rolling your child in a blanket, or providing movement toys and activities. IV. Find nonverbal ways to connect and be aware of your child’s nonverbal communication such as facial expressions, gestures, and body language. V. Modify your expectations: a. Accept your child and his or her positive characteristics. b. Enjoy and have fun with your child. c. Celebrate small successes. d. Reward appropriate behavior. e. Don’t compare your child to other children but to himself or herself. f. Don’t worry about others’ opinions.
An Insider Perspective: Raising Deaf and Hearing Children
By Avonne Brooker-Rutowski ASDC President Having a Deaf child can stir up a wide range of emotions in parents who may have little or no knowledge about deafness. Oftentimes, a Deaf person will proudly tell you that deafness is an identity, not an impairment. That’s true for me. I am the Deaf mother of two beautiful children — a daughter, profoundly Deaf from my genetic heritage and a hearing son who is a child of Deaf adults, or CODA. I was born Deaf and started learning American Sign Language (ASL) from day one. My Deaf parents were proud of me and let me grow up without trying to “fix” me. I did not learn to speak or try to get my hearing repaired. My parents made sure I had full communication access, the best education, and the best life. Today, what my children and I have in common is that we all began acquiring ASL the minute we came into this world.
Parents are bombarded with advice about what they should and shouldn’t do. Well-meaning people say things like, “You must learn ASL,” “Don’t teach your child ASL or s/he will never learn to speak,” “Your child will never be able to read or write,” or “Cochlear implants will work for your child.” As a Deaf person and as the parent of a Deaf child, I want to say how important it is for you, as a parent of a Deaf child, to be involved in your child’s life. We face similar situations in having a child who is like us in many ways, but also different. My son Andrew was born with full hearing. I was not devastated, but I was worried about how I could help Andrew learn to speak. I never wanted to learn to speak or lipread, so I was clueless about these skills. I told myself that I had a hearing son who had the right to hear and speak, so I started signing, without voice, to Andrew to give him a language foundation as soon as he was put in my arms as a newborn. Everyone in my family signed to Andrew 24/7 — even today. ASL is the only communication Andrew has access to at home other than reading, watching TV, listening to songs on iTunes or playing XBOX games. Our lives continued in this communi13
cation comfort zone until we enrolled 15-month-old Andrew in daycare. My husband and I were working full-time and we felt Andrew needed to have access to the hearing world, just like Deaf babies need access to the Deaf world through ASL. Even though my husband is Deaf and can speak a little bit, he chose not to use voice with our son. Surprisingly, some Deaf people criticized us for sending Andrew to daycare, warning that he would stop signing because he would enjoy hearing and speaking. We were hurt by these comments, but my motherly instincts told me otherwise. We were so excited when we learned that Andrew spoke his first at 18 months (with many signed words already under his belt). Once Andrew started attending daycare and then elementary and middle school, my comfort zone often felt somewhat invaded when I was in these environments. We were with parents, school and sports staff who had no knowledge of ASL or Deaf culture. Some had no idea of how to even begin to communicate with Deaf people. But — and this is important — this feeling was not Andrew’s responsibility. As the parent, I had to take the initiative to make communication accessible for myself. The responsibility should never be placed on my son even today just because he hears, speaks, and signs. He was certainly not our interpreter or problem-solver; rather, he was a child who went through milestones, enjoyed his childhood, and grew up to 14
be a proud citizen like us. We treat our Deaf and hearing children equally without bias or special treatment. Other than his hearing peers, the only difference even today is that he does not speak at home. As Andrew was growing up, we were often criticized for allowing him to speak without signing when his friends came over. We were told how important it was to know what they were talking about. I don’t agree; we have a Deaf daughter who we can “listen in” on, but she and her friends will not discuss certain topics in front of us. Of course, kids don’t want parents to snoop in their business. So how do I handle this with my son, who is now 12? I will walk into his circle of friends and ask, “What’s up?” or sign to them. His friends frequently will feel lost or look like a deer caught in headlights. When they turn to Andrew for help, I maintain eye contact with his friends, to show that we can overcome this obstacle together without Andrew’s involvement. Over time, they eventually find a way to communicate through gestures, texting, or even learning ASL. Andrew does sometimes enjoys interpreting because he implicitly wants to show his peers how awesome it is to have been born bilingual. That’s his choice. I have faced a lot of challenges as a Deaf mother in the “hearing” environment. Unlike my daughter’s Deaf school where I have full access to everything, I don’t have this same access at my son’s school. Working up my courage, I always walk into the school with
pride, and communicate with staff by writing back and forth. If someone is unable or not knowledgeable about writing back, I simply look elsewhere and ask for someone who is capable of communicating with me. My attitude is a simple lesson for school staff: to learn to write back and forth or find workable communication methods. My daughter or my son often say, “Mom, chill and try to be a little more patient,” and admittedly, I don’t always follow their orders, just like they don’t always want to follow my orders. In all seriousness, my belief always is that I am the parent, and the school needs to figure out how to communicate with me (and all parents) regardless of language or mode. There are parents who don’t speak English. How different am I from other language users? There is no difference at all. My husband and I also are not always that comfortable hosting birthday parties because of the communication barriers. But again, it’s not about us; it is about Andrew. He decides who to invite, and if they’re CODAs or deaf, then great. If not, great. At the end of the parties, we always smile with pride and reflect on how much fun Andrew had. Another example of interacting in a hearing environment is the end-of-season soccer party; my husband and/or I go and stay the entire time. Some Deaf people say that it is awkward and boring to do so. Again, it is not our party; it’s for Andrew and his team. I am an adult who can take care of
myself. With all that said, Andrew often comes to us wishing that his friends’ parents would learn to sign. We always say the same thing: we’re fine. We have our iPhones with us and often will use it or make small talk with parents. Certainly, some conversations are not that meaningful, but this doesn’t bother us as long as we’re there for Andrew. It’s a pleasure to sit in the back, watching or observing Andrew and his friends. This helps us make connections when Andrew talks about specific friends or parents. I have developed relationships with some of Andrew’s friends’ parents; they’re my “text” or “social media” friends who I text back and forth with about life in general. Some have asked if their children could eventually learn ASL from Andrew, because they wanted their children to learn a new language. This is ironic, given how many parents are resistant to having their Deaf children learn sign language. Social media can bring us together in a positive way for our children. One favorite moment I had with
