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ENDEAVOR A Publication for Families and Professionals Committed to Children Who Are Deaf and Hard of Hearing

Choices in Technology

Get Ready for the 2013 ASDC Conference!

Don’t Miss a Word!

Help children with hearing loss enjoy phone conversations

with confidence. The CapTelÂŽ Captioned Telephone shows

captions of everything a caller

says, letting children read the words on a bright display screen. The captioning service is free, with

no monthly fees or

contracts required.

Captioned Telephone 1-800-233-9130 (V/TTY)


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 Facebook: ASDC-American-Society-for-DeafChildren/215538915154965

THE ENDEAVOR STAFF Editor Tami Hossler

Managing Editors Anita Farb Publication Services T.S. Writing Services, LLC ASDC STAFF Director of Advocacy Cheri Dowling © 2013 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 ASDC is a 501(c)(3) public benefit corporation.

A Look Inside EVERY ISSUE ASDC Board


A Note from the Editor


President’s Column


Membership Form




Cochlear Implants in Deaf Children with Coexisting Conditions


The Critical Need for Providing Early Visual Language to the Deaf Child


Technology is Revolutionizing Communication


An Apple is Not Always a Fruit


Assistive Technology for the School Environment


Bridging the Divide Between Cochlear Implants and School and Early Intervention Specialists


Understanding Hearing and Communication Technology


Language Planning for Children with Auditory Access in a Bilingual School


To Implant or Not to Implant, That was the Question


Patrick’s Journey: Why He Learned to Sign


Camps for Deaf and Hard of Hearing Kids


Going Green!

Would you like to help save trees and costs by receiving an online version of The Endeavor instead of a hard copy? If so, send an e-mail to 1

ASDC BOARD Executive Council Board of Directors President Jodee Crace, M.A. Indianapolis, IN

Treasurer Timothy Frelich, M.A. Jessup, MD

Vice President Avonne Rutowski, M.A. Austin, TX

Executive Secretary Vacant

Members at Large Past President Beth Benedict, Ph.D. Germantown, MD beth.benedict@gallaudet. edu Peter Bailey, M.S. Framingham, MA Mich Bignell Plainfield, IN Jeff Bravin, M.A. West Hartford, CT Carrie Davenport, Ed.S. Columbus, OH

Rachel Coleman Salt Lake City, UT

Tami Hossler, M.A. Miromar Lakes, FL

John Egbert Ham Lake, MN

Erin Kane, M.A. Rochester, NY

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

Tony Ronco, P.Eng. La Mesa, CA

Stefanie Ellis-Gonzales, M.A. Pleasanton, CA Robert Hill, M.A., M.Ed., Ed.S. Tucson, AZ

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

A BIG THANK YOU to Kristin DiPerri for her service to ASDC as executive secretary. She continues to work as an outside contractor for literacy training to teachers of deaf and hard of hearing children across the nation. 2

ASDC Welcomes New Board Members Rachel Coleman In 1996, Rachel Coleman’s daughter Leah was born profoundly deaf. Four years later, her daughter Lucy was born with spina bifida and cerebral palsy. Inspired by her children, Rachel partnered with her sister Emilie Brown, to create the Signing Time videos and public television series. Signing Time has been instrumental in putting sign language into the hands of children and their families for more than a decade. In 2008, Rachel was nominated for an Emmy Award in the Outstanding Performer in A Children’s Series category. As president of The Signing Time Foundation, Rachel is a mentor, advocate and role model for families across the globe raising children with disabilities. Rachel performs dozens of live concerts annually and has performed in New York City’s Central Park, Carnegie Hall, and for an audience of over 5,000 at a live concert in partnership with the Las Vegas PBS. Rachel, husband Aaron, and daughters Leah and Lucy live in Salt Lake City with Lucy’s awesome Canine Companion for Independence dog, Wilona.

Mich Bignell As an advocate, Mich is passionate about accessibility and empowering parents. Having seen firsthand the discrimination that deaf children face, especially in schools, she conducts Deaf awareness activities and workshops. This year, Mich will graduate with a law degree. She has proudly served as past president for both New Mexico School for the Deaf and Indiana School for the Deaf Parent/Teacher organizations. She is also a 2006 graduate of the Indiana Partners in Policymaking Academy. Mich is an RID-certified interpreter whose experience includes freelance, platform, and performance interpreting. However, her niche is in educational interpreting. As a mom, Mich has helped raise two Deaf kids into adulthood. In addition, her family includes foreign exchange students from Germany and the Philippines. She and her husband, Doug, live in Plainfield, Ind., where Geoffrey and Stefani come to visit when not away at Rochester Institute of Technology or the University of New Mexico.

For more about ASDC, visit 3

A Note from the Editor By the time you receive You’ll read articles on this issue, we will be well technology, both auditory into 2013. This year is a and visual. Technology is big one for ASDC, as the progressing so fast that it biennial ASDC Conference is hard to keep up, espewill be held at the Arizocially for an editor like me. na School for the Deaf in It is also a tool for making Tami Hossler Tucson. life easier regardless of In this issue, you will find whether we are hearing or all the information you deaf. However, technolneed to start planning for this amaz- ogy doesn’t replace the person or the ing event. It is a “must-do” event for importance of respect for the indifamilies with Deaf and Hard of Hear- vidual. ASDC works hard to stress the ing (DHH) children. If you are worried importance of valuing DHH children about your signing skills, don’t be. It for who they are, regardless of technolis a conference for everyone, whether ogy. ASDC embraces the opportunity you talk, sign, or do both. The confer- for DHH children to thrive in language ence is a place where everyone is and life with a strong sense of self. valued. The next issue will focus on self-confiOnce again, this issue is loaded dence and self-esteem through strong with great information and stories to and healthy mental health. If you or educate and empower parents. New anyone you know is interested in writvision and mission statements contin- ing on this topic or another topic of ue ASDC’s strong commitment to interest to you, e-mail asdctami@aol. families of DHH children. com. Happy 2013 to you all!

ASDC’s New Vision & Mission Vision

All children and youth who are deaf or hard of hearing shall have the opportunity to thrive in every aspect of their lives through the empowerment of their families.


ASDC is committed to diverse families with children and youth who are deaf or hard of hearing by embracing full access to language-rich environments through mentoring, advocacy, resources, and collaborative networks. 4

President’s Column

Technology and the Real, Living Person The ASDC board wishOften our technological es you a prosperous and considerations are based productive year filled with solely on family choices the joy of connection and/or the needs and interwith family members and ests of the Deaf and Hard friends. of Hearing child. TechnoConnection is the living logical needs come in many Jodee Crace presence of bonding and functional forms (such as being in relation to one alerting, learning, commuanother. Face-to-face connections nicating, and much more). allow people to directly touch and I like to say that the presence of a real, respond to each other. Nuances can living person is important. My belief is be deciphered rapidly for clarity and grounded in the fact that both nature increased understanding. This shared and nurture play a role in supporting unity and respect results in a feeling the development of an independent of happiness. That’s “real living,” in the child who loves life. Of course, technolpresent. ogy that alerts, informs, and commuOn the other hand, we have technol- nicates is also important. As technology as another means for connecting ogy continues to improve, the real with each other. Here is a brief defini- concern is to evaluate how much time tion for technology, as taken from Wiki- our children actually spend in “real life” pedia: dynamic relationships involving faceTechnology is the making, modification, to-face interaction. usage, and knowledge of tools, machines, Reflecting on these thoughts, the techniques, crafts, question arises: systems, methods how do we teach of organization, our children to in order to solve a maintain real, problem, improve living person a preexisting solurelationships tion to a problem, in the midst of achieve a goal, increasing techhandle an applied nology that can input/output relatake charge of our tion or perform a lives? specific function. For example, we have visual tech5

nology such as iPhones with text and pictures, captioning, and videophones. We have auditory technology such as hearing aids and cochlear implants. We have tactile technology such as vibrating alert systems and messages through touch. Such technologies afford us instant communication capabilities. While this is beneficial, in many ways it also compromises actual faceto-face contact and in-depth discussions. When and where do we stay within the real, living person parameters and refrain (or limit) our reliance on technology? Where and when do we enhance technology to advance our individual goals and needs? Do we promote technology as the main avenue for intellectual, linguistic,


and social development? Do we keep encouraging the traditional face-toface and real, living person approach? If we reexamine our human needs, it is clear that we thrive on full access to fluent language(s), direct experiences, and the presence of one another in a real, living person fashion. The language, teaching and learning that occur in real life interactions cannot be replaced by technology. Technology cannot replace the critical interaction needed by all families. Finding the appropriate balance between real life interactions and technology is a critical concern for all of us.

Check out the 2013 ASDC Conference details on page 8!

Get Set for the 23rd Biennial ASDC Conference in Tucson!

Make it part of your family summer fun!

It’s that time of the year to begin thinking about what your family will do this summer. Why not make the ASDC conference part of your summer fun? The conference is a great opportunity for your family to meet other families and peers from all across the nation.   The ASDC 23rd Biennial Conference, Embracing Your Whole Child, is on June 26-30 at the Arizona State Schools for the Deaf and the Blind in Tucson. This is a conference for all Deaf and Hard of Hearing children (DHH), hearing siblings, parents, grandparents, educators, and others interested in attending. There is something for everyone.

The conference provides families with five days of information, education and fun. Daytime workshops captivate parents while children participate in educational and recreational activities. Evening events bring families together, providing the opportunity to form new friendships and peer support. Alliance-building and information gathering make this conference a vital experience for families across the nation. All conference events are interpreted for full access to all. Registration forms are available on at, and are included in this issue. For questions, e-mail

Conference Scholarships Limited scholarships for the 2013 ASDC Conference are available. The application is available at E-mail applications to Cheri Dowling at or fax to (410) 795-0965. Recipients will be notified by April 15. Questions should be directed to Cheri at (800) 942-2732 or asdc@

Deadline: April 1, 2013 7

Greetings Families,  Friends,  and  Professionals  

ASDB is  proud  to  host  the  23rd  Biennial  American  Society  for  Deaf  Children  Conference  

ASDC 2013,  “Embracing  Your  Whole  Child”   June  26-­‐30,  2013  in  Tucson,  Arizona     Gather  your  family  and  come  enjoy  our  city  at  the  2013  Biennial  Conference  for  the  American  Society  for   Deaf  Children  (ASDC)  hosted  by  Arizona  State  Schools  for  the  Deaf  and  the  Blind  (ASDB),  in  Tucson,   Arizona!    Tucson’s  unique  southwest  flavor  will  inspire  and  entertain  you  and  your  family  as  you  join  ASDB   for  conference  festivities  from  June  26–  30,  2013.     You  and  your  family  are  invited  to  discuss,  brainstorm,  and  generate  ideas  on  how  to  invest  in  the  future  of   deaf  and  hard  of  hearing  children.    Through  our  theme  of  “Embracing  the  Whole  Child,”  ASDB  will  explore   the  key  areas  of  family,  communication,  education,  extracurricular  opportunities,  and  community  with  you   and  your  family  for  five  fun-­‐filled  days!     Parents  will  gain  new  and  fresh  perspectives  on  how  to  tackle  upcoming  decisions,  events,  and  challenges   at  scheduled  informative  workshops,  while  the  children  get  creative  with  literacy  activities  through  art,   theater,  storytelling  and  technology.  Engage  in  team-­‐building  activities,  develop  agility  with  athletics,  and   have  an  all-­‐out  good  time!     An  exciting  new  addition  to  the  biennial  ASDC  conference  is  our  partnership  with  Deaf  Autism  America   (DAA),  which  focuses  on  Deaf  children  with  autism.    At  this  conference,  we  aim  to  bring  together  the   expertise  and  experiences  of  family  members  and  professionals  in  the  field  of  both  Deaf  education  and   autism.    We  invite  families  of  deaf  children  with  autism  to  come  and  take  advantage  of  this  valuable   opportunity!    A  wealth  of  information  will  be  shared,  as  well  as  opportunities  for  learning,  networking,   exchanging  support  and  resources,  with  the  ultimate  goal  of  empowering  families  with  the  ability  to  more   effectively  advocate  for,  to  obtain  supports,  and  to  make  informed  decisions  for  the  deaf  child  with  autism.     Start  planning  for  the  2013  Conference  and  fill  out  the  attached  registration  form  today!  For  your  family’s   convenience,  ASDB  has  included  the  cost  of  on-­‐site  meals  in  registration  fees.    A  “Family  Package”  that   covers  the  cost  of  four  registrations  is  being  offered  to  ASDC  members.   Dormitory  rooms  are  available  on  a   first  come,  first  serve  basis,  so  register  early  if  your  family  would  like  to  stay  in  the  dorm.   After  registering,   you  will  receive  a  welcome  packet  with  information  about  area  hotels  offering  affordable  room   accommodations,  shuttle  plans  from  Tucson  International  Airport  (TIA),  and  Children’s  Program  information   forms.     Be  prepared  to  absorb  a  wealth  of  information,  meet  new  friends,  share  stories,  and  enjoy  our  city  of  Tucson   during  your  stay  at  ASDB  in  June  2013!   We  look  forward  to  joining  with  you  and  your  family  in  Embracing   Your  Whole  Child.     Plans  are  continuously  being  updated  for  this  exciting  conference!   Please  continue  to  check  and  Facebook  at  for  periodic  updates.   If  you  have   any  questions,  contact  the  ASDC  2013  Conference  Committee  at  



