ENDEAVOR WIN T E R 2 018
Proud to Be Me
GALLAUDET ADVANTAGE For more than 150 years, Gallaudet University has led advances in the education of deaf, hard of hearing, and hearing students and deaf rights worldwide. A comprehensive university designed for deaf and hard of hearing individuals, in a global capital. ● Excellence in education, research and more for deaf and hard of hearing students ● Over 40 majors and minors, and a self-directed major ● Internship opportunities and career connections ● NCAA Division III athletics ● Over 30 student-centered organizations ● Access to interpreters and CART services ● Youth Programs for high school, middle school, and elementary-aged children
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A LOOK INSIDE EVERY ISSUE
2 President’s Message. . . . . . . . . . . . . . . . . . . . . . . . . 3 Editor’s Note. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
ASDC Educational and Organizational Members. . . . . . . . . . . . . . . . . . .
38 Membership Form. . . . . . . . . . . . . . . . . . . . . . . . . 40
FEATURES Rachel Coleman Becomes New ASDC Executive Director. . . . . . . . . . . . . . . . .
4 A Mother’s Story: Proud at Six. . . . . . . . . . . . . . . . 6 Proud to Be Me. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Deaf Gain: Toward a Positive Frame of Reference for Families . . . . . . . . . . . . . . . . . .
10 Weighing in on Deaf Gain. . . . . . . . . . . . . . . . . . . 12 15 Principles for Reading to Deaf Children . . . 17 ASDC Conference Information. . . . . . . . . . . . . . 25 The Birds and the Bees: Having “The Talk” With Your Child . . . . . . . . . .
32 2018 Summer Camps. . . . . . . . . . . . . . . . . . . . . . . 37
American Society for Deaf Children #2047 800 Florida Avenue, NE Washington, D.C. 20002-3695 Fax: (410) 795-0965 Toll-Free Help Line: (800) 942-ASDC (2732) (202) 644-9204 VP firstname.lastname@example.org www.deafchildren.org Facebook: www.facebook.com/pages/ ASDC-American-Society-forDeaf-Children/215538915154965
The Endeavor Staff Editor & Advertising Tami Dominguez email@example.com Managing Editor Anita Farb Publication Services T.S. Writing Services, LLC www.tswriting.com
Director of Advocacy Cheri Dowling firstname.lastname@example.org © 2018 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.
ASDC is a 501(c)(3) public benefit corporation.
2 The Endeavor
Editor’s Note The Endeavor has long been a literary resource for parents and professionals. When my children were younger, I would throw an issue in my purse and read it when I had a bit of free time. With the advent of technology and the ease of access to information at our fingertips, ASDC is transforming how you can get the magazine. For those with free membership, don’t be alarmed if a hard copy of The Endeavor doesn’t appear in your mailbox. Instead, you will receive a link through the ASDC’s monthly email blast. If your email address has changed, please let us know at email@example.com. Those who pay membership dues will continue to receive a hard copy. To change your membership type, see page 40 or visit www.deafchildren.org. The theme for this issue of The Endeavor is “Proud to Be Me.” We are excited to have three students’ submissions; handwaves to them for sharing their stories! You will also find articles on “Deaf Gain,” a term gaining popularity within Deaf Studies. The Endeavor is forever grateful to those who continue to submit articles and to those who advertise with us. If you have an article, story, or event you would like to share, please feel free to send it my way at firstname.lastname@example.org. Enjoy the issue! www.deafchildren.org
President’s Message With a little over six months into my second term as ASDC president, the board and I have seen great progress. This is an exciting time for ASDC and families everywhere. The interview committee and I have worked diligently in our search the past few months to hire an executive director. To our great pleasure, we received interest from a number of highly qualified candidates, and thank everyone who applied. Please help us welcome Rachel Coleman (see page 4)! In our busy, social media-oriented world, we often forget the importance of being in a live, face-toface setting with other families. Our annual family conference is the perfect place to remind ourselves of this. It will be held June 21-23 in Salt Lake City; see page 25. Planning a family trip can be challenging, but meeting new friends and connecting with other families is worth it! The most exciting highlight of this conference is that Gallaudet University President Roberta “Bobbi” Cordano will be the opening keynote speaker, and Nyle DiMarco, winner of “Dancing with the Stars” and “America’s Next Top Model,” will be the closing keynote speaker. This is a family conference where we all come together to share our experiences and journeys, and how we can benefit from ASDC. I look forward to seeing you and your family there! Winter 2018
EXECUTIVE COUNCIL President Avonne Brooker-Rutowski, M.A. Austin, TX MEMBERS AT LARGE Vice President Lisalee Egbert, Ph.D. Parkville, MD Treasurer Timothy Frelich, M.A. Jessup, MD Executive Secretary Gina Oliva, Ph.D. Laurel, MD Rachel Berman Denver, CO Heidi Corce Eugene, OR Mark Drolsbaugh Lansdale, MD Jacqueline Laldee Olney, MD Rachel Kolb Atlanta, GA Gregory Mendenhall Dublin, OH Tony Ronco La Mesa, CA Irma Sanchez Los Angeles, CA CED Representatives, Joint Committee on Infant Hearing Jodee Crace Past President Beth Benedict, Ph.D. Germantown, MD Parliamentarian Jeff Bravin, M.A. West Hartford, CT email@example.com
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Rachel Coleman Becomes New ASDC Executive Director ASDC has selected Rachel de Azevedo Coleman as its new executive director. Board President Avonne Brooker-Rutowski said, “We are confident that Rachel’s experience raising a deaf child and giving her child access to both English and American Sign Language, her history of taking action to better her daughter’s life, and her passion for her work will bring ASDC to the next level.” After learning that her 14-monthold daughter was profoundly deaf, Coleman was told not to have high expectations for her child. She refused to accept that answer, and for the past 20 years, she has been influential in creating a world where, through sign language, children can communicate their needs and be fully understood regardless of their abilities. “ASDC has been a resource for me since 1997 and I am honored and excited to lead its growth,” said Coleman, who started her position on Feb. 1. “I know the challenges parents raising deaf children face. It can be a 4 The Endeavor
daunting task to not only raise a child, but to learn a new language, become versed in cultural nuances, and incorporate a visual language system throughout your home and your life. I have spent my entire career developing real solutions for families like mine and I am eager to apply these skills at ASDC.” Coleman is the Emmy Award-nominated host and co-creator of “Signing Time!”, a public television show and DVD series. The series has been broadcast to millions of viewers via PBS stations, Netflix, Nick Jr., and online. “Through ‘Signing Time!’ she brought American Sign Language to the masses, but most importantly, to the communities that surround Deaf children,” said past board president Beth Benedict. “Her focus in this role will be creating national outreach programs to create greater awareness of ASDC, and to give families the tools and resources they need to raise successful Deaf children.” Brooker-Rutowski added, “Rachel has gained a deep understanding www.deafchildren.org
of the importance of empowering parents to communicate and connect with their Deaf children through ASL. Together we will advance our mission by empowering families with deaf children to reach their highest potential.” The selection of Coleman caps a six-month nationwide search by the ASDC board for someone to lead with vision and direction. Coleman’s production company, Azevedo Studios, and her YouTube production company, SKYVIBE, will
continue to create educational and children’s programming. In 2015 Coleman launched mydeafchild. org providing an innovative online American Sign Language curriculum, free of charge, to U.S.-based parents of deaf children up to 3 years old. To date she has raised more than $1.5 million dollars to produce and create content, curriculum, and additional resources for families raising deaf children. Rachel may be reached at rachel@ deafchildren.org.
The ASDC Board Welcomes Irma Sanchez Irma Sanchez is a Latina mother of three Deaf sons aged 23, 21, and 17. She has worked as a Parent Links and Deaf Education and Families Project parent mentor for the past eight years. She has provided presentations to families raising deaf and hard of hearing children, participated on parent panels and numerous statewide conferences and hosted several events. She, along with her husband, founded the non-profit organization Deaf Latinos y Familias, dedicated to working with Latino families to promote awareness of Latino cultures. This includes its history and values, relating it to deaf and hard of hearing children of all ages and deaf adults, and promoting the importance of education, family, communication and social advocacy.