Andrew’s friend Grant was at a fast “It makes a huge difference food restaurant. Andrew was in the restroom, and as we ordered our when we stop thinking about food, Grant panicked in trying to what we want, what we need, communicate. He made up a sign for or what makes ourselves chicken tenders (gesturing “wings” comfortable, and instead and “strips”). I loved the smile I saw on Grant’s face when I understood join in our children’s journeys.” him. His confidence in talking with me without Andrew around increased, ter, Alexandria, that was like what which was meaningful for Andrew. she had with her other grandchildren. My husband and I believe in model- Unfortunately, we live a few states away ing respect, appropriate behaviors, so it’s hard for her to keep up with her and ways of communication, and it is ASL. But Grandma K always becomes important that our children share our better at signing towards the end of our perspectives and values. For example, visits, and we joke about some of her Andrew gets easily annoyed when one signs because her signs are special to of us, without realizing it, makes noise us — showing her effort. We sign the when our teeth slide over our forks at way she signs specific words as a way of mealtime — and is comfortable telling keeping her in our thoughts. us to stop. And we are comfortable tellAndrew hopefully will grow up ing Andrew, in front of his friends, that remembering that his parents were it is not okay for his friends to interrupt always around and involved. This is when we are talking to him. We believe exactly what hearing parents should in open and healthy communication do with their Deaf children. Parents, as while understanding each other’s adults, are in a better position to overperspectives. From our children, we come their obstacles by pushing themhave gotten the opportunity to experi- selves out of their comfort zones than ence and appreciate more than just one their children. language or culture, and develop a highYes, parenting can be tough. But er level of sensitivity for both. take a closer look at the benefits of This has also helped our children the involvement in a child’s life (Deaf understand why their paternal grand- or hearing) can also open doors other parents did not learn ASL when their worlds, other interests, and so much dad was younger. Today, parents have more. Remember: you are not alone. access to resources all over the world, All parents we experience similar chalbut back then, this easy access didn’t lenges in different ways. It makes a exist. Grandma K decided to take online huge difference when we stop thinking ASL classes because she was scared that about what we want, what we need, or she would never have a relationship what makes ourselves comfortable, and with her now 18-year-old granddaugh- instead join in our children’s journeys. 16
uniqueYour experiences of deaf Conference Schedule Provide Security for Campers youth and siblings will be
Wednesday Registration and for children and an environment where Camp can be a wonderful experience addressed through art, drama, Opening “Sample Our City” lifelong memories are made. While most and children forwardactivities; to camp, some feel teamlook building Family Night! Families anxiety aboutFun being away from home. Knowing that they have an open line of sibling workshops; and games, will sampletomenu from communication home items may help reduce this anxiety. field trips, and more. Frederick areachildren restaurants, One way to keep in touch with home is through video relay services (VRS), which is available on mobile with front-facing and is easy learn about Frederick culturaldevices Evening Activities:cameras Family enough even for a young child to use. Many devices offer features that simplify venues, shop at local merchant oriented activities each videophone usage activities even further. For example, Sorenson Communications booths, (VP) and enjoy evening offer family and offerssuch Phonebook, allowing the storage of numbers and favorites in a separate list, as face painting, a petting social time. On one evening, alleviating the need to remember telephone or VP numbers. Sorenson participants will explore also offers zoo, games, and more. Profile Photo, allowing a photo of the number’s owner in theshops, directory, helping Frederick’s sights, Thursday through Saturday – children who are not yet proficient at reading easilyand findparks; who they want to call. galleries, enjoy Workshops: Three By Parent using Sorenson’s myPhone feature, parents don’t have to miss a call from a dinner on their own; and concurrent childfull whodays is atof camp. This feature rings all devices simultaneously when a call is experience living history received, including mobile device and computer. workshops ona VP, issues, choices, through Ghost Tours. Help a child feel more consequences, and comfortable the many at camp this year by providing them with communication support while they are away. More information is at www.svrs. available resources that can Exhibit Hall: Sponsors, com/ntouchmobile_product. profoundly impact the businesses related to any of 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
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. 17
Air Force One: A Study on Incidental Learning By Doug Dittfurth, M.Ed., CIC, BEI III
I was intrigued by the challenge in defining how incidental learning plays a major role in our lives and why professionals working with people who are deaf or with various levels of hearing losses need to keep this in the forefront when advocating for services for this population. As an advocate, applying the concept of incidental learning was of special importance to me in mental health counseling and other areas to emphasize that verbal knowledge is not connected to intelligence. To demonstrate the broad reach of incidental learning, I often share the results of my 2011 “Air Force One” survey. I surveyed 40 people with “normal” hearing, and 40 people who were deaf from an early age. Both groups had an even mix of master/ bachelor and/or high school degrees.
Each subject (n=80) was shown an 8.5 x 11 piece of paper onto which the words AIR FORCE ONE had been printed. While reading the words, they were to spontaneously express the thoughts that came to their minds. Of the 40 who were hearing, 100% relayed in one way or another it was the plane in which the U.S. president flew. Only one could remember how or when he actually learned this information when asked. Of the 40 who were deaf, 85% replied with, “military,” “first military,” “something to do with military” or similar. Only 15%, or six individuals, of these 40 replied that it was the plane in which the U.S. president flew, and all readily told me without being probed how they had learned Air Force One was the “president’s plane.” One stated he was an military brat; one learned it when Air Force One landed in his hometown and his father took him to see it; another learned it as an adult when watching a captioned version of the movie, “Air Force One;” one stated this information had been learned when he became a social studies teacher; one replied, “I read everything I can;” and another replied
that his mother had told him sometime prior to entering high school. As implied above, incidental learning plays a big role in the base fund of information we possess. Yet I, as a hearing individual, can learn several things daily on my short commute from my gym to my office by just listening to my car radio. Multiply that by a decade and you have not even begun to uncover the amount of incidental learning a person who is deaf or hard of hearing must make up to have the knowledge base and fund of information to be as competitive and as responsive as those who can hear. This article was previously published in the ADARA Update, The Deaf Texan and the TSID InterpreTexan. Although pronouns are identified as male in this article, the participants were of both genders. Doug Dittforth, is the coordinator of the Texas Early Hearing Detection and Intervention â&#x20AC;&#x201C; Newborn Hearing Screening program at the Department of State Health Services.
SuperDad By Annarose Bottos My father calls the tooth fairy the tooth bunny, because my grandparents didn’t know how to sign “fairy” when he was a little boy. He jumped off the roof of their house once, using a towel as a cape, because his parents explained to him that a man named S-U-P-E-R could fly. They spread their arms out wide, to emphasize how he flew, but no one knew how to tell him Superman wasn’t real. *** When I was born a hearing baby, I was relatively unresponsive to noises. My Deaf parents were nervous, but they knew that no matter what, they’d be able to love and care for me. I was napping one afternoon when my father decided that it was time to hang a shelf directly over my crib, not thinking about how loud a drill could be. He planned it out perfectly, made sure the markings on the wall were level, then began drilling. My mother, who had been doing laundry, came running up the stairs, panicking. She banged her right hand into her left, “Stop! Stop!” 20
My father was perplexed. “You didn’t want the shelf here?” “I do, but the baby. She’s sleeping,” my mother explained. “I know she is, she still is now.” “The drill,” my mother said, waving her hands by her ears. “Noisy!” “Oh!” my father covered his mouth with his hands, guiltily. They stood over the crib for a minute or two, waiting for me to wake up. But I didn’t, and they cried. “Maybe she can’t hear?” my mother wondered to my father. *** We were out way past the buoys, my father and I. The waves were small, but they were powerful enough to keep the boat rocking. My side of the boat hovered just above the water, my father’s weight anchoring the opposite side down. My father didn’t say much, but he was a very observant man and never kept any of his observations to himself. “Annarose,” he’d say, tapping my leg with one hand, pointing to something on the horizon with the other, “Look!” I always listened to my father, but when the tiny beach disappeared, my nerves kicked in. I banged on the side of the boat to get his attention.