2013 ASDC  Conference  June  26-­‐30,  Tucson,  AZ   Participant  Registration  Form   Please   Note:   By   registering   for   this   conference   I   hereby   give   Arizona   State   Schools   and   Programs   for   the   Deaf   and   the   Blind   (ASDB),   their   subsidiaries,   affiliates,   assignees   and   designees,   the   absolute   right   and   permission   to   copyright,   and/or   publish,   or   use   photographic   portraits   or   pictures,   video   or   motion   pictures   of  our   family,   in   which   we   may   be   included   in   whole   or   in   part,   or   composite   or   distorted   in   character   or   form,   in   conjunction   with   my   own   or   a   fictitious   name,   or   reproductions   thereof   in   color   or   otherwise,   made   through   any   media   at   a   studio   or   elsewhere,   for   art,   advertising,   editorial,   trade   or   any   other   lawful   purpose   whatsoever.   Name  of  parent/guardian       Address  

ASDC Member?  Please  circle:  






Email  address     Phone  (circle  one)    




Conference Fees: Meals are included in the registration cost with the exception of one evening meal.

Attending Adult

*Adults ............................................$300.00 each *Children 12 and over....................$200.00 each *Children 5—11 .............................$150.00 each *Children 4 and under....................$100.00 each *Family Package for ASDC Members: $900 (covers the cost of four registrations) Late fees apply for any registration received after May 27th, 2013: *Per Participant........................................ $25.00 *Per Family (any number)...................... $100.00

*Dormitory Room.................. $150.00 per room

Dormitory rooms have two beds with some additional space for cots or cribs. Bathroom facilities are shared. Rooms are available on a first come, first served basis. Please email ASDC Committee for additional information. To calculate total conference fees: Multiply the total number of people by the cost for each age group. (Example: 2 adults x $300, 1 child 12 and over x $200, 1 child 4 and under x $100 = $600 + $200 + $100 = $900). Total Conference Fees:

Deaf/HH/ Hearing



Attending Child(ren)’s Name(s)


Deaf/ Autism/ DAA HH/ Hearing

ASL Interpreters  will  be  provided.     Intérpretes  en  español  disponibles  bajo   petición  anticipada.

Special Accommodations or Needs

T-Shirt Size 50/50 Polyester/ Cotton S/M/L





Payment Options Check or Money Order made payable to ASDC Conference 2013.  

(No personal checks will be accepted after June 14, 2013.)

*Credit Card: (Please Circle) Visa



16-Digit Account #: 3-Digit CCV Code (back of credit card):

Expiration Date:

Cardholder’s Full Name:

Total Cost:

T-Shirt Size 50/50 Polyester/ Cotton S/M/L/XL

Cardholder Signature: Dormitory Room:

Special Accommodations or Needs


*Childcare and Children’s Activities cannot be guaranteed if registration is received after May 27th 2013.

Relationship to Deaf Child

Mail payment and registration form to:

ASDC 2013, Registration Attn: Rita Weatherholt 3957 E. Speedway Blvd., Suite 208 Tucson, AZ 85712

For more information regarding registration, please contact: ASDC Conference Committee   Check our websites for detailed information, or





2013 ASDC  Conference,  June  26–  30,  Tucson,  Arizona   “Embracing  Your  Whole  Child”   Hosted  by  Arizona  State  Schools  for  the  Deaf  and  the  Blind,    (ASDB)    

The ASDC  23rd  Biennial  Conference  will  be  held  In  Tucson,  Arizona,  June  26-­‐30,  2013.  The  conference  provides   families  with  five  days  of  information  and  active  participation  exploring  the  key  areas  of  family,   communication,  education,  extracurricular  opportunities  and  community.     Parents  will  gain  new  and  fresh  perspectives  on  how  to  tackle  upcoming  decisions,  events,  and  challenges  at   scheduled  workshops  while  the  children  participate  in  literacy  activities  through  art,  theater,  storytelling,   technology,  team-­‐building  and  agility.   We  invite  you  to  join  us  and  present  your  special  area  of  expertise  and  talent  through  the  theme  of  Embracing   Your  Whole  Child.  Opportunities  exist  for  professionals  and  performers  highlighting  education,   communication,  community,  health,  family,  advocacy,  and  autism.     Deaf  Autism  America,  in  collaboration  with  ASDC,  strives  to  bring  experts  and  families  together  to  address  the   full  range  of  lifespan  issues  facing  this  unique  population,  deaf  children  affected  by  autism.      We  seek   presenters  to  share  best  practices  in  regards  to  the  issues  of  autism  including  early  intervention,  education,   employment,  behavior,  communication,  social  skills,  biomedical  approaches,  and  so  forth.    We  also  welcome   the  personal  perspectives  of  families,  caregivers,  and  deaf  people  with  autism.     This  biennial  family  conference  is  a  unique  networking  opportunity  for  presenters  to  share  resources  and   innovative  ideas  on  supporting  families  with  deaf  children.     Please  Note!   Presentation  applications  must  be  received  by  March  1,  2013,  at,  or  mailed  to:     ASDB   ASDC  2013  Conference  Committee/Presentation  Proposal   PO  BOX  88510   Tucson,  AZ  85754   Application  form  must  include  the  following  attachments:   1) Description  and  outline  of  your  proposed  presentation.   2) Key  learning  objectives  of  your  presentation.   3) Brief  biography  with  photo  including  qualifications  for  proposed  presentation.  If  proposal  is  accepted   this  information  will  be  used  in  marketing  materials  for  the  ASDC  2013  Conference.       4) A  current  list  of  proposed  presentation/performance  that  can  be  viewed  through  YouTube  or  website   including  location,  date  and  contact  person.   5) A  list  of  four  verifiable  professional  references  including  full  contact  information.   Any  applications  received  without  the  required  attachments  will  be  removed  from  consideration.   If  you  have  any  questions  regarding  these  requirements  please  contact  the  ASDC  2013  Conference   Committee  at  




2013 ASDC  Conference,  June  26–  30,  Tucson,  Arizona   “Embracing  Your  Whole  Child”   Hosted  by  Arizona  State  Schools  for  the  Deaf  and  the  Blind,  (ASDB)      

PERSONAL INFORMATION   Presenter(s)  Name(s)  ______________________________________________________________________________   ________________________________________________________________________________________________   Agency,  Organization,  or  Business  Name  _______________________________________________________________   Address  _________________________________________________________________________________________   Phone  ____________________          FAX___________________                  Email  _____________________________________   Name  of  Person  Submitting  Application  (If  different  from  presenter)  ________________________________________     PRESENTATION  DETAILS   Title  of  Presentation  _______________________________________________________________________________   Presentation  Language  ________________________________________  Length  of  Presentation  _________________   Presentation  Topic  ________________________________________________________________________________   Presentation  Theme  _______________________________________________________________________________   Target  Audience  __________________________________________________________________________________   Are  you  willing  to  present  more  than  once?  _________   Name,  place,  and  date  of  the  last  time  you  made  this  presentation  __________________________________________   ________________________________________________________________________________________________   ________________________________________________________________________________________________       EQUIPMENT  AND  ACCOMODATION  NEEDS     What  equipment  will  you  bring  and  use  during  your  presentation?    (Please  list  all)       ________________________________________________________________________________________________   ________________________________________________________________________________________________ _______________________________________________________________________________________________   What  accommodations,  if  any,  will  you  require  for  your  presentation?     ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________      


unique experiences of deaf youth and siblings will be Wednesday Registration and addressed through art, drama, Opening “Sample Our City” Janice K. Brewer, Governor and team building activities; State Schools for the Deaf and the Blind Robert E. Hill, Superintendent Family FunArizona Night! Families sibling workshops; and games, will sample menu items from field trips, and more. Agency Administration Frederick areaDear   restaurants, Friend  of  Deaf  Children  and  their  Families:   P.O. Box 88510   Tucson, AZ 85754 about Frederick cultural learn Evening Activities: Family Arizona  State  Schools  for  the  Deaf   and  the  Blind   (ASDB)   is   honored   to   host   t h e   23rd   520.770.3601 Biennial   American   Society   for   Deaf   C hildren   (ASDC)   n ational   conference   June  26-­‐30,   520.770.3711 Fax venues, shop at local merchant oriented activities each 2013,  in  Tucson,  Arizona.      The  conference  theme  is  Embracing  your  Whole  Child.  The  ASDC   Phoenix Campus booths, and enjoy activities offer family  children    as    an    oand pportunity    to    access     conference   is  held  biennially  for  evening families  of    deaf   7654 N. 19 Avenue information    about  education,    parenting,  communication  and  technology  in  raising  and   Phoenix, AZ 85021 such as face painting, a petting social time. On one evening, 602.771.5300 understanding  a  child  with  deafness.     In  order  to  make  this  a  successful  conference,  we   602.771.5364 Fax need  a  lot  of  help  and  support  from   our   friends.     We  invite  you  to   be  an  exhibitor  and/or   participants will explore zoo, games, and more. a  sponsor  of  the  conference.     Moreover,  this  is  a  wonderful  opportunity  to  introduce   Tucson Campus Frederick’s products  that  will  help  raise  awareness   for  families.  sights, shops, P.O. Box 85000 Thursday through Saturday – Tucson, AZ 85754   galleries, and parks; enjoy 520.770.3863 For  parents  w ho  live  in  isolated  areas,  this  conference  is  literally  the  main  and  probably   Parent Workshops: Three 520.770.3007 Fax the  only  opportunity  they  have  to  meet  other  parents  and  professionals   dinner on their own; and in  the   field  of   deafness.     This  will   allow  them  to  gain  support  and  knowledge  they  need.      In  addition   Desertfull Valleys days of concurrent experience living history Regional Cooperative whole  bunch  of  fun  during  the  conference,   workshops onto  offering   issues,presentations,  information  and   choices, 8055 N. 24 Ave., Ste 103 we  plan  to  provide  activities  for  children  while  their  parents   are  in  workshops  and   through Ghost Tours. Phoenix, AZ 85021 consequences,visiting   andexhibits.   the many 602.771.5200 602.544.1704 Fax   available resources that can Exhibit Hall: Sponsors, ASDC  is  a  wonderful  organization  with  its  mission  to  support  and  advocate  for  families  of   Eastern Highlands deaf  and  the hard  of  hearing  children.     This  conference,  filled  with  presentations  and   profoundly impact businesses related to any of the Regional Cooperative 153 W. Vista activities,  is  appropriate  for  all  members  of  the  family.   Holbrook, AZ 86025 development of deaf or hard of conference key areas,   928.524.6770 If  you  would  like  to  become  one  of  this  year’s  sponsors,  please  contact  our  Conference   928.524.6779 Fax hearing children. Professionals educational institutions and Committee  at  with  your  sponsorship  details.   We  are  also   North Central will present inlooking   eachfor  of the ffive organizations, and sponsors   or  specific   events  such  as  mealtimes   and  local family  events.   This  is  an   Regional Cooperative excellent  opportunity  to  provide  information  to  a  large,  national  gathering  of  family   1000 E. Butler Ave., Ste 115 key areas covering such agencies and vendors will members,  professionals,  and  staff  about  your  organization/company.   Flagstaff, AZ 86001 928.774.0655   diverse topics as family display information and 928.773.9229 Fax Please  join  us  in  making  a  difference  for  the  families  with  deaf  children.     dynamics, cochlear implant products in the Exhibit Hall. Southeast Regards,   Regional Cooperative effective use, language P.O. Box 85000 Museum: MSD’s Bjorlee Tucson, AZ 85754 Robert   Hill,     development, Superintendent,   secondary 520.770.3200   Museum is packed with 520.770.3782 Fax Arizona  State  choices, Schools  for  the  Deaf  and  the  Blind   conditions, education   historic information and Southwest   community support options Regional Cooperative   artifacts relating to the school, 2450 S. 4 Ave., Suite 600 is  proud   to  host  the  23  Biennial  American  Society  for  Deaf  Children  Conference,   access, andASDB   many more. Yuma,and AZ 85364 Frederick, ASDC   2 013,   “Embracing  Ythe our  WHessian hole  Child”   Bar928.317.0429 928.317.0447 Fax June  26-­‐30,  2013  in  Tucson,  Arizona   Children’s Program: A racks, multiple wars, and Early Childhood comprehensive three-day more. & Family Education 1 P.O. Box 88510 program of planned, Tucson, AZ 85754 Sunday morning – Final 520.770.3725 supervised activities for 520.770.3711 Fax breakfast and Conference children and teens ages 0 to 21 Wrap-Up; airport in four age groups. The transportation provided. informational needs and Conference Schedule