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A Mother’s Story: Proud at Six By Sharon Clark
As I reflected upon this issue’s theme of “Proud to Be Me,” I realized that I have never known an individual more proud to be who she is than my soon-to-be 7-yearold daughter, Sarah. About a month ago, my child and I were discussing an issue and seemingly out of nowhere, as 6-year-olds tend to do, she signed with an utterly serious expression on her face, “I know almost everything.” I laughed when she expressed that sentiment and, at the same time, I was quite grateful that someone living in my house knows “almost everything” because I don’t. Her self-confidence, conviction in her beliefs, and opinions have been evident nearly since the moment she was born. Before she signs anything, 6 The Endeavor
her body language conveys how comfortable she is in her own skin. The following story will illustrate her confidence, sensitivity and concern for life in all its forms. On a recent snowy, sleeting day when school was closed, Sarah was playing in her bedroom. She walked into my room where I was folding clothes and signed something about wanting a bug to be safe. Initially, I did not quite understand what she was talking about, but sure enough, when I walked into her room I found a bug stuck
in between the window pane and the screen. Sarah informed me that she really wanted to bring the bug, who had already died, outside. We found a piece of paper and placed him upon it. Sarah proceeded to put on her boots and coat and embarked on an extended and extraordinarily sweet deliberation process regarding where to lay this black fly for his final rest. Ultimately, she decided that we should walk to the back of the house and place him next to a tree which she enjoys playing on during the summer. I stood back, allowing her to have this moment with the insect. I watched my daughter, in her hot pink coat and black boots, tread across our back yard amongst the trees and immense sky above us, on freshly fallen ice, to give this life a proper burial. Her dedication and sensitivity and her need to do what was kind without any prompting seem like character traits that are above and beyond
her age level. Every day I am grateful for her compassion and sensitivity. I have not mentioned Sarah’s “deafness” in this piece and perhaps that is because my child’s life is normal and she is not missing out on anything. She will be seven years old in March. She attends a wonderful school; our family has the support we need and consistently look for opportunities to make sure she is a well-rounded human being. She attends community events, theatrical productions, and much more, in our town. Furthermore, her father and I are continuing our sign language education and I am starting an ASL storytelling program in my area to unite Deaf and hearing children in the community. My experience shows me that I must continue to immerse myself and my daughter in both the Deaf and hearing communities to foster her selfesteem.
Mark your calendars for the 2018 ASDC Conference Salt Lake City, UT June 21-23, 2018 Winter 2018
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Proud to Be Me Anaida Gill Missouri School for the Deaf Grade 12
Everybody should be proud of themselves. I am proud of who I am because of my journey through life and my reputation for helping others. My journey began in India; it took 12 years of trying before coming here to America. After my family and I arrived in Missouri, I attended public school before learning about a school for the Deaf, and coming to Missouri School for the Deaf (MSD). My journey continued at MSD. My freshman year, I felt shy. I was new and a little uncomfortable socializing and adjusting to teachers’ expectations. Step by step I’ve made my way to becoming a National Honor Society(NHS) and Jr. National Association for the Deaf member. Becoming homecoming queen was just like being crowned “successful!” Each achievement along my journey has been a proud moment for me. I’ve never given up and that’s what makes me feel proud of myself. Secondly, I love helping people. I’ve worked at University of Missouri Hospital serving food to patients. As an NHS member, I have organized and led schoolwide team building activities. I also visited senior citizens in their nursing home, helped run Amer8 The Endeavor
ican Red Cross blood drives, and raised money to help poor people. Supporting others is a really good skill I have so I’m really proud of myself for helping others. Helping others to gives me more knowledge. Learning along my journey will lead to success. Achievement is why I will always be proud to be me. Sarah LanzanoSlevin New York School for the Deaf (Fanwood) Grade 8
I am proud to say that I am a deaf person, and I can do the same as hearing people. I want to always do my very best in life in everything that I do. This has been the way I look at things for all of my life, with positivity. Some things that I am proud of are my ability to make stories, and entertain people. I have a lovely home with my dogs, and I am proud to help my family care for them. Additionally I have great parents who have given me the responsibility of being a big sister. I am very proud to be a big sister and to teach my baby sister sign language, helping her grow as a person. I am very proud of myself because I am a strong learner, and I do very well with my studies. I was born deaf, and yet I can do many things a hearing www.deafchildren.org
person can do. I especially love to dance (I do not really need to listen to the music). When I was younger I learned how to hula hoop, and make balloon animals at the same time. It was hard but I am very proud that I have such a great talent that makes people smile. I am very proud of my ability to take the stories that are in my imagination and turn them into actual YouTube shows to bring people joy. I hope one day to change the world. In this way I hope to bring people into my beautiful world. Nishma Reyes Delaware School for the Deaf Grade 10
My life is special. Why? Two of my senses challenge me to become who I
am. It forced me to experience new challenges. When I was born the world was silent but I could see clearly until a fog hit the world and my eyes. The world is fading slowly, especially at night time. My vision is changing. I may have Usher Syndrome, but that [does] not make me feel useless. It makes me strong to do everything for my goal and my life. These essays were edited slightly for clarity; they are part of ASDC’s “Proud to be Me” contest.
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Toward a Positive Frame of Reference for Families With Deaf Children
By Gina A. Oliva
for Human Diversity” (2014), essays Numerous Deaf scholars have used shed a light on the option of reframvarious vehicles (books, film, social ing deafness. The chapters by scholmedia) to convey the stories, feel- ars from around the globe address sensory perceptions, ings, and self-perceptions of deaf language, and hard of hearing children and social elements, and creativity — all adults throughout previous decades. focused on what the individual and When adults look back and talk about collective experiences of seeing rather than hearing their school bring to the years, much . . . the birth of any child human race. of their narraThis reframtive involves is cause for joy and ing involves an awareness celebration, and it should looking at of always be no different for a deaf deafness as comparing another aspect themselves child in any family. of diversity to the hearrather than as ing standard: How can I hear better? How can I be a deficiency or a problem to be fixed. “The biological, social, and cultural more like my peers who all can hear? implications of being deaf are not And so on. Naturally, a child or teen automatically defined simply by loss asking such questions is always in a deficit mode — perceiving their real- but could also be defined as difference and in some significant instances, as ity as always at a disadvantage. In “Deaf Gain: Raising the Stakes gain” (Bauman & Murray, 2014, p. xv).
DID YOU KNOW?
The International Association of Parents of Deaf was founded in 1967 by concerned parents of deaf and hard of hearing 10 The Endeavor 10
children. The organization changed its name in 1985 to the American Society for Deaf Children.
This notion of Deaf Gain, while the collective narrative is evolving, provides an enlightening and uplifting viewpoint for parents of Deaf children. It counters the prevailing message that something is wrong and needs to be fixed — no ifs, ands, or buts. Parents receive this message, directly or indirectly, in hospitals and other medical environments. This message brings sadness, regret, anger — emotions of negativity as a starting point. But the birth of any child is cause for joy and celebration, and it should
be no different for a deaf child in any family. The reframing of the Deaf Gain perspective tells us that there are positive things about having a deaf child. Foremost is that embracing this child will usher in a whole new world. Ground-breaking research into the nature of learning, of how the human brain functions, provides ample support for the idea that having a deaf infant, and later a deaf child and later an adult child, will enrich the family. Additional language, additional skills, and additional options
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. Winter 2018
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! The Endeavor 11
for childhood and adulthood friendships all become available and attainable. “The challenge for the inclusion of physical and cognitive diversity in our understanding of diversity is much greater than it ought to be. The inclusion of people with disabilities has become more Deaf Gain shines light on common, but this inclusion is a form of individuals, groups, and even diversity predicated societal benefits that stem from a on the hegemony of normalcy.” (Bauman visual rather than auditory focus. & Murray, 2014, p. xxi). groups seen as having a “disability,” Over the last few centuries, many be it related to hearing, vision, cognipreviously excluded and looked- tion, mobility, appearance, etc. Deaf down-upon groups have gained Gain is a critical movement in nudgacceptance as equal. Irish, Italian, ing, pushing, and encouraging the Greek, German and many European world at large to view these individgroups from various homelands have uals and groups as fully human and integrated into American life. Now fully equal. we have individuals from the AmerDeaf Gain shines light on individicas, from the Middle East, and more ual, group and even societal beneAfrican countries gaining acceptance fits that stem from a visual rather as equal. However, gender and sexual than auditory focus. An easy way to orientation identities are still strug- explain and understand this is the gling for that equality, as are indig- way silence enhances the concurrent enous people such as Native Amer- ability to concentrate and produce icans, First Nations, and aboriginal results to whatever is being pursued. peoples. Even further from attain- This can be as simple as a stock clerk ing acceptance and equality are the at Walmart who pays more attention 12 The Endeavor
to stocking than to conversing with fellow stockers. Or as complex and profound as great acts of creativity in art, literature, theatre, engineering, technology, and the spiritual benefits of silence that many faiths embrace and expound. An example of societal benefit, yet to be fully realized, is that certain professions could incorporate ASL-based gesture into their training programs. This would enable physicians, physical therapists, personal trainers and myriad others to use very precise gestures to greatly increase a client’s understanding of explicit muscles, bones, and organs in need of surgery, exercise, or some other remedy. The well-informed patient/ client is the best kind — one who can actively participate in whatever treatment is being sought. The reframing of the term hearing loss, a term suggesting inadequacy, provides opportunity for a change in mindsets, an evolution towards full acceptance and equality. The traditional conceptualization of language and learning, as based overwhelmingly in the spoken word, inherently limits the possibilities for humankind. A conceptualization where visual language and learning are considered equally important contains far more possibility — and therefore should be studied and promoted, and studied and promoted some more. This shift will enable us to raise generaWinter 2018
tions of deaf children who take pride and ownership in who they are and all they can be, and who will have no language-related or culture-related limits. Let’s learn more about Deaf Gain, since all can benefit from this. Gina A. Oliva thanks Jodee Crace for her comments and support for this article. Look for a follow-up article connecting Deaf Gain to Deaf mentoring in an upcoming issue. Oliva is the author of Alone in the Mainstream: A Deaf Woman Remembers Public School (2004) and co-author (with Linda Lytle) of Turning the Tide: Making Life Better for Deaf and Hard of Hearing Schoolchildren (2014). She also serves as the ASDC board secretary. References
Bauman, H. D., & Murray, J. (2014). Deaf gain: Raising the stakes for human diversity. Minneapolis, MN: University of Minnesota Press. Bahan, B. (2015). Deaf gain: What can healthcare...gain from the deaf community? Retrieved from www. youtube.com/watch?v=3677Tg8yyfQ&sns=em The Endeavor 13
Weighing in on
Deaf Gain By Don Grushkin, Ph.D.