“Too far,” I mouthed, pointing at the shore. “It’s fine,” he said as always. A few minutes later, I heard a whistle coming from the beach. I squinted. I made the letter C with my right hand and started banging it against my shoulder. “Cops! Too far! Cops!” My father rolled his eyes. “Relax,” he motioned with both of his hands. “It’s fine.” Panic ensued. I was sure we were going to jail for being too far from the beach. If you break laws, you get in big trouble. The whistle kept blowing. Tears started pouring out of my eyes, but I stopped trying to get my father to listen to me, so I cried loudly to myself. “Annarose,” he said, tapping my leg, “Look there.” He pointed to the sunset. My father loved the sun and he loved colors. He was right, it really was beautiful. “Pretty,” I signed, nodding. He smiled, then looked at me and noticed I was crying. “What’s the matter?” he asked. “Cops,” I said meekly. “Trouble.” He smiled again and patted my leg. “Okay, okay. Ready to go back?” I nodded again. When we rowed onto the beach, the cop was furious. “You’re not supposed to go past the buoys! What did ya think they’re there for anyway?! What kind of example are you setting for your kid! When someone of authority whistles at you or tells you to come back, you listen!
Ya hear me?! Sir! Don’t just walk past me!” My father dragged the rented boat onto the beach with me in it. He collected our shoes and the towels we sat on. His strong arms picked me up. He wasn’t in a rush and he most certainly wasn’t bothered by the cop. “Are you kidding me?!” the cop yelled. He was really angry now. “Excuse me! Sir!” He tapped my father on the shoulder. My father kissed my forehead and put me down on the sand. I was too scared to cry. My father put his right hand up in front of the cops face. He jammed his right pointer finger into his chest, brought it up by his right ear, then slammed it on his chin. “I’m Deaf!” Then he motioned to the cop to relax, he explained with his hands that he wanted his daughter to see the sunset. Then he told the cop to enjoy the evening, took my little hand in his, and we walked to our car. *** 21
When I was in third grade, my father came in to Mr. Rich’s class to teach everyone sign language. He taught us the alphabet, signs for our relatives, how to sign our favorite foods, and the signs for animals. Toward the end of his lesson, he asked me to stand next to him at the front of the class. He introduced me as his daughter and explained that I was known as a CODA in the Deaf world, a Child of a Deaf Adult. He asked me to help him show the class how we can have a full conversation without using our voices. He asked me what I did in school, what I ate for breakfast, and how many siblings I had. I answered every question perfectly, without even moving my lips. I was, as my father said, “a natural.” After my father left for the day, Samantha Muller, who sat at the table next to me, came over to me and said “Hey, I know sign language, too!” “You do? That’s so cool!” I responded, excited that I’d have a friend in class I could talk to in secret if we wanted. “Yep! Watch.” And with that, she put up her middle finger. *** Whenever we rode our bicycles, my father was always “too far ahead of us,” according to my mother and me. We could never get his attention if we needed anything, and he very rarely turned around. My father competed in the Deaflympics. He won too many triathlons to count, and he competed in the Iron 22
Man Triathlon twice. For him, biking was to be fast, a competition. Whenever we rode together, he’d ride ahead, getting his workout in, while my mother and I biked at our own pace, talking the entire time. It wasn’t until recently that I realized how boring that must’ve been for my father. No wonder he rode up ahead. *** Most of the time, when a person realizes my father is Deaf, they just stop talking. Other times, they look at me with their head tilted and say “Oh, I’m so sorry.” I’m not sorry though, I always thought it was pretty cool. He told me once that if he could hear, he wouldn’t. “Too noisy,” he used to say, covering his ears with his hands. He told my mother that he wished he could hear her voice, then mine, then my three brothers voices, then go back to being Deaf. Otherwise, he loves it. *** Every boyfriend I’ve ever had said these words to me at least once: “I’m going to learn sign language so I can
talk to your father.” And upon every breakup, not one of them knew how to sign anything other than hello and goodbye, the universal wave. When I was 25, my boyfriend told me he was going to learn sign language. I smiled as usual and said that would be wonderful. Two weeks later, he enrolled in ASL classes with my father, Professor Mike Russo. He went to class for two hours every Monday and Wednesday night. He finished with an A. On Nov. 20, 2013, one month before the semester ended, he walked out to his car with my father after class. Before they parted ways, he used his hands to ask my father if he could marry me. My father, teary-eyed and choked up, gave him a big hug. My boyfriend then drove home and proposed to me outside of our Yonkers apartment. We married in October 2014, with my father’s full approval. *** I grew up in my maternal grandmother’s house with my grandmother,
mother, father, three brothers, and our pitbull. My grandmother and my father never got along, mainly because they couldn’t communicate. She took one sign language class, decided she couldn’t do it, and quit. To this day, after 27 years of living with my father, my grandmother can still only mold her hand to say “I love you” to her grandkids. Now, at 93, she suffers from Alzheimer’s. She doesn’t remember quitting sign language. In fact, she’s quite intrigued by it now. Recently, she asked my mother why she was using her hands when my father was in the room. My mother explained to her that my father was Deaf and that they communicated through sign language. “Oh that’s beautiful,” my grandmother said. “I wish I could do that.” Annarose Bottos is a graduate of The City College of New York’s Creative Writing program. She lives in Putnam Valley, NY with her husband and son.
ASDC IS ONLINE! www.deafchildren.org www.bit.ly/asdcfacebook
(or search for American Society of Deaf Children)
WITH ASL AND ENGLISH Your Child Can … LEARN!
ASDC believes that deaf children are entitled to full communication access in their home, school and community.
ASDC believes that consideration of communication opportunities for deaf children should be based on facts.
ASDC believes there should be access to identification and intervention by qualified providers, family involvement, and educational opportunities equal to those provided for hearing children
ASDC affirms that parents have the right and responsibility to be primary decision-makers and advocates.