Sponsorship Levels and Benefit Matrix

23rd Biennial Conference 2013, “Embracing Your Whole Child”

Donation of  $25-­‐$499  will  be  recognized  in  ASDC  program  book.    



Corporation Identification  

Logo on  Media  Banner  



Logo and/or  Company   Name  on  Website  



Company Name  Only  

Company Name  Only  

Company Name  Only  

Prominent Complimentary   Booth  /  Space  





Complimentary Registration  Tickets  






Presentation Opportunity     at  Banquet  


Logo on  T-­‐Shirts  


Workshop Opportunity  






Marketing Opportunities  

Diamond 10K    

Platinum 5K    

Gold 3K    

Silver 1K    

Friends of   ASDC  $500    

Opportunity  to  Include   Promotional  Materials  in   Mail-­‐Outs  and  Emails  



Program Book  

1 Full  Inside   (Front  or  Back)   or  1  Full   Outside  (Back)  

1 Full  Page  Ad  

1 Half  Page  Ad  

Business Card   Size  


Acknowledgements in   Press  Releases  and   FaceBook  




Opportunity to  Host   Hospitality  Function  




Media Acknowledgement  in   Media  Releases/ASDC   Circulation  and  ASDB   Updates  

In-Kind Sponsorship Opportunities In-kind sponsorships will be recognized in presentation and in print. Meals: Four breakfast meals, three lunch meals, and three dinner meals Entertainment: Children’s program (supervision, materials and field trips), family evening entertainment, opening ceremony and general session presenters Interpreters: children’s program, workshops, entertainment Miscellaneous: conference t-shirts and/or bags, materials and printing, lanyards and badges, silent auction items and door prizes


ASDC Conference  2013,  June  26–30   Hosted  by  Arizona  State  Schools  for  the  Deaf  and  the  Blind   “Embracing  Your  Whole  Child”     ASDC  CONFERENCE  EXHIBITOR  INFORMATION     EXHIBIT  FEES   Tables  will  be  set  for  maximum  traffic  flow  with  break  time   refreshments  nearby.  Each  exhibitor  will  be  given  one  skirted   table,  with  additional  tables  available  upon  request  ($100  each)   and  two  chairs.     Commercial  ……………………………..…  $300.00   Nonprofit  Organization  ………………..….  $200.00   Each  Additional  Table  …………………..…  $100.00   Individual  Home  Based  Business  ………..  .  $50.00     Sponsor/Exhibitor  Levels  Diamond,  Platinum  and  Silver  –  tables   included  (see  Application/Contract  for  level  descriptions,  package   details  and  number  of  tables  included).    

EXHIBIT HOURS  (SUBJECT  TO  CHANGE)   Wednesday,  June  26   Exhibit  setup:    9:00  a.m.  –  12:00  p.m.   Exhibit  hours:    12:00  p.m.  –  4:00  p.m.   Thursday,  June  27,  Friday,  June  28,  and  Saturday,  June  29   Exhibit  hours:  9:30  a.m.  –  4:30  p.m.   Sunday,  June  30   Exhibit  hours:  8:00  a.m.  –  12:00  p.m.   Exhibit  breakdown:  12:00  p.m.  –  3:00  p.m.    


2. 3. 4.

Please review  the  Exhibitor  Information,  then  print  or   type  all  information  requested  on  the  Exhibitor   Application/Contract  form.   Complete  and  sign  the  original  and  submit  the  forms   with  the  exhibit  space  rental  fee  to  the  address  on  the   Exhibitor  Application/Contract  form.   Confirmation  will  be  sent  to  you  via  email,  fax  or  mail.   The  deadline  for  submitting  a  form  as  an  exhibitor  is   March  1,  2013.  

PARTICIPANT COMMUNICATION     Some  participants  attending  the  event  will  be  deaf  or  hard  of   hearing.  We  advise,  if  possible,  having  someone  at  your  table  who   can  communicate  in  sign  language.    

ASSIGNMENT OF  EXHIBIT  SPACE   The  Exhibit  Coordinator  will  assign  exhibit  space  in  the  order  in   which  the  contracts,  accompanied  by  full  payment,  are  received.   Placement  priority  will  be  given  to  Level  Sponsorships.  The  Exhibit   Coordinator  reserves  the  right  to  withdraw  acceptance  of  this   contract  if,  in  his/her  discretion,  he/she  determines  that  the   exhibitor  is  not  eligible  to  participate,  or  the  exhibitor’s  products   or  services  are  not  eligible  to  be  displayed.    

EXHIBIT MATERIALS   All  handouts  and  materials  distributed  at  the  exhibit  are  subject  to   approval  by  the  Exhibit  Coordinator.            


FIRE AND  SAFETY  REGULATIONS   Exhibitor  shall  use  no  flammable  decoration  or  covering  for   display  fixtures.  All  wiring  devices  and  sockets  shall  be  in  good   condition  and  meet  the  requirements  of  state  law.    

STORAGE There  are  no  designated  storage  areas  for  exhibitors.  Small   unobtrusive  packing  materials  may  be  stored  under  the  exhibitors   table.    

RELEASE OF  RESPONSIBILITY  CLAUSE   Exhibitor  agrees  to  observe  and  abide  by  the  foregoing  terms,   conditions,  and  rules  made  by  the  Exhibit  Coordinator  from  time   to  time  for  the  efficient  or  safe  operation  of  the  exhibit  area   including  but  not  limited  to,  those  contained  in  this  contract.  The   exhibitor  assumes  the  entire  responsibility  and  liability  for  losses,   damages,  and  claims  arriving  out  of  injury  or  damage  to  the   exhibitors  displays,  equipment,  and  other  property  brought  onto   the  premises  of  the  Arizona  State  Schools  for  the  Deaf  and  the   Blind.  The  exhibitor  and  shall  indemnify  and  hold  harmless  ASDB,   its  employees,  and  volunteers  of  any  and  all  loses,  damages,  and   claims.    

EXHIBIT CANCELLATION   If  the  event  is  cancelled  by  ASDC,  exhibit  fees  will  be  refunded  in   full.  If  the  exhibitor  cancels  participation,  such  cancellation  shall   be  considered  a  default  and  monies  paid  shall  be  retained  by   ASDC.      

SPECIAL OFFER   We  recognize  that  not  all  companies  will  be  able  to  send  a   representative.  Therefore,  we  will  have  an  area  where  materials   along  with  order  forms  or  business  cards  may  be  displayed.  We   will  not  sell  products  for  you  and  all  materials  sent  for  display  will   become  property  of  ASDB.  For  example,  if  you  are  a  publisher,  you   may  send  a  single  copy  of  a  book  with  business  cards  to  display.   You  may  also  send  50-­‐100  copies  of  your  catalog.  The  charge  for   this  service  will  be  $50.00.       Please  make  payment  to:  

ASDC CONFERENCE  2013     Mail  to:   ASDC  2013  Conference,  Exhibitor  Application   Attn:  Rita  Weatherholt   3957  E.  Speedway  Blvd.,  Suite  208     Tucson,  AZ  85712  

For  more  information  regarding  exhibit  space  and  sponsorship,   please  contact  the  2013  ASDC  Conference  Committee  at

ASDC Conference  2013,  June  26–30   Hosted  by  Arizona  State  Schools  for  the  Deaf  and  the  Blind   “Embracing  Your  Whole  Child”     ASDC  EXHIBIT  SPACE  APPLICATION/CONTRACT  FORM     NOTE   Exhibitors  who  plan  to  attend  any  portion  of  the  educational   workshops  are  required  to  complete  both  the  participant   registration  and  exhibit  space  applications  forms  with  payment.   Exhibitors  not  attending  the  workshops  are  not  required  to  pay   the  conference  registration  fee.     Please  type  or  print  all  information  and  return  to  address  below:     _______________________________________________________   Organization/Company  Name   _______________________________________________________   Contact  Person   _______________________________________________________   Title   _______________________________________________________   Address   _______________________________________________________   City/State/Zip  Code   _______________________________________________________   Telephone   _______________________________________________________   Cell/Pager   _______________________________________________________     _________________________________________________________ Additional  Exhibitor  names    

LEVEL OF  SPONSORSHIP    (please  check  which  level)     Diamond  Sponsor  ……………………….  $10,000+     Platinum  Sponsor  ………………..………$5,000+     Silver  Sponsor  ………………………....…$1,000+     Friends  of  ASDC  ………....................……  $500+     EXHIBIT  ONLY   Commercial  ……………………………..…  $300.00   Nonprofit  Organization  ………………..….  $200.00   Each  Additional  Table  …………………..…  $100.00   Individual  Home  Based  Business  ………..  .  $50.00   Non-­‐Manned  Display  ……………………...  $50.00    (Materials  Only)     Number  of  booths  for  Nonprofit  Organization  _______  X      $200.00   TOTAL  $_______     Number  of  booths  for  Profit  Organization  _______                  X      $300.00   TOTAL  $_______      

PRODUCT DESCRIPTION   Please  describe  your  product,  in  50  words  or  less,  and  attach  to   this  application  form.  The  information  you  provide  will  appear  as   written  in  the  program  book.      