Deaf Gain is a framework proposed by H-Dirksen Bauman and Joseph Murray to counter the prevailing schema of being Deaf as a “loss.” Instead, they point to ways that Deaf people gain from being Deaf; from increased and improved visual abilities, alternative ways of thinking and problem solving, social structure, and much more. Moreover, they present Deaf Gain as a benefit not just to Deaf people themselves, but to society. Individual Deaf people have contributed to society in the sciences, medical fields, arts, and more. For example, the signals now used by baseball umpires to call the plays was developed by a Deaf person, William “Dummy” Hoy. The huddle in American Football was created at Gallaudet University, the world’s only University for the Deaf. Hearing players adopted the huddle in order to better hear the Quarterback’s play calling. And it doesn’t stop there. Deaf people and their ways of life are being found to benefit Hearing people who have no other connection to Deaf people. Baby sign language is an exploding field of work; studies claim that using signed language with prelingual children reduces communication frustration, enhances language ability, and improves cognitive skills. Neurolinguistic research on Deaf people is yielding new insights into the brain and how we think and learn — for instance, Dr. Laura Pettito has discovered that the brain’s auditory cortex is not truly dedicated to auditory language perception. 14 The Endeavor
Rather, it is more accurately a pattern recognition cortex tasked with identifying and organizing patterns, including the patterns of language (in whatever modality language may occur). Bruno Kahne, a Hearing man, makes a living teaching Hearing people how improve their interpersonal interactions by communicating like Deaf people — through increased eye contact, face-to-face interaction and more honest, straightforward talk, for example. For years, the telephone was a barrier to Deaf social and employment gains. Yet, this led to one of the great developments of our modern lives: the Internet, and it was made possible by a Deaf man, Robert Weitbrecht, who developed the acoustic coupler (telephone modem) enabling TTYs to work. This was the same acoustic coupler technology later adapted to allow computer systems to interact over telephone lines (some of you will remember those painfully slow dial-up connections). Without Weitbrecht’s invention, the Internet revolution might not have occurred, or certainly, not as early as it did. Winter 2018
These are just a few ways that Deaf Gain is seen in action. And the ironic thing is, Hearing people, because they view being Deaf as a “problem” and as a “loss,” are constantly seeking ways to eliminate Deaf people altogether through medical cures and genetic editing. The loss of Deaf culture and Deaf Gain perspectives potentially imperils future possibilities for the improvement of the improvement of Hearing, as well as Deaf lives, thanks to Deaf people.
Don Grushkin, Ph.D., is a professor at California State University in Sacramento. He is interested in researching aspects of Deafhood, such as history, community, and culture. He has explored the role of hard of hearing people within Deaf culture and issues relating to Deaf education such as literacy and the use of written system for signed languages; his article appeared in The Endeavor in 2011. The Endeavor 15
ASL Learning Opportunity First of Three in 2018 The first of three ASL Learning Opportunities hosted by ASDC in 2018 was held Jan. 13-14 at the Western Pennsylvania School for the Deaf (WPSD) Outreach Center in Camp Hill. The ASL Learning Opportunity gives parents, family members and professionals of all signing abilities the chance to learn and to expand their knowledge of American Sign Language (ASL) and Deaf culture. The weekend at WPSD began with a presentation by Eddy Laird, Ph.D., “Culturally Responsible Parents of Deaf Children,” which discussed the importance of using ASL with children, how to use ASL with children, the history of ASL, Deaf culture, and incorporating this information into everyday life. ASL teachers Edna Johnston, Ursa Rewolinski, and Richard Rose provided ASL classes for different levels focusing on ASL jargon, fingerspelling, numeral incorporation, sports, and everyone’s favorite, taboo signs. Throughout the weekend, participants earned ASDC Bucks they could use on the final day of the weekend to bid on a variety of items. The next ASL Learning Opportunity will be March 10-11 at the Oklahoma School for the Deaf, in Sulphur. The 16 The Endeavor
final ASL Learning Opportunity for 2018 will be Sept. 29-30 in Greenville, S.C. More information can be found at www.deafchildren.org/ events/asl-learning-opportunities, or by contacting Cheri Dowling at asdc@ deafchildren.org or (800) 942-2732. Gratitude for their generous donations to the auction goes to the Quarto Group, Dawn Sign Press, Butte Publications, Dr. Lisalee Egbert, Dr. Gina Oliva, John & Cheri Dowling, American School for the Deaf, Gallaudet University, Western Pennsylvania School for the Deaf, Maryland School for the Deaf, and Maryland Parent Connections. Also, a very special thank you goes to Western Pennsylvania School for the Deaf, Western Pennsylvania School for the Deaf Outreach Center, and the Scranton School for Deaf and Hard of Hearing Students. www.deafchildren.org
15 Principles for Reading to Deaf Children Read to children of all grade levels every day. Reading to children daily improves their’ visual skills, builds vocabulary, and increases reading comprehension. In “15 Principles for Reading to Deaf Children,” David R. Schleper outlines 15 principles to use when reading to deaf and hard of hearing children. The research is based on what deaf parents do when reading to their deaf and hard of hearing children. Schleper explains that parents: 1. Translate stories using American Sign Language. Focus on concepts and use lots of fingerspelling. 2. Keep both languages (ASL and English) visible. Make sure children see both the signing and the words and pictures. 3. Elaborate on the text. Add explanations about the text to make it more understandable. 4. Reread stories on a “story telling” to a “story reading” continuum. The first few times, make sure the child understands the Winter 2018
story. Then, slowly, focus more and more on the text. 5. Follow the child’s lead. What does the child wants to read? What if the child wants to read just one part of a book, then move to another? Follow the child. 6. Make what is implied explicit. Make the hidden meaning clear. 7. Adjust sign placement to fit the story. Sometimes sign on the page. Sometimes sign on the child. And sometimes sign in the usual place. 8. Adjust the signing style to fit the story. Be dramatic. Play with the signs and exaggerate facial expressions to show different characters. 9. Connect concepts in the story to the real world. Relate the characters to real events. 10. Use attention maintenance strategies. Tap lightly on your child’s shoulder, or give a gentle nudge to keep his or her attention. 11. Use eye gaze to elicit participation. Look at the child while reading. 12. Engage in role playing to extend concepts. Act out the story after The Endeavor 17
you have read it. 13. Use ASL variations to sign repetitive English phrases. If you are using the same phrase over and over, vary the signs. 14. Provide a positive and reinforcing environment. Encourage the child to share ideas about the story and support the child’s ideas. 15. Expect the child to become literate. Believe in the child’s success and read, read, read! Classroom Applications
The following may also be helpful: • Introduce the cover of the book. Show and fingerspell and sign the title, author, and illustrator. Talk a bit about what the book might be about. • Show the children the pictures and print. • Follow the child’s lead. If the child wants to touch the book, point to a picture, or turn the pages back or ahead, let your child do it. In fact, children should be encouraged to talk about the book while reading is going on. • The child may want the same book over and over. This is a normal process in child development. Do it! • When finished reading, connect the concepts to the world. 18 The Endeavor
Good Places to Get Started
Many great books are available for reading to children. The following sites offer databases of children’s literature: • Database of Award-Winning Children’s Literature, complied by Lisa R. Bartley • The Children’s Literature Web Guide The Clerc Center offers a comprehensive listing of educational products and services available from the Clerc Center, including the manual and DVD of Reading to Deaf Children: Learning from Deaf Adults. The manual has been translated into six other languages; the accompanying DVD is dubbed in that language and has captions in English. For more information, visit Resources for Families at the Laurent Clerc National Deaf Education Center website, found at www3.gallaudet.edu/clerc-center/our-resources/for-families.html. Reference: Schleper, D. R. (1997). Reading to deaf children: Learning from deaf adults. Washington, DC: Pre-College National Mission Programs, Gallaudet University. www.deafchildren.org
With ASL and English, Your Child Can...