#2047, 800 Florida Avenue, NE, Washington, DC 20002-3695 800-942-2732 (v) • 202-644-9204 (vp) • www.deafchildren.org • email@example.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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1-800-233-9130 l www.CapTel.com S E E
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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.
+ PARENT ADVISORS
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
DeafNation Expo 2016 DeafNation Expo provides exhibitions, entertainment and seminars for, by, and about deaf people around the United States at no charge to the public. Its philosophy is that free admission brings a diversity of attendees who can share our culture, needs, language, and information. The DeafNation Expo began in 2003, starting with six shows. Today, DeafNation hosts 10-12 expos annually. For more information on the expo, visit www. deafnation.com/dnexpo. 2016 EXPOS March 12: Kissimmee, FL April 2: St. Paul, MN April 16: Columbus, OH May 7: Pomona, CA July 6-8:Las Vegas, NV (DeafNation World Expo) Sept. 7: Edison, NJ October & November: To be announced
Setting Language in Motion
Family Supports and Early Intervention for Babies Who are Deaf or Hard of Hearing
ยง Early Identification ยง Early Intervention ยง Language Acquisition Seven self-paced, online modules clerccenter.gallaudet.edu
Language and Communication Access: Vital Components of Educational Success and Social Acculturation By J. Freeman King, Ed.D. Utah State University Communication involves shared meanings. Without deep and meaningful communication with parents, siblings, peers, teachers, and other significant people in the deaf child’s life, there are no shared meanings, no shared experiences, no development of identity, and inadequate transmission of world knowledge. Deep and meaningful communication is a precursor to language development. Parents naturally pose the question of what kind of language will be most accessible for their child who is deaf: a visual language or an auditory language? Parents are often swamped with so much information regarding communication and educational methods that they have no idea what to believe. Professionals embracing the oral/ aural persuasion present their views as the only possible option. Those who support a bilingual/bicultural approach often look askance on those who support the oral-only approach or manually coded English systems.
Those who support a manually coded English signing system feel that their method is the only choice that should be investigated. One can only imagine the confusion that parents feel as they are bombarded with propaganda from so many disparate groups To assist the parent in understanding the various methods employed in deaf education, the following explanations of the methods and approaches should prove instructive: Oral-aural method: This method is also called the Listening and Spoken Language (LSL) approach. As the name indicates, the primary emphasis is the teaching of speech and developing the child’s listening skills through auditory amplification systems, hearing aids, or cochlear implants. American Sign Language and sign systems are typically not encouraged nor permitted in this method. Cued Speech (sometimes referred to as Cued English): This method incorporates eight hand shapes and four locations near the face to supplement lip, teeth, and tongue movements in an attempt to eliminate the ambiguities of speech reading. The premise being
“Deep and meaningful communication is a precursor to language development.”
that the combining of speech and hand cues will make English phonemes visible to the deaf child, and will result in receptive skills development that will enhance the understanding of spoken English. Cued speech is the least used communication and educational method. Manually Coded English (MCE) systems: The theory underlying manually coded English systems is that if one simultaneously signs and/or fingerspells in English word order while speaking, the child will encode this communicative attempt as English. These systems use established signs along with many invented signs and prefixes, and suffixes. The most prevalent MCE system still in use is Signing Exact English (SEE2). It is important to note that a sign system is not a sign language. Sign languages are true languages that develop naturally over time among a community of users; are acquired through an ordinary course of language acquisition by children exposed to them; and, are grammatically organized according to principles found in all other human languages. Bilingual and Bicultural Approach: The Bilingual/Bicultural approach (sometimes referred to as ASL/English) is not classified as a system; rather, it is
an educational approach that embodies two languages, American Sign Language (ASL) and English, and two cultures, the hearing culture and the Deaf culture. Proponents of this approach assert that literacy in English can be achieved by first providing the child opportunities to acquire a visual language (ASL), and then linking ASL to the written form of English. The development of speech, when appropriate, is embraced by this approach. Educational placement options are as important as communication choices. Some of these options include: Mainstreaming: This option involves placing the deaf child into the regular hearing classroom in a public school with or without an interpreter. For the child to function with an interpreter requires that the child already possess outstanding expressive and receptive sign language skills, have a strong background in school-related tasks, and that the interpreter be highly 31
qualified and certified. Even though many professionals view mainstreaming as the least restrictive and most appropriate environment, it can be the most restrictive and least appropriate. The reasons for this include: unqualified and uncertified interpreters; lack of a peer group; lack of Deaf adult role models; and the absence of one-to-one teacher-student contact and interaction. Residential Programs: The residential school is a state-supported educational program. Students remain at the school during the week, and return home on weekends, holidays, and the summer. Some professionals and the Deaf community advocate for the residential school as being the optimum placement for educational, social, and linguistic growth of the child because one-on-one instruction occurs between a qualified/certified teacher of the deaf; the child has a peer group with whom communication is natural; there is usually an abundance of adult Deaf role models; and educational services are focused on the unique linguistic and social needs of the child. Certainly, the major drawback is that the child is not with the family on a daily basis. Day Programs: This is an educational placement in which the child attends classes with other deaf students during the day, and then returns home in the afternoon. This type of program is typically found in larger cities where there are larger populations of children who
are deaf. The day program might be either a regional program, a selfcontained classroom in a public school, or a charter school program. With all these options, it’s easy to see how parents can feel overwhelmed. The question that can assist parents as they ferret through the biases of professionals regarding methods and placement options is whether or not the deaf child is primarily a visual or an auditory learner: Does the child best access information and language through the visual or the auditory channel? Once this question is answered, the parents can investigate the various methods and placement options, and choose the option that best addresses the child’s strength, not their weakness — the option that builds on the child’s ability, not the perceived disability Of utmost importance is that deaf children have the opportunity to be who they are, establish an identity they are proud of, have fully accessible language that leads to literacy in English, and are encouraged to pursue their dreams as their hearing counterparts are encouraged to do. Therefore, how the parents view deafness is crucial: Is it viewed as a disability, a defect that must be remedied, or as a sociocultural difference? The answer to this question relative to communication mode or approach and educational placement is impacts the psychological, social, linguistic and educational growth of the child.
. . . builds on the child’s ability, not the perceived disability.