NEEDS FOR  YOUR  EXHIBIT   (Silver  exhibitor  and  above)   Although  all  reasonable  attempts  will  be  made  to  honor  your   requests,  due  to  availability,  higher  levels  of  sponsorship  will  receive   first  considerations.       Electricity     Internet  (if  available)    

REFUND POLICY   If  all  or  a  portion  of  space  is  cancelled  prior  to  February  28th,  2013   a  full  refund  will  be  applied.    On  or  after  March  1st,  2013  NO   REFUND  unless  booth  is  resold,  then  a  full  refund  less  $100.00   processing  fee  will  be  issued  after  the  conclusion  of  the   conference.  Full  payment  must  accompany  this  application.  If  a   company/organization  decides  to  cancel  its  participation  in  the   event,  no  reimbursement  will  be  made.     PAYMENT  METHOD  (please  check  all  that  apply)     I  am  enclosing  check  #__________  for  $__________.____, made  payable  to    ASDC  Conference  2013       I  will  use  my  credit  card  in  the  amount  of  $__________.____     VISA              MasterCard              Discover   Account  Number  _________________________________   CCV  Number  _____________    Expiration  Date  _________   Name  on  Card  ___________________________________________   Title  ___________________________________________________   Authorized  Signature  _____________________________________   Date  _____________________     Exhibitor  signature  above  stipulates  having  read  and  agreed  to   the  complete  Exhibitor  Prospectus,  which  is  incorporated  into  this   contract  by  reference.  The  application  becomes  a  contract  when   accepted  and  confirmed  by  the  ASDC  Conference  Exhibit   Coordinator.       Mail  this  Application/Contract  with  payment  to:     ASDC  2013  Conference,  Exhibitor  Application   Attn:  Rita  Weatherholt   3957  E.  Speedway  Blvd.,  Suite  208     Tucson,  AZ  85712    

For  more  information  regarding  exhibit  space  and  sponsorship,   please  contact  the  2013  ASDC  Conference  Committee  at    


ASDC 2013  Conference      “Embracing  Your  Whole  Child”   Tucson,  Arizona  June  26-­‐30,2013   Arizona  State  Schools  for  the  Deaf  and  the  Blind      

     Start  thinking  about  your  family’s  vacation  in  June  2013!  

Attending American  Society  for  Deaf  Children  (ASDC)  23rd  Biennial  conference  for  five   days  in  Tucson,  Arizona,  is  ideal  for  all  families!   • • • • • •


Educational workshops  for  parents   Educational  activities  for  teens/children   Recreational  activities  for  teens/children   Evening  events  for  families   New  friendships  and  peer  support   And  many  more!  

Five days  of  information,  meals  and  fun  for  only  $900  for  a  family  of  four!  

It would  be  great  if  your  school  can  help  raise  funds  for  families  who  can’t  afford  to   attend  the  conference.   $  5,000  helps  5  families   $10,000  helps  10  families   $15,000  helps  15  families    


Help families  with  transportation  expenses  by  renting  a  charter  bus!  One  charter  bus     can  bring  eight  families  of  four.  Two  charter  buses  can  bring  sixteen  families  of  four.  


Visit   and   for   periodic   updates   on  conference  keynotes,  workshops,  presenters  and  activities.   We  hope  to  see  you  in  Tucson,  Arizona  on  June  26–30,  2013.     For  additional  information  please  contact  the  ASDC  2013  Committee


Cochlear Implants in Deaf Children with Coexisting Conditions By Kathy Bricetti, M.A., Ann Moxley, Ph.D., and Linda Twilling, Ph.D. It’s a lovely spring day at the Little Farm, with nearly 100 kids from the Happy Valley Elementary School on a field trip. The 30-minute bus ride from school was rambunctious, with the hearing children shouting and talking and the small deaf group at the back of the bus signing and talking. At the farm, the kids spread out to feed the goats, pet the horses, and gawk at the sow with her 13 piglets. Most of the children laugh when the boar shows his irritation and begins oinking at top volume. But Jeremy (not his real name) does not laugh. He covers his ears, screams and signs, “Off, off, off,” and then begins to twirl. He is eight years old and deaf, and uses a cochlear implant (CI). He also has a second condition, an autism spectrum disorder (ASD), and unfortunately no one understands his needs. Although knowledge about autism has exploded in the last decade, we still do not a have a common understanding of the autism spectrum disorders, which include Asperger’s Disorder, Pervasive Developmental Disorder Not Otherwise Specified, and Autistic Disorder. We know even less about the coexistence of deafness and autism, and Jeremy has had a very tough time because of this. Initially, his family felt lucky he was

diagnosed early as being deaf (shortly after he was born, thanks to newborn screening) and for the educational programs in their area. They were shocked to find out that their beautiful baby boy could not hear, and they understandably went through a period of denial before fully confirming his deafness at four months of age. His parents were relieved when they learned about cochlear implants and that their school district had a strong oral program for deaf children. They quickly obtained hearing aids for Jeremy and welcomed home visits. Baby Jeremy did not like to wear the aids and did not smile when his parents smiled at him, but they were reassured that things would improve once he had the implant. He received the implant shortly before his first birthday, and, surprisingly, he seemed even less responsive to back-and-forth interactions. His parents assumed this was a normal reaction to surgery and the 17

newfound and confusing sensations of sound. He continued to be withdrawn, but his sister had been very shy, too. His scores on a developmental test were all within the normal range, except those related to speech, language, and social interaction. His parents assumed that the social issues were simply a by-product of his inability to hear and speak. Jeremy’s parents and teachers were pleased when he began playgroup and preschool without separation anxiety. He loved going to school, and was immediately interested in the wooden alphabet puzzles. He would repeatedly take the puzzles apart, put them back together, and then line up the letters on the floor. He did not enjoy circle time and would not look at the other children, but everyone assumed this was due to his shy temperament. He was fascinated by the letters up on the board. At age three, he continued to score fairly well on developmental tests, and was independent with good self-help skills. But he was not talking, nor was he playing with other children. His obsession with letters continued and eventually progressed to an interest in words. He could copy words with intense focus; however, he was copying, not reading or communicating. By the time he turned four, everyone 18

recognized that there was something different about Jeremy, but he was an enigma. He looked at objects and other children out of the corner of his eye. He appeared stubborn and inflexible, and everything had to be done in his prescribed way. Even so, he continued to be independent, and he took good care of his things. He carefully sorted and organized his toys and clothes. He could match written words with pictures and could copy words. A school psychologist who had tested only two other deaf children evaluated him. She reported that Jeremy scored in the average range on nonverbal IQ tests, but some areas were high and others low. Despite an intensive oral program, Jeremy continued to make poor eye contact, showed little interest in other children, and could say and understand only a few words. His parents were advised that he might do better in a signing program, but they knew nothing about those programs. They had faith in him and they decided to keep him in the oral program a little longer. There were additional assessments, and he was diagnosed first with ADHD, then a learning disability, later an anxiety disorder, and finally, a nonverbal learning disability. His parents finally insisted that he be referred to the regional assessment

center for deaf children. There the psychologist had seen hundreds of deaf children, and she was able to give them a more accurate diagnosis: autism spectrum disorder. The school district and his parents scrambled to find an appropriate program for Jeremy. Since he had a cochlear implant, they thought he might do well in an autism program for hearing children where the children used a few signs. Although he quickly began to use a few useful signs, he functioned much higher than the other children and was moved back to the deaf class. Finally, the district found his current placement, a regional program for deaf children with special needs. This program was generally a good match for him, but here he was on this field trip, miserably holding his head and signing, “Off, off, off.� Jeremy’s story is similar to several deaf children with whom we have worked. One percent of hearing children in U.S. schools are diagnosed with autism (Center for Disease Control, 2009), but autism is diagnosed nearly twice as often in deaf children (Symaneski et al.,

2012). Those who have worked with deaf children with an ASD know that early diagnosis and intervention are crucial for a positive outcome. Parents often see some of the signs of autism during the first year (TurnerBrown, et al. 2012), but they need to know exactly what to look for and how to get an accurate diagnosis and effective treatment. Infant program teachers, audiologists, and cochlear implant centers often see babies by the age of 12 months, provide early screening, and help families seek appropriate followup services. With so many deaf babies receiving implants at 12 months or even earlier, it is essential that we know as soon as possible if they have other issues and whether they may respond less favorably to a cochlear implant. Early Identification Research indicates that early symptoms of autism are similar for hearing and deaf children (Roper et al., 2003), but deaf children are diagnosed much later (Symanski & Brice, 2008). Parents may be the first to notice early red flags in very young children. These include resistance to being cuddled (or a need to be snuggly wrapped), difficulty imitating facial expressions of caregivers, unusual eye contact, over-sensitivity to sensory stimuli, and intense interest in particular objects (excerpted from Szymanski and Brice, 2008). Parents and professionals may note the absence of expected behaviors: no big smiles by six months, no back-and19

forth sharing of sounds, smiles, and other facial expressions by nine months, and no back-and-forth gestures such as pointing, showing, reaching, and waving by 12 months (from Accurate Diagnosis In order to provide a competent assessment, early intervention programs and cochlear implant centers need to have access to a school or clinical psychologist who has extensive experience with deaf children, can communicate with children in their primary language, and can screen for signs of autism or other developmental disorders. Children who show ASD symptoms should be referred for a more extensive evaluation through the school district or a regional center for children with developmental delays. Universities and professional organizations need to advocate for and develop deaf norms for autism rating scales. When a deaf child is diagnosed with ASD, the child’s family and program must consider the child’s needs related to both deafness and ASD. Importance of Access to Early Visual Language There is no evidence that signing in deaf and hearing children inter20

feres with the development of spoken language; rather, earlier use of signs actually may support the development of spoken language (Marschark, 2007). Even as parents and professionals work on spoken language with children with a CI, sign language should be available to deaf babies and their families, especially those who may be at risk for ASD or developmental delay. Estimates vary, but according to Nikolopoulos (2008), after five years of CI experience, only 61% of deaf children with no other disabilities will achieve the higher categories of intelligible speech on the SIR rating scale and only 16% of children with additional difficulties achieved the higher categories. Clearly these children should have access to sign language from infancy. Deaf and hearing children with ASD find it easier to communicate via visual methods including sign language and a Picture Exchange Communication System (PECS) (Szymanski and Brice, 2008). Identify Whether the CI is a Help or a Hindrance While some children with ASD may do well with a CI and spoken language, most will depend on visual language. Many ASD children have unusual sensory responses and may not be able to use the CI for language, but will show a negative response and perceive sound as non-linguistic “noise.”

Some children with autism have an extreme sensitivity to sound and will experience pain when they use a CI; they must have a way to turn off the sound. Although music may be soothing to many hearing children with autism, the music heard through the CI will sound quite different and may not provide the same benefit. Develop Regional Programs for Deaf Children with ASD Only 1 in 59 deaf children will be identified as ASD, so specialized regional resources are needed to meet this group’s needs. ASDC is facilitating more awareness of deaf children through Deaf Autism America. ASDC and other organizations should continue to provide education and outreach to parents and professionals. Regional training programs must ensure that psychologists, school psychologists, speech and language therapists, and occupational therapists accurately assess and treat the needs of ASD-deaf children and adults. Kathy Bricetti is a school psychologist currently specializing in diagnosis and treatment for autistic children and teens. Ann Moxley is a clinical and neuropsychologist with specialty areas including assessment of deaf and hard of hearing individuals, developmental disabilities, ASD, and learning disabilities. Linda Twilling, a clinical psychologist, specializes in assessment and therapy with  deaf and hearing children, teens, adults and their families.