LEARN, THRIVE, SUCCEED!
Deaf or hard of hearing children are entitled to full communication access in their home, school and community. Consideration of communication opportunities for deaf and hard of hearing children should be based on facts. Access to identification and intervention by qualified providers, family involvement, and educational opportunities should equal those provided for hearing children. Parents have the right and responsibility to be primary decision-makers and advocates.
American Society for Deaf Children www.deafchildren.org (800) 942-2732 Winter 2018
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News From the NAD: Early Hearing Detection and Intervention Early Hearing Detection and Intervention (EHDI) programs exist in all 50 states and the District of Columbia. These programs grew between 1999 and 2002 because of federal legislation that authorized and funded them. Although that law expired in 2002, federal funding to support these programs has continued. The U.S. Congress is considering a reauthorization of H.R. 1246 (which was passed in early 2009) that would maintain its provisions and build on its success. The new proposal includes requirements that already exist based on the earlier law. States receiving funds must: • Screen all babies by age one month. • Confirm whether a child is deaf or hard of hearing by age three months. • Ensure that the child and family are enrolled in appropriate early intervention programs by age six months. The new proposal and the previous law also include requirements for federal agencies. When developing EHDI policy and implementing EHDI programs, these agencies are required to consult and collaborate with state and local early intervention agencies, consumer groups, educational organizations, deaf and hard of hearing 20 The Endeavor
individuals and their families, and professionals. They also require that early intervention programs offer appropriate services and ensure comprehensive information about family support, training, and communication options, along with a full range of educational and program placements and options. The new proposal further requires the Secretary of Health and Human Services to assist in the recruitment, retention, education, and training of qualified personnel and health care providers. It supports efforts to ensure that babies who are suspected of being deaf or hard of hearing receive an appropriate hearing evaluation and are not lost to follow-up. And it requires EHDI programs to establish and foster family-to-family support mechanisms. The new bill can be found at http:// thomas.loc.gov. When you get to that page, look for “Search Bill Text,” click on “Bill number,” then enter “H.R. 1246.” The bill was referred to the Senate Committee on Health, Education, Labor, and Pensions (HELP), and is pending action. For more, see www.nad.org/resources/ civil-rights-laws/early-hearing-detection-and-intervention. www.deafchildren.org
NAD Youth Survey: Responses Are Needed
Are you between the ages of 18-30 years old? If so, the National Association of the Deaf has developed a survey, available in ASL and English, for you. T his survey will help us identify areas to improve and learn what our strengths are. The survey is at https://form. jotformpro.com/71985293823973. For more information, contact firstname.lastname@example.org.
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The Florida School for the Deaf and the Blind is a tuition-free state public school and outreach center available to eligible Pre-K and K-12 students who are deaf/hard of hearing or blind/visually impaired. At FSDB, students discover how to do more, be more, and achieve more for lifelong success.
207 N. San Marco Avenue • St. Augustine, FL 32084 Toll Free 800.344.3732 • Videophone 904.201.4527 www.fsdb.k12.fl.us FloridaDeafandBlind
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Established in 1884, USD provides the highest quality direct and indirect services to Utah students, families and districts from birth to age 22. USD works directly with districts across the State as well as provides self-contained fully accredited public schools and outreach programs that serve students needing American Sign Language and Listening and Spoken Language approaches Education resources and services are delivered by highly trained and specialized staff who pride themselves on offering individualized and intensive services for deaf and hard of hearing children in a variety of settings and methodologies. Visit www.USDB.org for information!
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ASDC CONFERENCE Location: Hyatt House 140 South 300 West Salt Lake City, Utah, USA, 84101 801-3S9-4020
June 21-23, 2018
with special keynote presentations by "---.......Roberta "Bobbi" Cordano and Hyle DiMarco Conference Registration:
Hotel Information: Courtyard Salt Lake City Downtown: 385-290-6500 or Hyatt House Salt Lake City Downtown: 801-359-4020 Ask for the Utah Schools for the Deaf and Blind June 2018 Group Block AMERICAN SOCIETY for
UTAH SCHOOL FORTHEDEAF
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Parents and Families, The Utah Schools for the Deaf (USD) welcomes you and Families, toParents the beautiful state of Utah and the upcoming 2018 ASDC Conference. We are delighted to host this The Utah Schools for the Deaf (USD) welcomes you to the beautiful conference with engaging informative state of Utah filled and the upcoming 2018presenters, ASDC Conference. We are workshops, andthis round table discussions. Thispresenters, will be a delighted to host conference filled with engaging informative opportunity workshops, and tableto discussions. will be a wonderful forround families enjoy the This comradwonderful opportunity to enjoy the comradery of other ery of other familiesfor of families deaf children. families of deaf children.
MICHELLE TANNER Associate Superintendent of the Deaf email@example.com 801.629.4711 Voice 801.903.2831 VP ADMINISTRATIVE OFFICES 742 Harrison Boulevard Ogden, UT 84404-5298 MICHELLE TANNER Associate 1655Superintendent E. 3300 S. of the Deaf Salt Lake City, UT 84106 firstname.lastname@example.org Main Numbers: 801.629.4711 Voice 801.629.4700 801.903.2831 VP 801.629.4896 FAX TOLL FREE 1.800.990.9328 ADMINISTRATIVE OFFICES 742 Harrison Boulevard Ogden, UT 84404-5298 1655 E. 3300 S. Salt Lake City, UT 84106 Main Numbers: 801.629.4700 801.629.4896 FAX TOLL FREE 1.800.990.9328
Knowing thevalue value ofsolid a solid language foundation for hard of Knowing the of a language foundation for deaf and hearing has selected “Language Elevated” as the theme deaf andchildren, hard ofUSD hearing children, USD has selected for our conference. No issue could be more for deaf children “Language Elevated” as the theme for relevant our conference. Parents andnation. Families, across the The minds of our students need to be ‘fed’ a steady No could from be more deaf children dietissue of language birth. relevant During thisfor conference, we will elevate the The Utah Schools for The thedevelopment Deaf (USD) welcomes you to the beautiful across the minds of in our students need to discussion ofnation. language deaf children. state of Utah and the upcoming 2018 ASDC We are be ‘fed’ a steady diet of language fromConference. birth. During delighted host this conference filled with children engagingmust presenters, USDconference, andto ASDC share the belief that the deaf full this we will elevate discussion ofhave laninformative workshops, round table discussions. This will be a access to language andand communication to achieve their full potential. guage development deaf children. wonderful opportunity forin to enjoy the comradery of other Participants can expect tofamilies learn from distinguished professionals, families of deaf advocates and children. experts in the field of deaf education who will explore
and provide valuable knowledge to parents and families of deaf USD and ASDC share the belief that deaf children Knowing the value of abeen solid more language foundation for deaf hard of children. It has never important forcommunication parents to and be fully must have full access to language and hearing children, USD selected opportunities, “Language Elevated” the theme educated about all thehas educational servicesas and to achieve their full canforexpect for our conference. No issue couldParticipants be more relevant deaf children programs available to potential. families. across nation. The minds ofprofessionals, our students need to be ‘fed’ a steady to learnthefrom distinguished advocates diet language birth. of During this conference, weyou willenjoy elevate the We of look forward to spending time you and hope your and experts in from the field deafwith education who will discussion of language development in deaf children. time in Utah. If you have any questions or need assistance during your explore and provide valuable knowledge to parents stay, please do not hesitate to contact me or any members of the USD and families deafthe children. It has morefull USD and ASDC share deaf childrenbeen must have team. We lookofforward to belief being that your host.never access to language and communication to achieve their full important for parents to be fully educated about all potential. Participants can expect to learn fromservices distinguished Warmly, the educational opportunities, and professionals, programs advocates and experts in the field of deaf education who will explore available families. and providetovaluable knowledge to parents and families of deaf children. It has never been more important for parents to be fully
educated about all the educationaltime opportunities, and We look Tanner forward to spending with youservices and hope Michelle programs to families. Associate Superintendent of the Deaf you enjoyavailable your time in Utah. If you have any questions Utah Schools for the Deaf and your Blind stay, please do not or need assistance during We look forward to spending time with you and hope you enjoy your hesitate to contact meany or any members the USDduring your time in Utah. If you have questions or needofassistance stay, please do not hesitateto to being contactyour me orhost. any members of the USD team. We look forward team. We look forward to being your host.