Deaf and Hearing Siblings: A Quest for Conversations By Marla C. Berkowitz and Judith A. Jonas
After our parents, siblings are our first social agents, teaching us how to interact: argue and make up, tease and comfort, confide and keep secrets, support and take advantage, tattle and cover up, be generous and selfish. Each encounter we have with our siblings teach us about honesty and dishonesty, compassion and insensitivity, patience and impatience, respect and dismissiveness and indifference, and competitiveness. Since most of us outlive our parents, siblings are the longest relationships we will ever have. For this reason, whether we feel pride or sensitivity towards family members who are different from us, striving to understand where we stand with our siblings is a first step in fostering healthy dialogues. In addition to unique factors that impact their relationship with one another, deaf and hearing siblings encounter many of the same issues as any sibling seeking parental attention and/or during competitive activities. Ultimately, parents as directors, set the stage for how deaf-hearing siblings view one another. The majority of parents of deaf chil-
dren are hearing, and have had little or no contact with deaf people or the DEAF-WORLD. The information they get is from medical professionals: pediatricians, ENTs, and audiologists, most of whom have no relationship with deaf professionals in the deaf and hard of hearing community. Compliance with infant hearing screening laws is generally in the hands of these medical professionals. This movement was instigated by the 1880 Conference of Milan, with an edict to ban sign language in schools throughout the United States and many parts of Europe. (Milan1880.com, n.d.). This edict had broad impact on every aspect of the deaf community, including their access to communication within their families. For decades, families continued to pass the suffering of communication barriers occurring in their homes, to the next generation. Deaf and Hearing Siblings in Conversation is the first book ever to reveal balanced deaf and hearing perspectives on the dynamics of adult sibling relationships in hopes of providing solutions to the fallout from Milan on deaf-hearing adult sibling relationships. (Berkowitz & Jonas, 2014). We are â&#x20AC;&#x153;insiderâ&#x20AC;? researchers; 33
one of us is deaf with hearing siblings and the other hearing with a deaf sibling. Through open-ended individual interviews with 22 adult deaf and hearing siblings ranging in age from the early 20s to the early 80s, using ASL and spoken English, we uncovered four distinct roles that either nurtured or obstructed deaf-hearing sibling bonds: monitors, facilitators, signers, and/or interpreters. These roles were developed organically, reflecting how almost every deaf-hearing siblings felt compelled to do something about the isolation they witnessed during interactions among family members. Alongside these defined roles were the intensities of sibling closeness on a continuum ranging from intimate all the way to hostile with congenial, loyal and apathetic in between (Circelli, 1995; Gold, 1989). At the recent ASDC 2015 national conference, we hosted a sharedtable conversation with deaf-hearing parents, deaf-hearing siblings, and professionals working with families tackling various scenarios of deafhearing sibling dynamics. The participants affirmed our findings of three areas influencing deaf-hearing sibling bonds, and identified the tools that they used to either nurture or inhibit their relationships. 34
Shared Language “We simply didn’t have the natural give and take I observed in my hearing siblings’ spoken interactions.” Decisions parents make about whether to use spoken English or sign language are passed on to their children. Among the 10 deaf siblings and 12 hearing siblings interviewed, those who used only spoken English as children continued to do as adults, with two exceptions. Despite regrets that they did not learn sign language as children, all the deaf siblings and one hearing sibling pursued and learned sign as adults. As a consequence, these nonsigning siblings admitted to having limited communication. Throughout their lives, the energy and struggles involved with lipreading and understanding speech was an unrelenting burden, leading siblings to perceive their communication as superficial, difficult, frustrating and, most importantly, unnatural and unspontaneous. When communication is limited and stressful, siblings are unable to build
closer bonds in their relationships. In contrast, families who immersed themselves in ASL discovered opportunities to enrich their lives through new lenses of exploration with one another. Belief in Equality “I begged and pleaded for a sister, thinking I’d have everything I wanted. And then when I found out Edie was deaf, I told mom to send her back because she was broken.”
to babysit the deaf-hearing siblings. These activities model the belief that deaf and hearing children are equal family members, with the right to an equal voice in family decision-making and have a shared language through which they could act as each other’s social agents. Common Interests “The most vivid memory of growing up with my brother is his love for the beat of loud music. When he was away at school, he’d send me the songs, I’d transcribe the lyrics and then he’d sign them to his deaf friends.”
The deaf and hearing siblings interviewed who saw one another as siblings first were on the positive range on the continuum of sibling closeness. They saw each other’s differences as being It is common knowledge that isolajust another tion is prevaattribute, like lent in hearDespite regrets that they hair color, ing homes athletic abil- did not learn sign language where there ity or artistic as children, all of the deaf are deaf family talent. Being members. To deaf was an siblings and one hearing conquer this, attribute requir- sibling pursued and learned family members ing accommodaare encouraged tion, like using sign as adults. As a conse- to assess the sign language quence, these non-signing roles that deafas well as ensurhearing siblings siblings admitted to having ing there was play when intervisual access to limited communication. acting with one include the deaf another. What family member. kind of activiParents set the stage, ensuring deaf ties are nurturing or inhibiting their and hearing siblings attended ASL communication access to one another, classes as often as the deaf child no matter how trivial? Who is taking attended speech lessons, establishing on the role of explaining, interpreting, time at home for “voice-off” to allow or refusing to, at family events attendfamily members ASL immersion, and ed by non-signers? inviting a native ASL user in the home As adults, siblings go their own way, 35
creating new families and work/school obligations. Making time for one’s sibling, who may live miles away, is often difficult, especially if communication is strained. Finding common interests make it possible for siblings and their families to spend quality time together, doing things they all enjoy: sports, crafts, cooking, camping, or other hobbies they might acquire as children and adults. From our research, the examples parents set as early as possible are likely to be the foundation that continues in the siblings’ adult lives (Marschark, 1997). Each effort to ensure a shared language in the home, fostering equality in the treatment of siblings, while making accommodations for their different needs, and encouraging common interests in siblings’ childhood journeys, will result in more positive adult sibling relationships that will endure after the parents are gone. Deaf and Hearing Siblings in Conversation provides parents and professionals with a synopsis of the century of issues in deaf education that have impacted deaf people and their families. Siblings are key ingredients of healthy families; our views as deaf and hearing siblings, along with the perspectives of the 22 deaf and hearing siblings we interviewed, offers tips for steering deaf-hearing siblings to healthy adult relationships where spontaneous and natural conversations are invested and valued. For more on this book, visit www. siblingconversations.org. 36
References Milan1880.com. n.d. Retrieved from www.milan1880.com/iced2010 statement.html Berkowitz, M., & Jonas, J. (2014). Deaf and hearing siblings in conversation. Jefferson, NC: McFarland. Cicirelli, V. G. (1995). Sibling relationships across the life span. New York, NY: Plenum Press. Gold, D. T. (1989). Sibling relationships: A topology. International Journal of Aging and Human Development, 28, 3751. Marschark, M. (1997). Raising and educating a deaf child. New York, NY: Oxford University Press. Judith A. Jonas is the founder and chair of Sister Brother Deaf, Inc. a non-profit corporation disseminating information about deaf and hearing siblings. Semi-retired, Judy is a freelance sign language interpreter, residing in Bethesda, Md. She is the youngest of three siblings and has several deaf relatives. Marla C. Berkowitz is a board member of Sister Brother Deaf, Inc., and a faculty member of Ohio State University. Certified by the Supreme Court of Ohio as a court interpreter, Marla is the oldest of three siblings and three step-siblings in her hearing family.