Prevalence of Autism Spectrum Disorders (2006) Autism and Developmental Disabilities Monitoring Network, United States, 2006 Retrieved from preview/mmwrhtml/ss5810a1.htm. Marschark, M. (2007) Raising and educating a deaf child: a comprehensive guide to the choices, controversies and decisions faced by parents and educators 2nd edition.NY: Oxford University Press. Nikolopoulos, T., Archbold,S., Wever, C., Lloyd, H (2008) Speech production in deaf implanted children with additional disabilities and comparison with age-equivalent implanted children without such disorders. International Journal of Pediatric Otorhinolaryngol. 72(12) 1823-8. . Roper, L. Arnold, P. Monteiro, B. (2003) Co-occurrence of autism and deafness: diagnostic considerations. Autism, 7(3) 245-53 Retrieved from pubmed/14516058. Smith, M, Segal, J, Hutman, T. Autism symptoms and early signs: what to look for in babies, toddlers and children. UCLA Center for Autism Research & Treatment. http://www. (last updated October 2012). Szymanski, C., Brice, P., Lam, K. & Hotto, S. (2012) Deaf children with autism spectrum disorders. Journal of Autism and Developmental Disorders, 42(10) 2027-2037. Szymanski, C & Brice, P. (2008) When autism and deafness coexist in children: what we know. Odyssey:New Directions in Deaf Education, 9 (1) 10-15. Turner-Brown, L. Baranek, G. Reznick, S. Watson, L., Crais, E. (2012) The first year inventory: a longitudinal follow-up of 12-month-old to 3-year-old children. Autism published online 10 July 2012 DOI 10.1177/1362361312439633.


Dr. Peter Hauser

Keynote Speaker

Dr. Jean Andrews

Starting with Story

Dr. Raychelle Harris Fingerspelling Strategies

Dr. Damara Paris

Starting with Story

Dr. Barbara Zurer Pearson Two Worlds are Better than One

Dr. Melissa Herzig

VL2 Updates and Storybook App

Dr. Bobbie Beth Ms. Claire Scoggins Bugen Child First Campaign

Child First Campaign

Ms. Melissa Malzkuhn

VL2 Updates and Storybook App

Dr. Jenny Singleton

VL2 Updates

Mr. Adam Stone

iPad Tech for Bilingual Teaching

Dr. Laurene Simms ASL Checklist Updates

ASL/English Bilingual Consortium for Early Childhood Education “Building Bilingual Partnerships: Home, School and Community”

Thursday, March 21 to Saturday, March 23, 2013 at the Texas School for the Deaf, Austin Thursday 4:30PM - 6PM ! Pre-Conference with Dr. L. Simms and Ms. S. Scott Thursday 6PM - 7PM!! Heavy Appetizers Thursday 7PM - 8:30 PM ! Keynote Speaker: Dr. Peter Hauser

We will also have community and parent panels on Friday and Saturday, respectively.


Hosted at the Texas School for the Deaf

March 21-23, 2013 with a keynote presentation by

Dr. Peter Hauser

on Thursday, March 21, 7:00pm Pre-conference 4:30-6:00pm The summit will conclude on Saturday at 5:00pm The target audience for this summit is those who are actively involved in the field of ASL/English bilingual education. The National ASL & English Bilingual Consortium for ECE’s mission is to promote the development, management, and coordination of ASL/English bilingual early childhood education for children who are deaf and hard of hearing and their families so that families are afforded the option of choosing ASL/English bilingual early childhood education for their child.

Contact Information: Texas School for the Deaf • 1102 South Congress Avenue. Austin, Texas •


The Critical Need for Providing Early Visual Language to the Deaf Child By J. Freeman King, Ed. Research has indicated that the language areas of the brain have no preference for language input and that the most accessible pathway for full access to linguistic information for many deaf children is through the visual channel. A visual language, such as American Sign Language (ASL), is a natural language system, functions independently from spoken language, and has a fully developed grammatical system. Delay in acquiring a first language produces poorer over-all language performance, and without complete access to language during early development, it is difficult for deaf and hard of hearing children to acquire language on par with hearing children. ASL is often withheld from deaf children in the belief that it interferes with speech development. However, there is no evidence that using American Sign Language with deaf and hard of hearing children hinders or prevents spoken language development; in fact, proficiency in ASL has been shown to positively influence spoken language development and the development of English literacy in deaf students. Language is the driving force that facilitates spoken language, not the mode of communication. A 10-year research synthesis by Marc Marschark on the language develop24

ment of children who are deaf directly addresses questions related to the use of a visual language. For example: 1. It is important to note that there is no evidence to suggest that the early use of gestures or signs (ASL) by deaf children hampers their development of spoken English. 2. The available evidence indicates that, on average, deaf children who learn sign language (ASL) as preschoolers show better academic achievement and social adjustment during the school years, and superior gains in English literacy. 3. Most investigations of language development in children who are deaf have examined the development of either sign language or spoken language, but not their possible interaction. Preliminary findings suggest that programs that combine sign language (ASL) and spoken English (bilingual education programs) may prove more effective than programs that use either spoken

or sign language alone. In other words, sign language and spoken language should not be considered as mutually exclusive alternatives, but as potentially complementary strategies for encouraging language development in deaf children. Studies conducted by Christie Yoshinaga-Itano, and others, further suggest that there is a critical period for language development in the first years of life, and a longer critical period for speech development through the preschool years. The focus on language accessibility during the early months of life, therefore, becomes the top priority. With this thought in mind, it only seems logical that a multi-sensory approach should be utilized. Certainly, deaf children acquire language in their own unique ways, but multi-sensory approaches to language acquisition ensure that when one pathway is less effective, another pathway can be utilized as an avenue for language learning. Early research in bilingual education found cognitive benefits from learning two languages; bilinguals have been shown to have greater cognitive flexibility and greater sensitivity to linguistic meaning than monolingual children. Children who are deaf have the possibility of experiencing similar cognitive benefits from learning American Sign Language and a spoken language through print and listening, as well as speaking, when appropriate. There are linguistic and educational benefits of learning both American

Sign Language and spoken/written English. Deaf children can acquire two languages simultaneously when adult language models follow language allocation strategies, where the amount of exposure to a spoken/written language is increased as the child first acquires visual language competence. ASL can function as a first language, which supports the learning of spoken/ written English as a second language. On the whole, bilingual research has shown that fluency in a first language is a strong predictor of second language skill: competence in a second language is a function of proficiency in a first language. Certainly, early language learning has ramifications for academic achievement. Deaf and hard of hearing children underperform in comparison with hearing children of similar ages in most content areas, and especially in the areas of reading and written English. This has not changed regardless of the use of various communica-


tion methodologies, and the invention of new hearing technologies. Despite uneven outcomes, some cochlear implant teams are now advising families of children with implants to participate only in auditory-verbal therapy, and in doing so, are ignoring the enormous potential of a visual pathway to learning. The lack of early and fully accessible visual language exposure may be a contributing factor to the low levels of reading achievement in the deaf population. Delay of full language access can also have a negative impact on not only cogni-

tion and academic achievement, but on social and emotional health, as well. In contrast to children using auditoryverbal therapy, most children from deaf families enter school having already acquired a complete first language as infants and toddlers. These children tend to perform similarly to what is expected of hearing children at the same age. Given signing adult language models, deaf children with hearing 26

parents can also acquire visual language competence and become literate. Hearing parents of young deaf children should be given an understanding of the critical need for providing early visual language for their child. These parents are often placed in an untenable position regarding educational and communication methodologies. Research and common sense suggests the following: 1. All linguistic input from birth should include visual input, auditory input, use of signs, gestures, facial expressions, voice, and whatever will facilitate early communication with the child. The deaf child should not be denied any means of communication that will facilitate the development of language. 2. Early accessible communication interaction between the infant and parent is absolutely necessary for the child to acquire language. No matter how much hearing loss the child has, visual input assures the child’s early accessibility to communication and language. 3. Early accessible communication directly affects the brain wiring necessary for the child’s language development. Meaningful interactions from birth that are repeated and accessible result in the formation of “neural language connections” that stay in place. Neural connections that are not used (inaccessibility to language) are eliminated. 4. There is a difference between acquiring a language and learning a

language. A deaf child exposed only to a spoken language, even with a hearing aid or cochlear implant, is not necessarily able to naturally acquire the language necessary to achieve native fluency that will ultimately lead to literacy in the English language. 5. All input from birth provides opportunities to see how the child responds to auditory and/or visual input. The idea is not to “choose a method for a child” but to allow the child to let us know the best and most successful ways to communicate with him or her. This can only be done by assessing how the child responds to auditory or visual input or a combination of both, then following the child’s lead. 6. For children who might be receiving a cochlear implant, “all input” from birth, including the use of signs, provides assured language input and an assured language base during the early months of life. A strong early visual language base can only help the child with continued language and speech development. 7. All input from birth provides time for parents to learn more about communication methodology possibilities and other issues related to their

child being deaf without losing accessible language input. It is not simply a matter of presenting communication methodology choices to parents. Often parents report they have been given communication choices, but in reality have been given one or only a very few “informational presentations.” When presented with options soon after the diagnosis of deafness and expected to make immediate either-or choices, hearing parents most typically choose “speech,” because they are hearing parents, and expect or want the child to act, think, and speak as they do. At the time of diagnosis when hearing parents are typically frightened and confused and when hearing perspectives, values, and speech are offered, of course speech is the option that will be chosen. Hearing parents deserve to have opportunities to explore issues related to early language accessibility and acquisition presented in a non-rushed, non-pressured way in a supportive, trusting environment. This can be accomplished by having early interventionists who assist the parents in investigating ways of maximizing all 27

avenues of communication and learning. These early interventionists should assist the parents in learning about the culture of the Deaf and American Sign Language, arranging to meet Deaf persons and Deaf mentors and other parents in order to discuss common problems and solutions. In short, to be given information, insights, and skills that will help them provide early, full and accessible communication and language for their child in ways that will most appropriately optimize the child’s communication and language development, and to wholeheartedly accept and take great pride and joy in their child who is deaf. The deaf child should be offered a quality educational program that will

truly prepare him/her to compete as an equal in the hearing world. This does not mean or suggest that the adequacy and success of deaf children be measured by how closely they resemble their hearing peers, but that they are educated to become successful Deaf human beings, not imitations of hearing people. Reprinted, with permission from the Utah Personnel Development Center, For a full list of references, please contact Photographs on page 24 and 26 by Chris & Shelley Mallinson from com/photos/mallinson/300383575/in/. photostream/.

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How Do I Make a 911 Emergency Call? The following story has been written specifically to share with deaf children. Although most deaf children already know about making 911 calls, it is important to review this information periodically so that during an emergency situation, children feel confident placing a call. Emergency 911 calls can help you when you are in danger, when you are injured or when you are afraid that someone may be trying to hurt you. Do you know how to make an emergency 911 call? You can make a 911 call from your videophone (VP), or from your computer or cell phone if they are loaded with VRS software and apps. If you’re not sure you have VRS software and apps on your computer or cell phone, ask your parents or guardian. If you have an emergency, dial 911 using the number keys on your VP, computer or cell phone. If you are using your VP, push the enter button on the remote after dialing 911. Emergency calls are answered first before other calls. If an interpreter does not answer immediately, be patient and wait. This may be hard because you may be scared or upset and even a few seconds can seem like a very long time, but your call should be answered faster if you wait. If you hang up, your call will go to the end of the call queue and will take more time to be answered. When an interpreter comes on the screen, stay as calm as you can, sign clearly and watch closely what the interpreter is signing to you. If you are at home, the interpreter will know where you live because your phone and address are registered with your VRS provider. Ask your parents or guardian if information is up to date. If not, have them change the information so it is current. If you are signing from your computer or cell phone you may not be calling from the address that you have registered for 911 calls, and you may need to tell the interpreter where you are. The interpreter will ask you for your name, address and phone number. Sign this information as clearly as you can. The interpreter will connect your call to the appropriate emergency responders who will come quickly and help you. Do not hang up until after the interpreter has connected you to emergency responders. You can watch a video and learn more about making 911 calls by visiting Photo courtesy of Sorenson Communications Š 2013. 29

A Look Back to 2009: Visual Technology Has Surged in Four Years By Jodee Crace, M.A. Recently, I came across the Winter 2009 issue of The Endeavor; the theme was Home Environments and Technology. I had written about my 12-year-old twins loving their visual technology. Fast forward to the Winter 2013 issue—with technology as the theme again. As I reread the article, I chuckled. Technology has grown by leaps and bounds, and my twins now are 16. They rely on iPhones to talk with friends, stay connected with social events via Facebook, and order pizza online. Smartphones along with videophones have definitely revolutionized how we communicate. My twins say smartphones are a “must-have;” I wonder what their must-haves will be in 2017. Holograms, probably. In the meantime, here’s the 2009 article.