Serving Utah Since 1884
Michelle Associate Tanner Superintendent of the Deaf Associate Superintendent of the Deaf Utah Schools for the Deaf and Blind Utah Schools for the Deaf and Blind 26 The Endeavor
2018 ASDC Conference Sponsorship Opportunities “Langauge Elevated” Utah School for the Deaf, Salt Lake City, UT June 21-23, 2018 Gold Level ($7,500) • Full-page advertisement in the program booklet • Company logo on webpage and signage throughout the event • Vendor table in the exhibit hall • Opportunity to welcome guests • Three pieces of company branded materials in the registration package
program booklet Vendor table in the exhibit hall
Children’s Activities ($2,500) Exclusive to only one organization on 6/21, 6/22, or 6/23 • Company logo on webpage and signage throughout at the event • Business card advertisement in the program booklet
Silver Level ($5,000) • Half-page advertisement in program booklet • Company logo on webpage and signage throughout the event • Opportunity to welcome guests • Vendor table in exhibit hall • Two pieces of company branded material in the registration package
Break Sponsor ($1,500) Limited sponsorships available • Company information at each table • Signage at sponsored break • Business card advertisement in the program booklet
Bronze Level ($3,500) • Quarter-page advertisement in program booklet • Company logo on webpage and signage throughout the event • Opportunity to welcome guests • One piece of company branded material in the registration package
Sponsor a Family - $1,350 Limited sponsorships available • Business card advertisement in the program booklet
Dinner Meal ($7,000) Limited sponsorships available* • Company information at each table • Signage at your sponsored meal • Half-page advertisement in the program booklet • Vendor table in the exhibit hall
Program Book Advertisements $1,000: Full Page Ad $750: Half Page Ad $500: Quarter Page Ad $200: Business Card Ad
* For available meal times and dates, contact us.
Vendor Table Rates $250 (Non-Profit): 6’ Table with 2 chairs $350 (For Profit): 6’ Table with 2 chairs
Lunch Meal ($5,000) Limited sponsorships available* • Company information at each table • SignageSponsorship at your sponsored meal 018 Conference Opportunities • Half Page advertisement in the Language Elevated Winter 2018 2018 American Society for Deaf Children Conference At the
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Clerc Center Releases New K-12 ASL Content Standards
The Laurent Clerc National Deaf Education Center (Clerc Center) recently released its new K-12 ASL content standards. The standards are designed for childrenâ€™s learning and use of ASL as a first language, and are intended to enhance ASL instruction through standards-based practice. The standards have four parts: introduction (rationale and purpose), anchor and grade-level standards (general expectations with five sections: viewing, published signing, discourse and presentation, language, and fingerspelling and finger-reading) organized by grades, glossary, and references. The website also offers detailed resources, answers to frequently asked questions, and much more. For more, visit www.gallaudet.edu/k-12-asl-content-standards.
NEW Activity Guide
for Early Intervention Professionals
supports Setting Language in Motion The Activity Guide for Professionals: Setting Language in Motion includes over 40 activities supporting the seven modules in the web-based resource Setting Language in Motion developed by the Clerc Center and the Deaf and Hard of Hearing Program of Boston Childrenâ€™s Hospital. Those modules share information critical to promoting early language acquisition for young children who are deaf or hard of hearing as well as strategies and resources.
clerccenter.gallaudet.edu Winter 2018
/InsideClercCenter The/ClercCenter Endeavor 29
Support ASDC by Purchasing Items From the Piper Lou Collection The Piper Lou Collection has designed hats and tumblers with the word “LOVE” fingerspelled. One hundred percent of the proceeds will be donated to ASDC. To purchase tumblers or hats, visit www.piperloucollection.com/ and do a search on “LOVE in sign language.”
TO INSPIRE EVERY DEAF STUDENT TO THINK, TO LEARN, TO ACHIEVE, TO CARE.
RMDS is a free public charter school, pre-school through 12th grade, in Jeﬀerson county, just outside Denver, Colorado, and the only bilingual American Sign Language/English charter school in the state. RMDS aims for excellence in research-based academic programs, creating opportunities for students to socialize with and create lasting friendships, and views each student as a success story.
1997-2017 Celebrating 20 years!
10300 W Nassau Ave, Denver CO 80235 720-961-9200 VP 303-984-5749 V email@example.com
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Described and Captioned Media Program:
Access Over 4,000 Media Titles for FREE!
Sign up today to take advantage of the Described and Captioned Media Program (DCMP) — at no cost to you! The DCMP media library has over 6,000 described and captioned media titles available at no cost to registered members. Free-loan described and captioned educational media is available to students who are deaf, blind, hard of hearing, visually impaired, or deaf-blind. To learn more, or to browse the offerings and resources, visit www.dcmp.org. Funded by the U.S. Department of Education and administered by the National Association of the Deaf.
Apply today! www.svrs.com/apply
© 2017 Sorenson Communications, LLC. If you choose Sorenson as your default provider, you can port your existing 10-digit number to Sorenson from another provider or Sorenson can provide you with one for the geographic area where you live or work. If you later change your default provider, you can port your number to that provider. When selecting Sorenson, you must provide to Sorenson the physical address (i.e., the Registered Location) from which you are placing the call, so that Sorenson can properly route any 911 calls you may make. If you move or change your location, you must notify Sorenson immediately. You can update your Registered Location from your Sorenson videophone by calling 800-659-4810 or by visiting www.svrs.com/moving. Sorenson will confirm receipt of your Registered Location information. Emergency calls made via internet-based TRS may not function the same as traditional E911 service. For example, you may not be able to dial 911 if there is an internet-service failure or if you lose electrical power, and your 911 call may not be routed correctly if you have not updated your Registered Location. For more information on the process of obtaining 10-digit numbers and the limitations and risks associated with using Sorenson’s VRS to place a 911 call, please visit Sorenson’s website: www.sorenson.com/ disclaimer. For more information on toll-free numbering, please visit www.svrs.com/tollfree.
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The Birds and the Bees: Having “The Talk” With Your Deaf or Hard of Hearing Child By Rachel C. Barlage and Deborah S. Stryker
“Where do babies come from?” This is a question parents avoid from the first time their child asks. Let’s face it: talking about sex can be awkward. No parent wants to have “the talk” with his or her child for personal fear of feeling uncomfortable or that the conversation might lead to a promiscuous behavior. The absence of this conversation might also be due to parental denial that teens are sexually active and a parent’s thinking becomes naïve: “My child would never do that.” The reality of it is, children become adults who have sex. Having a deaf or hard of hearing child adds additional concerns for many parents, as many times clear communication can be an issue. Parents, therefore, rely on school to inform their child about sexual health which can include physical, emotional, and mental aspects of sexuality as well as knowledge of hygiene and bodily changes that happen during puberty. However, schools often do not have curricula readily available for sex education and if they do, they often require extensive adaptations for deaf 32 The Endeavor
and hard of hearing students. Additionally, children may be learning from friends who are misinformed on sex education topics themselves, and this results in ill-informed deaf and hard of hearing peers. Consider this: if you aren’t teaching sex education to your child, who is? What Is (and Isn’t) Happening
There are many factors that can impede learning among deaf and hard of hearing students. One is the lack of incidental learning. Incidental learning is the learning process that occurs
indirectly when a child overhears a conversation or information and uses that to build upon knowledge or to open the door for new learning to occur (Cole & Flexer, 2016). Access to incidental learning is more difficult for deaf and hard of hearing children. To paint a picture of incidental learning, consider boys in the locker room discussing things they’ve heard from their older brothers about sex and sexual health. Whether or not a deaf or hard of hearing student is amplified, this conversation could be missed among the background noise of the lockers slamming, water from the shower, and the abundance of people talking at once. Regardless of amplification, the child is missing the conversation which could have ultimately raised questions to help the child know more about sexual health. If the child isn’t getting any type of exposure to sexual health information, they might make misguided decisions. So. . .What Can You Do?