No Barriers Youth: Leading the Way “Leading the Way” unites students who are Deaf or hard of hearing on incredible adventures around the world. The program was developed in partnership with world-renowned blind mountaineer Erik Weihenmayer along with Bill Barkley, a deaf-blind adventurer. In 2001, Weihenmayer became the only blind man in history to reach the summit of the world’s highest peak, Mount Everest. “Leading the Way” has been featured on Nightline, World News Tonight, Sunday Morning, and the Travel Channel. No Barriers Youth has provided educational travel opportunities for students who are Deaf or hard of hearing since 2010. Our mission is to unleash the potential of the human spirit by providing life-changing travel experiences for students of all abilities and backgrounds. Participants gain valuable skills through leaders who focus on building a shared vision, encouraging independence and teamwork, learning from mistakes, questioning assumptions, promoting trust, and embracing adversity. In June 2016, Deaf and hard of hearing students from Phoenix Day School for the Deaf and other schools will travel to the Peruvian Highlands.
As part of the preparatory curriculum for the expedition, students will learn about the local culture, environment, language and deaf education. This gives the participants a chance to get to know each other before the expedition and prepares them for meaningful service projects and crosscultural exchanges with Peruvian Deaf students. They will visit Machu Picchu, a UNESCO World Heritage site, and engage in a variety of eco-tourism activities. After the program, students will share what they have learned with their local communities. “Leading the Way” will challenge students to examine their leadership strengths and weaknesses, and craft their own personal vision for living. More information is at www. nobarriersusa.org/youth/programs/ expeditions/leading-the-way/peru/, firstname.lastname@example.org, or call (970)-484-3633. 37
2016 Camp Listing Alabama Camp Shocco f/t Deaf 216 North Street East PO Box 602 Talladega, AL 35161 www.campshocco.org Baptist camp for deaf, hard of hearing, and CODA children, and hearing siblings ages 8 and up. Dauphin Island Sea Lab 101 Bienville Blvd. Dauphin Island, AL 36528 251-861-2141 www.disl.org/educationalprograms/onsiteprograms-k-12/summerprograms Programs ranging from singleday programs to residential camps and academic courses. Space Camp/Aviation Challenge U.S. Space & Rocket Center One Tranquility Base Huntsville, AL 35805 1-800-63-SPACE www.spacecamp.com/ specialprograms Designed to introduce children ages 9-18 to the wonders of space. Children participate in simulated space missions, hands-on science projects, attend lectures on space exploration, and watch IMAX films. Arizona Lions Camp Tatiyee 5283 W. White Mountain Blvd. 38
Lakeside, AZ 85929 928-358-2059 www.arizonalionscamp.org Gives individuals with special needs aged 7 and older the opportunity to spend a week away from home in the White Mountains of Arizona.
Camp Pacifica 45895 California Hwy 49 Ahwahnee, CA 93601 559-683-4660 www.camppacifica.org Located in the foothills of the Sierra, for deaf children ages 7-17.
California Camp Grizzly 6135 Blue Mountain Road Wilseyville, CA 95257 www.campgrizzly.org For students ages 7 and up, camp is located on 425 acres and provides fun activities.
John Tracy Clinic Family Summer Programs 806 West Adams Boulevard Los Angeles, CA 90007 213-748-5481 www.jtc.org/summer-sessions International summer program for parents and their children with hearing loss ages 2Â˝-5.
California Hands & Voices Deaf and Hard of Hearing Family Camp Marston Camp 4761 Pine Hills Road Julian, CA Parents attend workshops presented by professionals in education, assistive listening technology, child development, and advocacy, while children participate in age-appropriate activities. www.cahandsandvoices.org/ index.php/dhh-family-camp/ southern California Lions Camp, Inc. PO Box 195 Knightsen, CA 94548 www.lionswildcamp.org Deaf children, ages 7-15, learn outdoor skills and enjoy the wonder and beauty of nature.
Colorado Adaptive Sports Center P.O. Box 1639 Crested Butte, CO 866-349-2296 www.adaptivesports.org Year-round outdoor activities for people with disabilities and their families. Aspen Camp of the Deaf and Hard of Hearing 4862 Snowmass Creek Road Snowmass, CO 81654 970-315-0513 www.aspencamp.org Provides Deaf and hard of hearing youth ages 8-18 with fun activities in a safe environment without communication barriers. Connecticut Camp Isola Bella 139 North Main Street
West Hartford, CT 06107 860-570-2300 www.campisolabella.org Students ages 8-17 who are deaf and hard of hearing. Delaware Summer Camp Delaware School f/t Deaf 630 E. Chestnut Hill Road Newark, DE email@example.com Florida Camp Endeavor Sertoma 1301 Camp Endeavor Blvd Dundee, FL 33838 Serves deaf and hard of hearing children, their hearing siblings, and hearing children with deaf or hard of hearing family members. Camp Indian Springs 2387 Bloxham Cut Off Road Crawfordville, FL 32327 850-926-3361 campindiansprings.com For boys and girls ages 7-17. One to nine-week sessions offering ATVing, SCUBA, yachting, skateboarding, ziplining, horseback riding, wakeboarding, and the new High Seas Adventure Camp.
Camp D.O.V.E. (Deaf Outreach through Visual Effects) is a unique camping experience in a Christian environment for deaf and hard of hearing campers ages 8 to high school seniors in ASL. Camp Juliena 4151 Memorial Drive #103B Decatur, GA 30032 800-541-0710 www.gachi.org/communityeducation-and-outreachcampjuliena A week-long residential summer camp for youths and teens who are deaf or hard of hearing.
Florida School f/t Deaf and the Blind 207 N San Marco Avenue St Augustine, FL 32084 800-344-3732(v); 904-2014527(vp) www.fsdb.k12.fl.us
High Meadows Camp High Meadows School 1055 Willeo Road Roswell, GA 30075 770-993-7975 www.highmeadowscamp.org Summer day camp for girls and boys in pre-school through eighth grade.