Connecting with Friends via Videophone Technology: A Story The videophone (VP) has been a great visual connection for two of my Deaf children, who are twins. They are 12 years old and are fans of video games as well as playing and watching sports. They are in the sixth grade at the Indiana School for the Deaf. Here are a few examples of how the VP supports their activities. While playing video games on television or the computer, sometimes one of the twins will VP a friend to tell him about the video game, or ask for advice on how to solve an obstacle in the game. He aims the VP at the video game and the friend watches it so they can discuss game maneuvers. 30

While watching an exciting sporting event on television, sometimes one of the twins will get on the VP and contact a friend who is watching the same game. This allows them to see each other and talk about the game’s strategies. While doing homework, sometimes a friend will VP one of the twins and ask for help. Maybe the friend is not sure which handout to use. One of the twins will then bring a certain handout to the VP and show it to the friend for clarity. The twins have commented that they value having a VP and it makes them feel like they are physically in the same room with their friends.

Far from the Tree Explores Diversity Among Children In Far from the Tree, Andrew Solomon tells the stories of parents who not only learn to deal with their exceptional children but also find profound meaning in doing so. Solomon’s startling proposition is that diversity is what unites us all. He writes about families coping with deafness, dwarfism, Down syndrome, autism, schizophrenia, multiple severe disabilities, with children who are prodigies, who are conceived in rape, who become criminals, who are transgender. While each of these characteristics is potentially isolating, the experience of difference within families is universal, as are the triumphs of love Solomon documents in every chapter. All parenting turns on a crucial question: to what extent parents should accept their children for who they are, and to what extent they should help them become their best selves. Drawing on 40,000 pages of interview transcripts with more than 300 families, Solomon mines the eloquence of ordinary people facing extreme challenges. For more, visit


23rd Biennial

ASDC Conference


June 26th - 30th, 2013 Tucson, Arizona

Save the Dates Now! The ASDC Biennial Conference provides families with five days of information and fun! Daytime workshops captivate parents while children participate in educational and recreational activities. Evening events bring families together, providing the opportunity to form new friendships and peer support. Alliances built and information gathered make this conference a once in a lifetime experience for families across the nation.

For additional information please contact: ASDC Conference Committee:

Please visit:



Get blown away with Unlimited conversations using the Sprint® Mobile IP app on your Sprint Android™ powered device

Sprint Mobile IP app is available for Deaf, Hard-of-Hearing, and people with speech-disabilities to place internet relay calls, connect with a qualified relay operator, and communicate using text on our devices. n

Tap, connect and chat wirelessly


Save or send text conversations


Receive incoming calls

Scan the Sprint Mobile IP app with a QR Code reader.

Sprint IP Relay Service is a free service offered to Deaf, Hard of Hearing and Speech disabled individuals that allow them to place relay calls over the Internet between locations in the United States (including its territories). International calls will either be blocked or terminated. Available only in USA and US territories. Due to FCC regulations that Deaf, Hard of Hearing and people with speech disabilities can only use this service. Registration required using this service – register to get your 10 Digit Number from www.mysprintrelay. com. Although Sprint IP Relay can be used for emergency calling, such emergency calling may not function the same as traditional 911/E911 services. By using Sprint IP Relay for emergency calling, you agree that Sprint is not responsible for any damages resulting from errors, defects, malfunctions, interruptions or failures in accessing or attempting to access emergency services through Sprint IP Relay; whether caused by the negligence of Sprint or otherwise. Other restrictions apply. For details, see © 2012 Sprint. Sprint and its logos are trademarks of Sprint. Android is a trademark of Google, Inc. #122004


Technology Is Revolutionizing Communication

Taken from Photo courtesy of Sorenson Communications. For many years, people who are Deaf or hard of hearing (DHH) have used text telephone or telecommunications devices (TTY or TDD) to communicate by phone. This same technology also benefits people with speech difficulties. A TTY consists of a typewriter keyboard that displays typed conversations onto a readout panel or printed on paper. Callers either type messages to each other over the system or, if a call recipient does not have a TTY machine, use a national toll-free telecommunications relay service at 711. Through the relay service, a communications assistant serves as a bridge between two callers, reading typed messages aloud to the person with hearing while transcribing what’s spoken into type. With today’s new electronic communication devices, however, TTY machines have almost become a thing of the past. People can place phone calls through the relay service using almost any device with a keypad, including a laptop, personal digital assistant, and cell phone. Text messaging has also become a popular method of communication, skipping the relay service altogether. Another system uses voice recognition software and an extensive library of video clips depicting American Sign Language to translate a signer’s

words into text or computer-generated speech in real time. It is also able to translate spoken words back into sign language or text. Finally, for people with mild to moderate hearing levels, captioned telephones allow the person to carry on a spoken conversation, while providing a transcript of the other person’s words on a readout panel or computer screen as back-up. Editor’s Note: With the advent of video software, the use of face-to-face communication technology has revolutionized the way people communicate. Video relay now allows Deaf and hearing individuals the ease of communication via an ASL/ English video relay system. The hearing person talks and a video relay interpreter signs in ASL what is being said to the person who is DHH and vice versa. Videophones, smartphones, and apps such as Skype, iChat and Facetime are a few examples of today’s technology that have the capabilities for face-to-face communication. 35

An Apple Is Not Always a Fruit By Kim Bianco Majeri

As a mom who vividly remembers the day closed captioning began on television and playing with Atari, I am continually amazed at how technology has become intertwined into our everyday lives. My kids look at a TTY (my parents still have one), and ask me what it is. They take videophones, iPads, iPods, and Apple TV with Netflix for granted. Admittedly, our household is ruled by iSomething. We try to instill learning in every opportunity possible outside the classroom, including using our iSomething for purposes other than entertainment. We are strong proponents of bilingualism and try to instill it in all that we do to support classroom learning. Along with the requiem fun with Netflix, Photobooth, Morfobooth and Angry Birds, we also have a number of educational apps that are age-appropriate. Educational apps like Grammaropolis and Jumbled Sentences make it fun to build the correct sentence structures while learning the different parts of a sentence. A perennial favorite is the Futaba Classroom Games where the girls try to beat us in vocabulary and 36

math games. Another favorite is Stack the States, where each state has to be identified on a map. Aside from the fun and games, we use everyday apps to start building a strong foundation for ASL and English literacy. Facetime is used with family members scattered across the country as well as nearby friends. The kids have a set of Deaf grandparents and a set of hearing grandparents and Facetime/ videophone times are a regular occasion, more so with the iPad. The devices enable the kids to send greetings and messages in ASL and more spontaneously. Sorry, Hallmark. You cannot compete with a birthday greeting signed by two brighteyed kids! The kids also record themselves telling stories and then view the videos on Apple TV. I wanted the kids to be able to start typing messages as well, because in our everyday communications, we often use text or e-mails. We set up Kik accounts for each family member, and now we send messages to each other. I believe this is safer than giving an e-mail account to a five-year-old. The kids love having their own accounts and sending messages. This is an excellent way to start introducing appropri-

ate online etiquette and English literacy without being exposed to potential inappropriate content. They are now begging for Instagram! Deaf kids have a wide array of technological choices at their fingertips, and parents have lots of opportunities to turn everyday tools and games into educational experiences to promote language development in the home. Kim Bianco Majeri, mom to two Deaf girls, worked up the corporate ladder to the lofty status of a stay at home mom. Her time is devoted to volunteering for various organizations. Completing a two-year stint as the Parent Teacher Counselor Organization president at the Indiana School for the Deaf, she stays very involved with the political process as well as reading to elementary kids. She previously worked in sales, directed an interpreter referral service agency and worked as a social worker.  She recently completed an MBA with an emphasis on nonprofit management. During her little free time, Kim loves to snuggle with her dog and two cats, holding a juicy novel in hand and daydreaming of being on the beach.  


LightOn: A Visual Alerting Device for Your Cell Phone

The LightOn by DreamZon is a convenient flashing alert and is ideal for people who can’t hear the ring of the cell phone or are not able to wear their cell phone all the time. The device has special vibration sensors that respond to the sensors in cell phones and converts the vibration signals into flashing lights alerting users when a call or SMS is received on their cell phone. It’s simple to use and is batterypowered. The LightOn works with most cell phones that have a vibration setting. (Note: An iPad is too large to fit on the unit. The company may have a device for iPads at a later date.) To use LightOn, place the cell phone on the unit in vibrate mode. When the phone rings, bright LED lights will flash to alert you. To shut off the flashing lights, press the reset button. There are two adjustable sensitivity switches based on the phone’s vibration. You can also leave the phone on the cradle and hold sign language conversations. The LightOn is battery-powered and portable, and it can be placed anywhere. There is a battery indicator that tells you when the battery is low. If you like vibration notification via your cell phone’s alarm clock, a special battery-powered bed shaker is available to use with the LightOn. The LightOn is available in white or black, and retails for $79.95. The LightOn bed shaker costs an additional $39.95. For more, check Harris Communications’s website at or e-mail

ASDC Referral Hotline Are you a parent or professional with a question, comment or concern? ASDC has a referral hotline with trained staff available to answer your questions. Just call (800) 9422732 or (202) 644-9204 videophone. 38

Visual and Tactile Technology Making sure your child is not left out of the home environment is essential. Technology today allows for your child to be safe and independent at the same time. Alerting devices provide full access to what is going on, whether it be the phone ringing, someone at the door, or a baby crying. Alerting devices connect to a doorbell, telephone, or alarm and emit a loud sound or blinking light so a person knows that an event is taking place. Alerting or alarm devices use sound, light, vibrations, or a combination of these techniques to let someone know when a particular event is occurring. Clocks and wake-up alarm systems allow a person to choose to wake up to flashing lights, horns, or a gentle shaking. Visual alert signalers monitor a variety of household devices and other sounds, such as doorbells and telephones. When the phone rings, the visual alert signaler will be activated and will vibrate or flash a light to let people know. In addition, remote receivers placed around the house can alert a person from any room. Portable vibrating pagers can let parents and caretakers know when a baby is crying. Some baby monitoring devices analyze a baby’s cry and light up a picture to indicate if the baby sounds hungry, bored, or sleepy. – There are a number of signaling systems that can alert you to the door-

bell, a door knock, the phone/videophone/TTY, and a baby’s cries. A basic signaling system consists of a transmitter and a receiver. Generally, a transmitter is needed for each event, whether for the door, phone, baby cry, alarm clock, motion, or sound. The most common transmitters are for the door and phone. A doorbell transmitter looks and feels like a regular doorbell. When pressed, it sends a signal to a receiver. A phone transmitter has a phone line plugged into it, and transmits to the receiver when a call comes in. A baby cry transmitter is a sound transmitter that sends an alert after so many seconds of continuous sound. A sensitivity switch helps alleviate too many false notifications. Receivers, where transmittals are sent, are available with a flashing light or strobe (which may be built-in or plugged in, such as a lamp), loud audible alarm or vibration notification. Vibration notification is with a plugged-in bed shaker. 39

The receiver should be placed in the room where you want to be notified. If you want to be notified in multiple rooms, multiple receivers are needed. Some system receivers will alert you and light up an icon on the receiver. Some manufacturers make portable receivers that you can bring with you wherever you go in your home. There are two technologies available with signaling systems: radio frequency technology and line carrier technology. Radio frequency is often thought of as more reliable because signals are transmitted via radio waves. Line carrier technology is sent through the home’s electrical circuits. There are many signaling systems available that are easy to set up. To ensure compatibility, it is recommended that you purchase the same brand for transmitters and receivers. If you are just starting a system, talk with your sales representative. For more questions, contact –