Have a conversation with your child. Have a discussion with your child about topics such as bodily changes, menstruation, STDs, STIs, and pregnancy. Although it may seem Winter 2018
awkward, visual aids such as pictures or educational videos can assist in conceptualizing these topics. If your child communicates through sign language, seek out the help of the Deaf community and learn how you can clearly communicate these topics to your child. Talk to your child’s teacher and discuss the type of sex education curriculum the school follows. Get involved and know what your child is learning. Doing so can help bridge the home and school gap to ensure your child is getting a comprehensive understanding of sex education. Visit websites like bethanygehman.com. Bethany Gehman, who is Deaf, has created a website solely for sex education for the d/Deaf community. It is parent, student, and teacher friendly The Endeavor 33
and offers classes for students and training for professionals. She also has a YouTube channel with brief lessons on sex-related topics in ASL. Utilize the Described and Captioned Media Program. A great way (and free) way to gain access to all kinds of movies and videos with captioning is to become a member of Described and Captioned Media Program (DCMP). The captioning is also accompanied by spoken English and some videos can be streamed with spoken Spanish. DCMP has a multitude of videos related to sex education and have topics ranging from puberty to consequences of sex. These videos would be appropriate for fourth grade through high school-aged students. Having “The Talk” isn’t always easy. However, it’s one conversation that is necessary to have with young adults. Sex education is not a topic that should be left for young adults to navigate themselves: doing so could lead to life-altering consequences. Therefore, it is essential for you to be proactive in your child’s sex education to ensure your child is able to make informed choices and decisions as they become adults. 34 The Endeavor
Cole, E., & Flexer, C. (2016). Children with hearing loss: Developing listening and talking. San Diego, CA: Plural. Gehman, B. (2016). Sex education in ASL with Bethany Gehman. Retrieved from https://www.youtube. com/user/sexpositiveasl Gehman, B. (2017). Workshops for students. Retrieved from https:// www.bethanygehman.com/for-students Human Relations Media (Producer). (2012). HIV and AIDS [Workshop Series]. The Puberty Workshop. Retrieved from https://www.dcmp.org. Marsh Media (Producer). (2001). Straight talk about sexual health: Choices and consequences [Motion Picture]. Retrieved from https://www. dcmp.org. NIMCO, Inc. (Producer). (2002). Risky behavior: What you do now may have a lifetime of consequences [Motion Picture]. Retrieved from https:// www.dcmp.org.
Deaf Culture Fairy Tales Offers Fun Twists on Fairy Tales In Deaf Culture Fairy Tales, readers are transported into the enchanting world of fairy tales in this full-color book — with one slight twist: all the stories have characters who are Deaf or sign. The book is written by renowned educator and community leader Roslyn “Roz” Rosen and illustrated by Yiqiao Wang, both Deaf. (The book was also published by a Deafowned publishing company.) Designed for the reader who uses American Sign Language or wants to learn about sign language and Deaf culture, each story takes unexpected and fun turns, always with a lesson in mind. Classics in this book include Snow White, Hansel and Gretel, Three Little Pigs, Beauty and the Beast, and many others. Also included are signed songs and poems one can play with in sign language. The original illustrations help make the stories come alive. With such magnificent culture, history, morals, humor, and imagination, this marvelous book will delight readers of all ages. A portion of all earnings is donated to the Language Equality and Acquisition for Deaf Kids (LEAD-K) campaign, which aims to end language deprivation by providing information to families about language milestones and assessments that measure language Winter 2018
milestone achievements, and data collection that holds our current education system accountable. Deaf Culture Fairy Tales also has a companion coloring book that can be used in classrooms or at home. Deaf Culture Fairy Tales is available in color or black and white as a paperback, or in Kindle format. Savory Words Publishing also offers other books by Deaf authors. To order copies of Deaf Culture Fairy Tales, visit www.savorywords.com/books. The Endeavor 35
Summer Programs for Hard-of-Hearing and Deaf Students
High School Sophomores and Juniors... Come Explore Your Future at Rochester Institute of Technology! Two Sessions: July 7 – 12, 2018 or July 14 – 19, 2018
• Explore the hottest new careers • Discover new friends • Learn how to turn your interests into a future career
Visit www.rit.edu/NTID/EYFV or call 585-475-6700, toll free in the U.S. and Canada at 866-644-6843, or by videophone at 585-743-1366. Application Deadline: April 30, 2018
Health Care Careers Exploration Program for students entering 10th, 11th or 12th grade in fall 2018
Two RIT camps for girls and boys entering 7th, 8th or 9th grade in fall 2018 July 21 – 26, 2018 Build your own computer, discover the secrets of robotics, conduct fun laboratory experiments and more.
July 21 – 26, 2018 Explore a range of career options and learn about important issues in health care.
Visit www.rit.edu/ NTID/TechGirlz or www.rit.edu/NTID/TechBoyz or call 585-475-7695 or by videophone at 585-286-4555.
Registration Deadline: May 15, 2018
Application Deadline: May 15, 2018
Visit www.rit.edu/NTID/HealthCareers or call 585-475-7695 or by videophone at 585-286-4555.
Rochester Institute of Technology I National Technical Institute for the Deaf I Rochester, New York
36 The Endeavor
2018 Summer Camps
ALABAMA Space Camp/Aviation Challenge U.S. Space & Rocket Center One Tranquility Base Huntsville, AL 35805 1-800-63-SPACE sites.google.com/site/ deafspacecamp/home ARIZONA Lions Camp Tatiyee 5283 W. White Mountain Blvd. Lakeside, AZ 85929 928-358-2059 www.arizonalionscamp. org CALIFORNIA Lions Wilderness Camp for Deaf Childen P.O. Box 8 Roseville, CA 95661 www.lionswildcamp.org Camp Pacifica 45895 Calif. Hwy. 49 Ahwahnee, CA 93601 559-683-4660 www.camppacifica.org Winter 2018
Deaf Youth Literacy Camp 15763 Lyons Valley Rd. Jamul, CA 91935 www.deafcommunity services.org/dylc John Tracy Clinic Family Summer Programs 806 West Adams Blvd. Los Angeles, CA 90007 213-748-5481 www.jtc.org COLORADO Adaptive Sports Center 10 Crested Butte Way Mt. Crested Butte, CO 81225 866-349-2296 www.adaptivesports.org Aspen Camp 4862 Snowmass Creek Rd. Snowmass, CO 81654 970-315-0513 www.aspencamp.org CONNECTICUT Camp Isola Bella 139 North Main St.