Georgia Camp D.O.V.E. PO Box 80491 Athens, GA 30608 www.campdove.org
Illinois Camp Lions of Illinois 2814 DeKalb Avenue Sycamore, IL 60178
800-955-5466 www. lionsofillinois foundation.org For children ages 7-17 who are deaf, blind or deafblind. Summer Hockey Camp 4214 W 77th Place Chicago, IL 60652 978-922-0955 www.ahiha.org One-week hockey camp open to boys and girls of all ages and skill levels. Learn from top-level coaches from around the country and the USA Deaf Hockey Team. Indiana Camp Crosley 165 EMST2 Lane North Webster, IN 46555 574-834-2331 www.campcrosley.org For boys and girls ages 6-15, with a leadership camp for ages 16-17. Happiness Bag 3833 Union Road Terre Haute, IN 47802 812-234-8867 39
www.happinessbag.org Keeps at-risk, school-aged children with special needs active during summer. Indiana Deaf Camps 100 W. 86th Street Indianapolis, IN 46260 317-846-3404 www.indeafcamps.org Promotes the educational, social, spiritual, physical, and personal development of individuals with a hearing loss, or those related to individuals with a hearing loss. Springhill Camps 2221 W State Road 258 Seymour, IN 47274 812-497-0008 www.springhillcamps.com Provides ongoing spiritual and personal development of young people. Iowa Camp Albrecht Acres o/t Midwest P.O. Box 50 Sherrill, IA 52073 563-552-1771 www.albrechtacres.org Summer camp for people with special needs. Y Camp Des Moines YMCA 1192 166th Drive Boone, IA 50036 515-432-7558 www.y-camp.org Many camp experiences to choose from for children ages 6-17. Maine Hidden Valley Camp RR1 Box 2360 40
Freedom, ME 04941 800-922-6737 www.hiddenvalleycamp.com Serves campers from all over the U.S. and world. More than 50 programs/activities for co-ed campers ages 8-14; teen programs also offered. Maryland CueCamp Friendship PO Box 9173 Silver Spring, MD 20916 www.marylandcues.org For everybody to learn how to cue. Lions Camp Merrick 3650 Rick Hamilton Place PO Box 56 Nanjemoy, MD 20662 301-870-5858 www.lionscampmerrick.org Offers a traditional overnight camp experience for children ages 6-16 who are deaf, blind, or have type 1 diabetes. Deaf Camps, Inc. 417 Oak Court Catonsville, MD 21227 443-739-0716 www.deafcampsinc.org Promotes the physical, spiritual, and social development of Deaf/hard of hearing children and children learning ASL. Maryland School f/t Deaf 101 Clarke Place Frederick, MD 21705 240-575-2960 www.msd.edu/summercamps/ index.html Provides the opportunity to discover new things, try new activities, learn skills, build confidence, and make friendships and memories.
Youth Leadership Camp National Association o/t Deaf 8630 Fenton Street, Suite 820 Silver Spring, MD 20910 www.nad.org/ youthleadershipcamp An intensive four-week summer camp program for deaf and hard of hearing high school students developing scholarship, leadership, and citizenship qualities. YLC is also an extension of the activities and training offered by the Junior NAD. Michigan Camp Chris Williams 10500 Lincoln Lake Rd. NE Greenville, MI 48838 586-932-6090 www.michdhh.org/youth/ campchris.html Meet or learn about deaf or hard of hearing doctors, nurses, veterinarians, medical and veterinary technicans, nutritionists, nurse aides, medical office managers, radiologists, radiologists, psychologists, and other medical professionals. The Fowler Center 2315 Harmon Lake Road Mayville, MI 48744 989-673-2050 www.thefowlercenter.org Focused on the individual gifts of each participant and enhancing their personal growth and independence through outdoor adventures and activities. SpringHill Camps 7717 95th Avenue Evart, MI 49631 231-734-2616 www.springhillcamps.com
Be part of the ongoing spiritual and personal development of young people. Minnesota Camp Sertoma 1620 Mary Fawcett Mem. Dr. Brainerd, MN 56401 218-828-2344 www.campsertoma.com A place where Deaf and hard of hearing children come and meet others without communication barriers. Counselors are Deaf or hard of hearing. Missouri Camp Barnabas 901 Teas Trail 2060 Purdy, MO 65734 417-886-9800 www.campbarnabas.org At Camp Barnabas, perspectives are changed and disability is redefined by the love, acceptance and encouragement campers receive during their week at camp. New Hampshire Windsor Mountain Intl. One World Way Windsor, NH 03244 603-478-3166 www.windsormountain.org The top-rated private, noncompetitive co-ed summer camp in New Hampshire with two-week and 3.5-week camp sessions for ages 7-16. New Mexico Apache Creek Deaf and Youth Ranch P.O. Box 260 Reserve, NM 87830 575-533-6820 www.apachecreek.us
Bible classes, gospel preaching, and singing highlight the week for deaf young people and adults. New York Camp Mark Seven 144 Mohawk Hotel Road Old Forge, NY 13420 315-357-6089 campmark7.org Offers development and leadership activities for children (ages 8-12) and youth (ages 13-16) who are deaf. Camped Up 304 West 75th Street #8C New York, NY 10023 877-818-5027 www.campedup.com/ A six-week day camp program for cochlear implant and hearing aid users ages 3-18, including a CIT program for high school students; listenerfriendly environment. Cradle Beach Camp 8038 Old Lakeshore Road Angola, NY 14006 716-549-6307 www.cradlebeach.org Provides hope, opportunities and life-changing experiences for children with special needs and children who are economically disadvantaged. Lions Camp Badger: Home of Empire State Special Needs Experience, Inc. 725 LaRue Road Spencer, NY 14883 800-232-7060 www.lionscb.org/ Week-long, inclusive summer programs where campers with and without disabilities build greater
self-awareness, confidence, and independence. Overnight Camp is for ages 12-21 and Community Connections is for ages 18-26. Techgirlz Rochester Institute of Technology — NTID 52 Lomb Memorial Drive Rochester, NY 14623 585-475-6700 www.rit.edu/NTID/ A week-long summer camp for deaf or hard of hearing girls entering 7th, 8th or 9th grade in the fall who are interested in science, technology, engineering and math. Techboyz Rochester Institute of Technology — NTID 52 Lomb Memorial Drive Rochester, NY 14623 585-475-6700 www.rit.edu/NTID/TechBoyz A week-long summer camp for deaf or hard of hearing boys entering 7th, 8th, or 9th grade in the fall who are interested in science, technology, engineering and math. Explore Your Future Rochester Institute of Technology — NTID 52 Lomb Memorial Drive Rochester, NY 14623 585-475-6700 www.rit.edu/NTID/EYF A six-day career exploration program for college-bound deaf and hard of hearing high school juniors or seniors. North Carolina Camp Sertoma 1105 Camp Sertoma Dr Westfield, NC, 27053 41