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Assistive Technology for the School Environment By Mich Bignell It is never too early to start thinking and planning for successful implementa tion of assistive technology (AT) in schools. The goal of AT is to even the playing field and to ensure that the school environment is visually accessible. Visual accessibility is vital to all children who are Deaf or Hard of Hearing (DHH), regardless of the communication mode they use. Even preschoolers who cannot yet read can be made aware of and trained on using AT before it will actually serve as an accessibility tool. For some the visual environment serves as a way to fill in auditory gaps, and for some it is the only way that information can be obtained. Remember that the school environment is not limited to the classroom: the cafeteria, buses, playing fields, gyms, and field trips all are incorporated in the learning environment, so don’t forget about how AT can be used in each location as well. Some of the most common types of assistive technology for students who are deaf or hard of hearing include:

Hearing aids and cochlear implants: Make sure to familiarize teachers with the equipment. Also have extra batteries at school, just in case. Preparation is the best way to ensure that no information is missed due to dead batteries. Be sure to have a “back-up” plan if batteries are not available (see pages/hearingaid.aspx and www.nidcd. aspx). FM systems: These devices transmit sound from a microphone directly to the student’s hearing aid, receiver, or individual speaker (see public/hearing/FM-Systems/). Sound field systems: These devices transmit sound to the whole class via an overhead speaker (and studies show that they benefit the whole class) (see htm). Both FM and sound field systems amplify sounds and maximize listening opportunities. However, they do broadcast all sounds, including toilet flushes and private comments. They can be used to hook up to computers and TV 41

monitors for direct access. Additionally, they only pick up these sounds from a certain range, so when students participate in discussions it is important to pass the microphone around so that all comments can be heard. Training on appropriate use is important. Closed captions, subtitles, and typography: These kinds of AT display text of what is being said across the video screen. Closed captions require a decoder in order to be displayed and must be turned on to show up on the screen. Captions will also include alerts for sounds taking place in the video. Subtitles function in the same way, but do not require a decoder. These are turned on in the DVD menu. Subtitles do not tend to alert to sounds. This is vital for DHH students because classroom environments are noisy by nature and often audio equipment is not going to give optimal sound output to truly benefit our children. Studies have shown that reading captions or subtitles improves reading levels and is a wonderful literacy tool (see Articles.aspx). Typography is a popular way of incorporating text, usually song lyrics, into a visual presentation. This can be a great classroom tool. Described and Captioned Media Program: A national program funded by the U.S. Department of Education 42

and administered by the National Association of the Deaf. Captioned media is available for parents and teachers to borrow. It is free, but does require registration. Media is available as DVDs or via internet streaming (see www.dcmp. org). Computer assisted real-time transcription (CART) and live remote captioning: These services allow students to read a verbatim transcript of what is being said via a laptop. The transcriber may be present in the classroom or at a remote location using an Internet connection. Many colleges offer these systems, so it is good preparation to become familiar with this technology. This tool is helpful for kids taking foreign languages as well. Typewell: This system is similar to CART, except the transcript is not verbatim. Rather, it is summarized. Rochester Institute of Technology developed this especially for DHH students (see E-mail, instant messaging, and text messaging: These can all be great tools, especially for socializing and group projects. The trick is convincing the school they are for educational purposes. Videophone, Skype, Facetime, and other video services: These allow students to have a signed conversation via internet video streaming. Videophones are available to schools with deaf students free of charge so they can call home easily. Check with your local video relay or videophone service provider. Mich Bignell may be e-mailed at

2013 Lee Katz Award Nominations Wanted Nominations are now being accepted for the 2013 Lee Katz Award, which recognizes extraordinary parents in honor of Lee Katz, the first president of the International Association of Parents of the Deaf. First awarded in 1975, recipients continue to be honored at the ASDC Biennial Conferences. Open to all family members, legal guardians, parents or grandparents of deaf or hard of hearing children, nominees must be an ASDC member in good standing.  Nominees must demonstrate ASDC’s mission and core values. The nomination letter should include: • The nominee’s name, address, phone number and e-mail address. • Your name, address, phone number and e-mail address. • Brief description of why the nominee should receive the 2013 Lee Katz Award. • Nominee’s achievements and accomplishments. • How the nominee supports families in your state. Nomination letters should be e-mailed to Cheri Dowling at asdc@deafchildren. org or faxed to 410-795-0965. The Lee Katz Award will be presented at the 2013 ASDC Conference in Tucson, Ariz.    

Deadline: April 1, 2013

These titles and more… available from 43

Bridging the Divide Between Cochlear Implant Clinics and School and Early Intervention Professionals By Carrie Davenport, Ed.S. It’s the first day back to school and as the teacher, you have prepared your classroom, attended the required staff meetings, and are ready to welcome your students. No matter the school setting (e.g. public school, special school, resource room), realizing one of your students has returned with a new cochlear implant or two, will likely cause a “Why didn’t someone tell me this was happening over the summer?” moment. The Northeast Ohio Consortium for Children with Cochlear Implants (NOCCCI) is a grassroots organization with the goal of addressing this situation. NOCCCI was established in 2006 by Sandra Domoracki and Kelli Halter, both Regional Infant Hearing Program Project Directors. The first meeting was a brainstorming session attended by more than 50 individuals, including families, cochlear implant surgeons and clinical staff from the three hospitals in the region, auditory-verbal therapists, speech-language pathologists, educators, early intervention providers and education consultants from the Center for Outreach Services at the Ohio School for the Deaf. For all the differences in philosophy regarding cochlear implantation and how to address the language needs of these children, one thing was clear, every44

one believed communication between schools and clinics should be, and could be, improved. The frustration shared by all parties about managing devices and the impact on the education of children using cochlear implants was the impetus to keep the conversation going. Monthly meetings were held, non-profit status was established and strategies were identified. The first issue identified was decreasing the likelihood of the situation described above and to ease the frustration shared by both school and clinic professionals. To address this, a form was developed to be completed and shared between both groups. The NOCCCI Information Exchange & Release of Information Form contains parent/caregiver information, identifies the cochlear implant center used, school/early intervention personnel and other specialists involved with the

child. A copy of the form should be kept with the child’s records at each location. The second strategy identified was to provide training to mainstream teachers and specialists who are working with children who use cochlear implants. Many of these professionals have never worked with a child who is deaf/hard of hearing, let alone a child with cochlear implants. With so many individuals involved in NOCCCI that have training and expertise in deaf education and cochlear implants, providing some kind of professional development seemed feasible. As of 2011, four Educator’s Forums have been held with attendance ranging from 100-250, including regular education and special education teachers, early intervention providers, administrators, teachers of the deaf and family members. Presentations have been given by clinical staff, surgeons, educators and cochlear implant users. Collaborative efforts for each forum have been coordinated by those from the Center for Outreach Services at the Ohio School for the Deaf, University of Akron, Cleveland Clinic, University Hospital Case Medical Center, and Nationwide Children’s Hospital.

Teachers should be aware when a student has received a cochlear implant, clinic staff should know when there is a problem with the device, and families should feel confident that everyone involved is on the same page. While our strategies have been successful, they have evolved. NOCCCI continues to hold regular meetings where these strategies are discussed and new ones are shared. Those involved recognize the continuing need for professional training, and that families need to be more included. NOCCCI’s ultimate goal is to positively impact the education of children who use cochlear implants. The needs of the children continues to change, the needs of the professionals who serve them continues to evolve, so NOCCCI, as an organization, must continue to grow to achieve that goal. For more information on the Northeast Ohio Consortium on Children with Cochlear Implants, visit

2013 Early Hearing Detection and Intervention Meeting April 15-16 in Glendale, AZ The goal is to enhance the implementation of comprehensive state-based Early Hearing Detection and Intervention (EHDI) program. 45

Understanding Hearing and Communication Technology By Susan McTyiere, Au.D., CCC-A, Bobbi Colatruglio, M.A., CCC-A, and Miranda Walker, M.A., CCC-A Ohio School for the Deaf

The following descriptions clarify how each kind of assistive technology works and the population who may benefit. Hearing Aids Hearing aids consist of a microphone, or two, that picks up sound, an amplifier that amplifies specific frequencies to best fit the degree and configuration of the hearing loss and a receiver, which delivers the amplified sound into the ear canal. The signal is transmitted through the outer ear, middle ear and finally into the inner ear hair cells in the cochlea. Hearing losses are different from person to person, so a hearing aid must be individually selected and fit for each person and their individual needs. Most hearing aids today are digital and have multiple memories that can be programmed for different listening situations and to connect with various assistive listening devices. The hearing aid, or earmold, must fit snugly in the ear canal for the best sound quality and to avoid feedback. After a thorough evaluation and discussion, the audiologist and patient discuss what hearing aid features are 46

available to best meet the needs of the patient. With newer digital technology and miniaturization of hearing aid components, today’s hearing aids offer an unsurpassed quality of sound in much smaller hearing aids. Individuals of all ages with hearing loss may benefit from hearing aids to gain greater access to spoken communication. Cochlear Implants A cochlear implant is a device that has two main parts: the electrode array, which is surgically implanted into the cochlea (the end organ of hearing), and the speech processor, worn externally, which transforms speech and other sounds into a digitally coded signal. That coded signal is sent to the transmitting coil (held in place by a magnet on the head with an opposite polarized magnet underneath the skin), which sends the digitally coded signal to the internal receiver, where the signal is converted to an electrical signal. That electrical signal stimulates surviving auditory nerve fibers in the inner ear. That signal is sent along the auditory nerve to the brain to be interpreted. Cochlear implants bypass the outer and middle ear and damaged hair cells of the cochlea, stimulating the auditory nerve fibers of the inner ear directly. Individuals considering a cochlear

implant should meet with a team of professionals, including an audiologist, otolaryngologist (ENT), speech and language pathologist, counselor and psychologist. The team follows the patient and his/her family through the process of determining candidacy, surgery and post-surgical rehabilitation. BoneAnchored Hearing Aid The boneanchored hearing aid (BAHA) consists of three parts: a titanium implant, surgically implanted into the mastoid area (bony part behind the ear) and becoming osseointegrated over a three- to six-month time period, an external abutment, and a sound processor. The sound processor attaches to the external abutment and picks up acoustic sound waves. A computer chip in the sound processor digitally analyzes the sound. The digitally enhanced signal is amplified and converted into vibrations that are sent out of the sound processor, through the external abutment to the implant, which sends them via bone conduction to the inner ear (cochlea). The signal causes the fluid of the cochlea to be stimulated, resulting in an electrical signal being sent to the hearing nerve. The nerve transmits the signal to the brain, where the signal is interpreted. The outer and middle ear are circumvented with use of a BAHA. Potential candidates for BAHA have chronic ear infections resulting in

conductive or mixed hearing loss, atresia and single-sided deafness. FM systems FM systems transmit sound via a specific frequency, using a transmitter and a receiver. The transmitter is approximately the size of an MP3 player and can utilize a lapel microphone or boom microphone. The receiver can be a whole room speaker or speakers, which may or may not be portable, depending upon size and installation needs. FM systems can also be “personal”, where the signal is sent directly from the transmitter to a person or persons wearing a small receiver attached to a hearing aid, cochlear implant processor or BAHA. Special settings or programs may be needed in each piece of technology to ensure that the personal FM receiver is transmitting the signal to the personal amplification device, which is receiving the signal with no interference. The benefits of FM systems include improving the signal-to-noise ratio (ratio of the level of the speaker’s voice relative to the level of background noise in the listening environment), eliminating the effects of decrease of intensity of the speaker’s voice due to distance, and significantly reducing the effects of reverberation. Speech Generating Devices Speech generating devices (SGDs), also called voice output communication aids (VOCAs), are a high-tech form of alternative and augmentative communication (AAC). These portable 47

electronic devices provide speech output for expressive communication. There is a wide range of devices available to meet the individual communication needs of each user. All devices utilize either digital or synthesized speech and use a combination of pictures, text, or other symbols to represent vocabulary and linguistic messages for the user. Multiple access methods are available for most communication devices including direct selection, visual and auditory scanning, and switch or joystick access. Any individual who cannot communicate expressively using spoken language may benefit from the use of an SGD. More specifically, in a population of deaf and hard of hearing individuals, those who cannot communicate expressively using written language may benefit from the use of an SGD to communicate with hearing individuals who do not understand sign language. Use of an SGD in this population may help to promote more independent communication and provide more opportunities for social engagement.