West Hartford, CT 06107 860-570-2300 campisolabella.org DELAWARE ASL Summer Camp 630 E. Chestnut Hill Rd. Newark, DE 19713 302-454-2301 www.dsdeaf.org FLORIDA Camp Endeavor 1301 Camp Endeavor Blvd. Dundee, FL 33838 www.sertomacamp www.endeavor.net Camp Warrior 2990 Fanlew Rd. Monticello, FL 32344 850-926-3361 www.campwarrior.com Florida School for the Deaf and the Blind 207 N. San Marco Ave. St. Augustine, FL 32084 800-344-3732(v) 904-201-4527(vp) www.fsdb.k12.fl.us The Endeavor 37
GEORGIA Camp D.O.V.E. P.O. Box 80491 Athens, GA 30608 www.campdove.org
Springhill Camps 2221 W. State Rd. 258 Seymour, IN 47274 812-497-0008 www.springhillcamps.com
Camp Juliena 4151 Memorial Dr. #103B Decatur, GA 30032 800-541-0710 www.gcdhh.org/ gcdhh-programs/campuliena
IOWA Camp Albrecht Acres P.O. Box 50 Sherrill, IA 52073 563-552-1771 www.albrechtacres.org
High Meadows Camp 1055 Willeo Rd. Roswell, GA 30075 770-993-7975 www.highmeadowscamp. org ILLINOIS Camp Lions of Illinois 2254 Oakland Dr. Sycamore, IL 815-756-5633 www.lionsofillinoisfoundation.org/camp-lions. html Summer Hockey Camp Seven Bridges Ice Arena Woodridge, IL www.ahiha.org INDIANA Camp Crosley YMCA North Webster, IN 46555 574-834-2331 www.campcrosley.org Indiana Deaf Camp 100 W. 86th St. Indianapolis, IN 46260 574-306-4063 www.indeafcamps.org 38 The Endeavor
Y Camp Des Moines YMCA 1192 166th Dr. Boone, IA 50036 515-432-7558 www.y-camp.org MAINE Hidden Valley Camp 161 Hidden Valley Rd. Freedom, ME 04941 800-922-6737 www.hiddenvalleycamp. com MARYLAND Bridging Hands Camp 8757 Georgia Ave. Silver Spring, MD 20910 www.bhcamps.org Deaf Camps, Inc. 417 Oak Ct. Catonsville, MD 21227 443-739-0716 www.deafcampsinc.org Lions Camp Merrick P.O. Box 56 Nanjemoy, MD 20662 301-870-5858 www.lionscampmerrick. org
Maryland School f/t Deaf 101 Clarke Place Frederick, MD 21705 240-575-2960 www.msd.edu/summercamps/index.html Youth Leadership Camp National Association of the Deaf 8630 Fenton St., Suite 820 Silver Spring, MD 209103819 www.nad.org/youthleadershipcamp MICHIGAN Springhill Camps 7717 95th Ave. P.O. Box 100 Evart, MI 49631 231-734-2616 www.springhillcamps.com MISSOURI Camp BarnabasÂ 901 Teas Trail 2060 Purdy, MO 65734 417-476-2565 www.campbarnabas.org Camp Barnabas 1380 Eternity Ln. Shell Knob, MO 65747 417-858-1127 www.campbarnabas.org NEW HAMPSHIRE Windsor Mountain Intl. One World Way Windsor, NH 03244 603-478-3166 www.windsormountain. org
NEW MEXICO Apache Creek Deaf and Youth Ranch P.O. Box 260 Reserve, NM 87830 575-533-6969 www.apachecreek.us NEW YORK Camp Mark Seven 144 Mohawk Hotel Rd. Old Forge, NY 13420 315-207-5706 www.campmark7.org Camped Up 304 West 75th St. #8C New York, NY 10023 877-818-5027 www.campedup.com Cradle Beach Camp 8038 Old Lakeshore Rd. Angola, NY 14006 716-549-6307 www.cradlebeach.org Lions Camp Badger 725 LaRue Rd. Spencer, NY 14883 800-232-7060 www.lionscb.org Techgirlz Rochester Institute of Technology National Technical Institute for the Deaf 52 Lomb Memorial Dr. Rochester, NY 14623 585-475-6700 www.rit.edu/NTID/ TechGirlz Techboyz Rochester Institute of Technology National Technical Winter 2018
Institute for the Deaf 52 Lomb Memorial Dr. Rochester, NY 14623 585-475-6700 www.rit.edu/NTID/ TechBoyz
Camp Taloali P.O. Box 32 15934 N. Santiam Hwy SE Stayton, OR 97383 503-877-3864 www.taloali.org
Explore Your Future Rochester Institute of Technology National Technical Institute for the Deaf 52 Lomb Memorial Dr. Rochester, NY 14623 585-475-6700 www.rit.edu/NTID/EYF
Mt. Hood Kiwanis Camp 10725 SW Barbur Blvd. #50 Portland, OR 97219 503-452-7416 www.mhkc.org
NORTH CAROLINA Camp Sertoma 1105 Camp Sertoma Dr. Westfield, NC 27053 336-593-8057 www.campsertomaclub. org Camp Cheerio 1430 Camp Cheerio Rd. Glade Valley, NC 28627 704-798-1094 springcampcheerio.org/ OHIO Ohio School f/t Deaf 500 Morse Rd. Columbus, OH 43214 614-728-6900 firstname.lastname@example.org OREGON Camp Meadowood Springs P.O. Box 1025 Pendleton, OR 97801 541-276-2752 www.meadowoodsprings. org
Northwest Christian Camp for the Deaf P.O. Box 21011 Salem, OR 97307 503-390-2433 www.gmdeaf.org PENNSYLVANIA Camp HERO 58 Camp Victory Rd. Millville, PA 17846 www.gocamphero.org Hare Goalkeeper Academy Camp 2879 Anderson Dr. Allison Park, PA 15101 412-486-8284 www.haregoalkeeper academy.com Lions Camp Kirby 1735 Narrows Hill Rd. Upper Black Eddy, PA 18972 610-982-5731 www.lionscampkirby.org PA Lions Beacon Lodge Camp 114 SR 103 South Mt. Union, PA 17066 (814) 542-2511 www.beaconlodge.com The Endeavor 39
WPSD Summer Camp 300 East Swissvale Ave. Pittsburgh, PA 15218 800-624-3323 (v) 866-755-5261 (vp) www.wpsd.org TENNESSEE Bill Rice Ranch Deaf Camp 627 Bill Rice Ranch Rd. Murfreesboro, TN 37128 800-253-7423 www.billriceranch.org Bridges 935 Edgehill Ave. Nashville, TN 37203 615-248-8828 (v) 866-385-6524 (vp) www.bridgesfordeafandhh.org Camp Summer Sign Brentwood Baptist Deaf Church 7777 Concord Rd. Brentwood, TN 37027 615-290-5156 www.brentwooddeaf.org
TEXAS Camp Summit 17210 Campbell Rd., Suite 180-W Dallas, TX 75252 972-484-8900 www.campsummittx.org Texas Lions Camp P.O. Box 290247 Kerrville, TX 78029 830-896-8500 www.lionscamp.com Texas School for the Deaf Summer Programs 1102 South Congress Ave. Austin, TX 78704 512-462-5353 www.tsd.state.tx.us VIRGINIA Camp Loud and Clear 1267 4-H Camp Rd. Appomattox, VA 24522 434-248-5444 www.holidaylake4h.com
Signs of Fun Summer Camp 33 Warren Dr. Fredericksburg, VA 22405 540-370-1859 www.signsoffuncamp.org WASHINGTON, D.C. Summer Youth Programs Gallaudet University 800 Florida Ave., NE Washington, DC 20002 www.gallaudet.edu/ youth-programs/summeryouth-camps WISCONSIN Wisconsin Lions Camp 3834 County Rd. A Rosholt, WI 54473 715-677-4969 www.wisconsinlionscamp. com
To add your camp to this list, email editor@deafchildren. org.
Did you know ASDC has a HOTLINE that parents of deaf children can call with questions, thoughts, or concerns?