336-593-8057 www.campsertomaclub.org Serves ages 8-16 who are deaf or use assistive technology, including cochlear implants, to hear. CODAs or siblings of a deaf child are also welcome long as they are fluent in ASL. Camp Woodbine 12701 Six Forks Road Raleigh, NC 27614 www.campwoodbine.com A free, one-day retreat for hearing impaired children and their families. Socialization, language stimulation and communication opportunities in a safe, fun and convenient environment for children and their families. Cue Camp Cheerio 1430 Camp Cheerio Road Glade Valley, NC 28627 704-798-1094 springcampcheerio.org A family camp for those interested in learning strategies for spoken language and sharing experiences about hearing impairment. Ohio ACC Summer Sign Camp Ohio School f/t Deaf 500 Morse Road Columbus, OH 43214 614-728-6900 firstname.lastname@example.org Oregon Camp Meadowood Springs PO Box 1025 Pendleton, OR 97801 541-276-2752 www.meadowoodsprings.org For children with social learning and communications 42
challenges and their neurotypical peers/siblings. Camp Taloali P.O. Box 32 Stayton, OR 97383 503-769-6415 www.taloali.org For youth ages 6-18 who are deaf and hard of hearing. Hearing siblings, CODAs and signing friends may attend if space is available. Mt. Hood Kiwanis Camp 83500 E Kiwanis Camp Road Govt. Camp, OR 97028 503-452-7416 www.mhkc.org We empower children and adults with disabilities in eight week-long sessions. NW Christian Camp f/t Deaf PO Box 21011 Salem, OR 97307 503-390-2433 www.gmdeaf.org For Deaf and hard of hearing, their siblings, and children of Deaf and hard of hearing parents in a Christian environment with Deaf role models. Pennsylvania Hare Goalkeeper Academy Camp 2879 Anderson Drive Allison Park, PA 15101 412-486-8284 www.haregoalkeeperacademy. com Training for goalkeepers of all levels to create a consistent and competitive environment for individual development. Lions Camp Kirby 1735 Narrows Hill Road
Upper Black Eddy, PA 18972 610-982-5731 www.lionscampkirby.org Offers two one-week camps for ages 8-18 who are deaf and hard of hearing and their siblings. Deaf-trained counselors encourage personal growth, understanding and skill-building. PA Lions Beacon Lodge Camp 114 SR103 South Mt. Union, PA 17066 814-542-2511 www.beaconlodge.com A beautiful 583-acre summer camp for children and adults with special needs including blindness, deafness, and other physical and mental challenges. WPSD Summer Camp 300 East Swissvale Avenue Pittsburgh, PA 15218 800-624-3323(v); 866-755-5261(vp) www.wpsd.org/student-life Tennessee Bill Rice Ranch Deaf Camp 627 Bill Rice Ranch Road Murfreesboro, TN 37128 615-893-2767 www.billriceranch.org Summer camp programs for children ages 8â&#x20AC;&#x201C;19. Bridges 415 Fourth Avenue South, #A Nashville, TN 37201 615-248-8828(v); 615-2905147(vp) www.hearingbridges.org/ youth_programs Serves Deaf and hard of hearing children and teens from kindergarten through high school. Provides after-
school program, weekend trips and activities, and summer camps. Camp Summer Sign Brentwood Baptist Deaf Church 7777 Concord Road Brentwood, TN 37027 615-290-5156 (vp) www.brentwooddeaf.org An 8-week MondayWednesday summer camp focused on enhancing communication skills such as ASL, problem-solving, decision-making, teamwork, cognitive processing and much more. Texas Camp Summit 17210 Campbell Road, Suite 180-W Dallas, TX 75252 972-484-8900 campsummittx.org A sleepaway camp for children age 6 and older and adults with disabilities. One summer session is specifically for individuals who are deaf and/ or blind.
sum_prg/index.html Vermont Brethren Woods 4896 Armentrout Path Keezletown, VT 22832 540-269-2741 www.brethrenwoods.org Provides Christian educational opportunities, facilities, and programs for all ages. Virginia Camp Loud and Clear 1267 4-H Camp Road Appomattox, VA 24522 434-395-2972 www.holidaylake4h.com/ camploud.php Programs for deaf ages 8-13. Signs of Fun Summer Camp 33 Warren Drive Fredericksburg, VA 22405 540-370-1859 www.signsoffuncamp.org With the theme of TREK!, campers will explore letterboxing, geocaching and the Adventures Course.
Washington, DC Summer Youth Programs Gallaudet University 800 Florida Avenue, NE Washington, DC 20002 www.gallaudet.edu/outreachprograms/youth-programs. html Programs for high school youth through age 18 of all hearing abilities provide experiential learning opportunities blending excitement, education, and enjoyment in a bilingual environment rich in cultural diversity. Wisconsin Wisconsin Lions Camp 3834 County Road A Rosholt, WI 54473 715-677-4969 www.wisconsinlionscamp.com Serves youth and adults who are blind or visually impaired, Deaf or hard of hearing, youth who function socially or educationally with a mild cognitive disability, and youth with diabetes.
Texas Lions Camp P.O. Box 290247 Kerrville, TX 78029 830-896-8500 www.lionscamp.com Serves ages 7-16 from the state of Texas who have special needs. Texas School f/t Deaf Summer Programs 1102 South Congress Avenue Austin, TX 78704 512-462-5353 www.tsd.state.tx.us/ 43
ASDCâ&#x20AC;&#x2122;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
California School f/t Deaf 39350 Gallaudet Dr. Fremont, CA 94538 510-794-3685 www.csdeagles.com
Arkansas School f/t Deaf 2400 W. Markham St. Little Rock, AR 72205 501-324-9543 www.arschoolforthedeaf. org
California School f/t Deaf 3044 Horace St. Riverside, CA 92506 951-248-7700 www.csdr-cde.ca.gov
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
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 email@example.com. 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 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 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
ND School f/t Deaf 1401 College Dr. North Devils Lake, ND 58301 800-887-2980 firstname.lastname@example.org Ohio School f/t Deaf 500 Morse Rd. Columbus, OH 43214 614-728-1422 www.ohioschoolforthedeaf.org
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
NM 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
NC School f/t Deaf 517 W. Fleming Dr. Morganton, NC 28655 828-432-5200 www.ncsd.net
Scranton School for Deaf and Hard of Hearing Children 537 Venard Rd. Clarks Summit, PA 18411 866-400-9080 www.thescrantonschool.org 45
St. Rita’s School f/t Deaf 1720 Glendale Mildord Rd. Cincinnati, OH 45215 513-771-7600 www.srsdeaf.org SD 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 304-822-4800 www.wvsdb2.state.k12. wv.us Western Pennsylvania School f/t Deaf 300 E. Swissvale Ave. Pittsburgh, PA 15218 46
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
Communication Services f/t Deaf 102 N. Krohn Place Sioux Falls, SD 57103 605-367-5760 www.c-s-d.org Conference of Educational Administrators of Schools & Programs for the Deaf PO Box 1778 St. Augustine, FL 32085 904-810-5200 www.ceasd.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 “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 Talking Hands Inc. PO Box 7599 Largo, MD 20792 301-306-1606 www.talkinghands incorporated.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 email@example.com or call (800) 942-2732.
firstname.lastname@example.org 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: email@example.com
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 • firstname.lastname@example.org • www.deafchildren.org