40 The Endeavor
Thank you to our 2017 donors
Access Interpreting Mr. & Mrs. Andrew Adler Jeff & Amy Amundsen Anonymous Daniel Bailey Gretchen Baldwin Gabrielle Beaumont Dwight & Beth Benedict Claire Bugen Henry Buscher Ashley Cammarata Jonathan Child Mike Childers Chong Chong Terrell Clark Bob & Gay Corey Abigail Cousin Jodee Crace Anthony De Franco Leevan Digdigan Mr. Stephen & Dr. Lisalee Egbert Employees Charity Organization of Northrop Grumman Leah Fuller Anna Gauthier Marissa Godshalk Bridget Gonzalez Irene Goodman Literary Agency Joseph Griffin Robert Guerieri Lauren Hagenmeyer Dick Hannah Dealerships Hard Work Enterprises William Harrington Andrew Hart Richard & Jane Hender Winter 2018
Kim Hoang Laura Hope-Gill Hsing-Chen Hou Lorna Irwin Ryan Jaeger Katrina Janson Nure Kassas Nancy KellyJones John F. Kennedy Elementary J. Freeman King Nina Klionsky Marcie Kraft Irene Leigh Jacqueline Levine Jean LucDe-Coster Deborah Marquez Amber Martin Chase McLanahan McMillen Engineering Megan Moeller Dana Morrone Jenae Mosby Alan Moyer Aamir Nawaz Dr. Gina Oliva Kenneth R. Olson Middle School Heather Oster Heather Pappas Yash Patel Janice Pry Karen Putz Rajneesh Reghunathan Anthony Ronco Keegan Rush Todd Sanders Janelle Schliep J. Matt & Susan Searls Joey Seifner
Saras Sharma John R. Slack, Jr. Robyn Stewart Donald Swaner, Jr. Madi T Mesfin Tesfaye Desiree Thomas Dr. Roger & Benna Timberlake Lael Trombley Randy Underwood United Jewish Endowment Fund United Way of the Bay Area United Way of Lancaster County Lindsay Wanko Marc & Kellie Whitlock Angela Wolf Susan Wolf James Womack Your Cause LLC
Dedicated to Josh, Barry, Zora & Laine Jacqueline Levine
In Memory of Thomas Dwight Scott Carol Lindee Rheinlander Joanie David & Barb Long Louann Suzanne In Memory of Selena Steinmetz Susan Cyganiak Jim & Kathleen Grant Karen & Kirby Griffin Mike Sweek Phil & Helen Wentz Nancy Zaffaro
In Honor of Victoria Bardin Alberta Bardin In Honor of April Riccio Cathy Bernstein In Honor of the Switzer Family Edward Meisarosh In Memory of Beverly Alpern Mr. & Mrs. Frederick Schatz Michael & Ellen
In Memory of Henry Kilma Marjorie Singer In Memory of Shokooh Mahdi Robin & Larry Kaplan In Memory of Dr. Tony Martin Jess F. King In Memory of Nancy Pease Janet Arabis Margaret Gardner Doris Iskaros Jim Willis In Memory of Robert Peden, Jr. The Herb Guild
The Endeavor 41
Educational and Organizational Members
American School f/t Deaf 139 N. Main St. West Hartford, CT 06107 860-570-2300 www.asd-1817.org
Georgia School f/t Deaf 232 Perry Farm Rd. SW Cave Spring, GA 30124 800-497-3371 www.gsdweb.org
Maryland School f/t Deaf P.O. Box 250 Frederick, MD 21705 301-360-2000 www.msd.edu
Arizona State Schools f/t Deaf and Blind 1200 W. Speedway Blvd. Tucson, AZ 85745 520-770-3458 www.asdb.az.gov
Kansas School f/t Deaf 450 E. Park St. Olathe, KS 66061 913-791-0573 www.ksdeaf.org
Michigan School f/t Deaf 1235 W. Court St. Flint, MI 48503 810-257-1400 www.michiganschoolforthedeaf.org
Arkansas School f/t Deaf 2400 W. Markham St. Little Rock, AR 72205 501-324-9506 www.arschoolforthedeaf. org/
Kendall Demonstration Elementary School 800 Florida Ave. NE Washington, DC 20002 202-651-5206 www.gallaudet.edu/clerc_ center
Beverly School f/t Deaf 6 Echo Ave. Beverly, MA 01915 978-927-7070 www.cccbsd.org
Lake Sybelia Elementary 600 Sandspur Rd. Maitland, FL 32751 407-623-1445 www.lakesybeliaes.ocps.net
Delaware School f/t Deaf 630 E. Chestnut Hill Rd. Newark, DE 19713 302-454-2301 www.dsdeaf.org
Laurent Clerc National Deaf Education Center 800 Florida Ave. NE Washington, DC 20002 202-541-5855 www.gallaudet.edu/clerccenter
Edmonds School District Deaf & Hard of Hearing 9300 236th St. SW Edmonds, WA 98020 Florida School f/t Deaf & the Blind 207 N. San Marco Ave. St. Augustine, FL 32084 800-344-3732 904-201-4527 VP www.fsdb.k12.fl.us Gallaudet University 800 Florida Ave. NE Washington, DC 20002 202-651-5000 www.gallaudet.edu 42 The Endeavor
Learning Center f/t Deaf 848 Central St. Framingham, MA 01701 508-879-5110 www.tlcdeaf.org Marie H. Katzenbach School f/t Deaf 320 Sullivan Way Trenton, NJ 08628 609-530-3112 www.mksd.org
Minnesota State Academy f/t Deaf 615 Olof Hanson Drive Faribault, MN 55021 507-384-6600 msad.msa.state.mn.us 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 the Blind 3911 Central Ave. Great Falls, MT 59405 800-882-6732 http://msdb.mt.gov/ National Technical Institute f/t Deaf 52 Lomb Memorial Drive Rochester, NY 14623 585-475-6426 www.ntid.rit.edu NC School f/t Deaf 517 W. Fleming Drive Morganton, NC 28655 828-432-5200 www.ncsd.net
Ohio School f/t Deaf 500 Morse Rd. Columbus, OH 43214 614-728-4030 www.ohioschoolforthedeaf. org Oklahoma School f/t Deaf 1100 E. Oklahoma Ave. Sulphur, OK 73086 580-622-4900 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 602-771-5400 asdb.az.gov/pdsd Rhode Island School f/t Deaf One Corliss Park Providence, RI 02908 401-222-3525 www.rideaf.ri.gov
Anacortes, WA 98221 360-419-5992 www.salishseadeafschool.org Scranton School for Deaf and Hard of Hearing Children 537 Venard Rd. Clarkâ€™s Summit, PA 18411 570-585-1000 www.thescrantonschool.org South Dakota School f/t Deaf 2001 E. Eighth 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 Utah Schools f/t Deaf and the Blind 742 Harrison Blvd. Ogden, UT 84404 801-629-4700 www.usdb.org
Rochester School f/t Deaf 1545 St. Paul St. Rochester, NY 14821 585-544-1240 www.rsdeaf.org
Washington School f/t Deaf 611 Grand Blvd. Vancouver, WA 98661 360-696-6525 www.wsd.wa.gov
Rocky Mountain Deaf School 10300 W. Nassau Ave. Denver, CO 80235 303-984-5749 www.rmds.co
Western Pennsylvania School f/t Deaf 300 E. Swissvale Ave. Pittsburgh, PA 15218 800-624-3323 www.wpsd.org
Saint Joseph School f/t Deaf 1000 Hutchinson River Pkwy. Bronx, NY 14065 718-828-9000 www.sjsdny.org Salish Sea Deaf School 715 Seafarers Way, Ste. 102 Winter 2018
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.wespdhh.org/wsd ORGANIZATIONS Communique Interpreting 330 College Ave. Santa Rosa, CA 95401 707-546-6869 www.communiqueinterpreting.com Conference of Educational Administrators of Schools & Programs for the Deaf P.O. Box 1778 St. Augustine, FL 32085 904-810-5200 www.ceasd.org DawnSignPress 6130 Nancy Ridge Drive San Diego, CA 92121 858-625-0600 www.dawnsign.com Deaf Cultural Ctr. Fdn. 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 Talking Hands Incorporated P.O. Box 7599 Largo, MD 20792 301-306-1606 www.talkinghands incorporated.org Veditz 448 Ignacio Blvd. #343 Novato, CA 94949 www.veditz.org
The Endeavor 43
email@example.com Parent Information and Referral Line: (800) 942-ASDC (2732)
MEMBERSHIP FORM Name:__________________________
Address: __________________________________________________________ City: ___________________________
Phone: Voice/Videophone Membership Type Individual memberships _______FREE; The Endeavor will be sent electronically. _______$25 per year; The Endeavor will be mailed.
Group memberships _______$300 per year: Organizational Membership _______$300 per year: Educational 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:__________________________
Please return to: American Society for Deaf Children #2047 800 Florida Ave. NE, Washington, DC 20002-3695 Fax: (410) 795-0965 • Phone: (800) 942-2732 • Email: firstname.lastname@example.org
44 The Endeavor
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CapTel 2400i includes Bluetooth ® connectivity and Speakerphone
1-800-233-9130 l www.CapTel.com
CapTel® is a registered trademark of Ultratec, Inc. Bluetooth® is a trademark CapTel of Bluetooth SIG, Inc. trademark of Ultratec. is a registered
ASDC #2047 800 Florida Ave., NE Washington, D.C. 20002
Non-Profit Org. U.S. Postage PAID Pittsburgh, PA Permit No. 993
With ASL and English, your child CAN... LEARN! THRIVE! SUCCEED! Mission ASDC is committed to empowering diverse families with deaf* children and youth by embracing full access to language-rich environments through mentoring, advocacy, resources, and collaborative networks. Vision All deaf children and youth shall have the opportunity to thrive in every aspect of their lives through the empowerment of their families. *ASDC uses the term “deaf” to be inclusive of various hearing levels, including those who are seen as, or identify as Deaf, deaf, or hard of hearing.
American Society for Deaf Children #2047 800 Florida Ave. NE • Washington, D.C. 20002-3695 (800) 942-2732 • email@example.com • www.deafchildren.org
Magazine of the American Society for Deaf Children