I Deafinitely Can!

The Endeavor is excited to feature stories of deaf and hard of hearing individuals who test and go above their limits. If you know of someone with a story to tell, e-mail the editor at Deadline: April 15, 2013


Language Planning for Children with Auditory Access in a Bilingual School

By Toni Ammirati, M.A., and Carol Nelson, M.A. The Learning Center for the Deaf (TLC) serves children and their families, birth through age twenty-one in our early childhood, elementary, middle school, high school, and Walden School programs. In 1988, TLC took steps to become one of the nation’s first schools for the deaf to implement bilingual education, using American Sign Language (ASL) and English (primarily through reading and writing) as the languages of instruction. While we have always served children with access to audition through the use of hearing aids, and more recently cochlear implants, our program has evolved to provide a wide range of programming to meet the linguistic needs of all of our learners. This article follows one child’s journey from birth to age 10. Although Kelty passed the newborn hearing screening, by the time Kelty

was two her family had concerns about her language delays. A few months later, she was diagnosed with a progressive hearing loss, mild to moderate in one ear and moderate to severe in the second, secondary to cytomegalovirus (CMV). Kelty was quickly fitted with bilateral hearing aids. At three years old, Kelty began her educational programming in a preschool class for typically developing hearing children in her local public school. Shortly after beginning this program, her town contracted with The Outreach Partnership Program (TOPP) to determine the educational supports that would allow to Kelty to be successful. It was recommended that Kelty attend a program specializing in educating deaf and hard of hearing children. As she was not fully accessing language through spoken English alone, it was suggested that she begin to learn ASL. Kelty joined a preschool classroom at TLC in May 2006. She attended school three mornings a week through July 2006. This classroom used ASL as the primary language of instruction. Kelty was also seen for individual speech and language therapy three times a week. In September, Kelty was placed full time in a TLC auditory access preschool classroom. Instruction was presented 49

using both ASL and spoken English, “sandwiching” the languages (i.e., ASL and English presented separately, following bilingual education theory) as needed. Her classmates included two children with cochlear implants, a student using bilateral hearing aids and two hearing children of Deaf adults (CODAs). Kelty had multiple opportunities throughout the day to interact with the larger preschool community, using ASL. She made significant gains in the development of both ASL and spoken English. The following year, Kelty’s second full year in preschool, her peers included one child with a cochlear implant and two CODAs. At this time, Kelty’s hearing loss had progressed, and she was not able to process and use spoken English at the same levels as her classmates. It soon became clear that her language programming needed further modification. Kelty’s teachers began using significantly more ASL when interacting with her, and she began to spend a portion of her day in an ASL kindergarten class with fluently signing peers. When Kelty was ready for kindergarten her educational team reviewed programming options and possible peer groups. The team recommended that Kelty join a K/1 classroom in the elementary school. In this class, Kelty had the opportunity to learn with peers who were fluent in ASL, and with peers who had similar access to spoken English. Her language plan was once again revised. Kelty received English Language Arts (ELA) for 90 minutes 50

each morning in an auditory access classroom, using primarily spoken English with ASL support as needed. All other content throughout the day was presented in ASL. Kelty’s hearing loss continued to progress and she received her first cochlear implant a week before her sixth birthday in the middle of her kindergarten year. Upon activation, Kelty’s speech therapy sessions were increased to four times per week. Kelty received her second implant one year later, just after turning seven. Kelty has just turned 10 and is now in the fourth grade. She continues to receive ELA instruction for 90 minutes per day in an auditory access environment, and receives speech therapy three times a week. Kelty has become fluent in both ASL and English. She is a truly bilingual child who is able to converse with her hearing family and friends and with peers who have similar access to audition using spoken

English, and with deaf peers and adults using ASL. Kelty is working on grade level in all areas. She uses ASL to clarify spoken English and English to clarify ASL. Kelty has both deaf and hearing friends. Her mother reports that she uses primarily English in the home environment, but stresses that when comprehension is in question, she will always sign with Kelty. Kelty’s story highlights the importance of flexible language planning designed to meet each child’s learning and linguistic needs. Frequent assessment and programming evaluation are vital. Research continues to highlight the benefits of bilingualism and the advantages of exposure to early visual language for children with access to audition. For more information on this research, the following publications are available at the Visual Language and Visual Learning website, The Implications of Bimodal Bilingual Approaches for Children with Cochlear Implants (Research Brief No. 6) and The Benefits of Bilingualism (Research Brief No. 7). Toni Ammirati is the principal of the elementary department, and Carol Nelson is the early childhood director, both at The Learning Center for the Deaf.

Free iPad Apps for Your Child Many are free with just a preview of what is available with the full version of the app available for $0.99 or higher. Be on the lookout for this new app soon: VL2 ASL-English Storybook: The storybook series incorporates ASL storytelling with English print in ways that reflect what research states about bilingual ASL-English language acquisition and literacy. Targeted at young children, the app has skillful ASL storytelling, gorgeous

art, and English text. The app was developed by an all-Deaf team. Art • Coloruncovered • GlowColoring • Skitch • Paint With Time • PaintSparkles • Origami Elementary • Grammar Jammers • MeeGenius • ABC Tracing • Fry Words • Sight Words • Pocketphonics lite • KidsMathFun — Filipino

• • • • • • • • • • • • •

Pop2SpellKids Bubbles:Free ABC Phonic Sight Speller Lets Name Things Build a Word TellTime Lite SimonSays ABC Tracer PBS KIDS Kids Math Splash Math 1 Grammar Dragon

Math • My Math App • Math Quizzer • Video Calculus • Quick Graph • Free Graphing Continued on page 62 51

To Implant or Not to Implant, That Was the Question By Athena Troy Becoming a parent is certainly a life changing experience. Little did my husband, John, or I know how life changing our journey into parenting would be. Our daughter, Eve, was born on December 29, 2010. I had a perfect pregnancy and had no idea we would encounter any of the challenges we have been confronted with since her birth. During the first few months of Eve’s life, she was unable to eat on her own, was delayed in both gross and fine motor movement, had an eye condition, and was also profoundly deaf. All of these issues are caused by an extremely rare brain disorder called Pontine Tegmental Cap Dysplasia. The condition is believed to be caused by a de novo genetic mutation which means it was not inherited from us, but was caused by a random mutation in her genes, probably after she was conceived. This article is about our decision to give Eve a cochlear implant (CI). I can honestly say it was the most difficult decision I have ever made. I only hope that some day, when Eve grows up, she understands the choices we made and why we made them. It took me a long time to come terms with Eve being deaf. I had never met a deaf person, so John and I had a lot of learning to do. We spoke with doctors, audiologists, and teachers of deaf students. We also sought out parents 52

of deaf and hard of hearing children and, most importantly, we sought out deaf adults. We read books, blogs, medical journals, government publications, watched documentaries, and more. We came to understand that our situation placed us squarely in middle of a debate about how to raise and educate deaf children, a debate that has been ongoing for many decades. Wanting to understand all of our options, we went through the arduous CI evaluation process at Rady Children’s Hospital San Diego. Even with hearing aids, the only responses we thought we could see to sounds were at extremely high frequencies and on the left side only. Eve had two MRIs, both of which

indicated that she has no auditory nerve on the right. The MRIs did indicate, however, that she might have a small auditory nerve on the left. Since the MRIs could not tell us how well her left auditory nerve would perform with a CI, we traveled to Philadelphia for a promontory stimulation test. It confirmed that she did have a nerve on the left, but it fatigued under repeated electrical stimulation. The doctor who performed the test said he has seen children with small nerves like Eve’s benefit somewhat from a CI. Based in large part on this result, Eve’s CI team approved her and the surgery date was set for March 9, 2012. The doctor said, however, that it takes more time, more mappings, and they often do not perform as well as CI children who have “normal” nerves. Even so, John and I still struggled immensely with the decision. By that time, we had immersed ourselves in American Sign Language (ASL) and Deaf culture. Even though we were still grieving, we were beginning to understand and appreciate the uniqueness and beauty of the Deaf way of life. We came to learn that Deaf people gener-

ally do not view themselves as disabled and many would not make themselves hearing even if they could. The fact that many deaf people we knew felt strongly that we should not give Eve a CI gave us reason to pause. I learned that many children with CIs, even if they are considered a “success,” struggle in their lives with a sense of self-identity. Are they hearing? Are they deaf? Both? Neither? They cannot hear as well as a hearing person and even though they can hide it extremely well, there is still a lot they miss, particularly in environments that with ambient noise. I heard stories about children who were considered “CI failures” and had grown up with CIs and an oral/aural approach to language. These children were never taught ASL, and when they became 10 or 11 years old, they started acting out. They threw their CIs down the toilet. Because these children were never exposed to ASL, they had essentially no ability to communicate with anyone. Even worse, their ability to learn and understand language was permanently compromised because they did not learn language during 53

the critical early childhood period for language development. John and I were concerned that the pressure to perform with a CI and emphasis on spoken language could overtake Eve’s life to the detriment of her development in other areas. Being able to speak is not more important than learning how to read and write, do math, and understand the ways of the world. No matter what, we both felt strongly that we did not want Eve’s life and self-identity to be centered on listening and speaking. There is so much more we want for her. What I came to realize is that it is not the CI that caused the deaf children I heard about to suffer from issues with their self-identity. It is not the CI that caused the “CI failures” to be deprived of language. It is not the CI that pressures deaf children into speaking and oral language. What causes these problems is the refusal of their families and teachers to accept and recognize that these children are deaf and that sign language is their natural form of communication. While I agree that having some access to sound can benefit a deaf child, and help them learn how to function more effec-

tively in this “hearing” world, a CI does not and never will make a deaf child hearing. The technology is just not good enough. Its usefulness varies by person, and, because it is a machine and can malfunction, there are always circumstances in which it may not be available. So, although we decided to have Eve implanted, we are raising her as she is and always has been—a deaf child. We feel that the best approach is to give her every possible communication option and let the choice be hers. Since it is new and unfamiliar to us, our primary focus and language in the home is ASL. My goal is to ensure she always has complete immersion in ASL. We do still speak to her, take her to auditory therapy, dance and listen to music, and we bring different sounds to her attention. But I absolutely refuse to pressure her to speak or make her feel that speech is superior to signing, because it is not. My goal is that she understand and be able to communicate. As long as she can do that, the language she uses does not matter one bit. Athena Troy’s blog is at

2013 DeafNation Expo Schedule

March 2: Tampa, FL March 16: Austin, TX March 23: Phoenix, AZ April 6: Detroit, MI April 20: Washington, D.C. April 27: St. Paul, MN May 4: Pomona, CA 54

May 18: San Juan, PR Sept. 21: Rochester, NY Oct. 12: Pleasanton, CA Oct. 19: Portland, OR Nov. 2: Chicago, IL

Patrick’s Journey: Why He Learned to Sign By Cheri Dowling My story is one most people don’t talk about. My son, Patrick, lost his hearing at 13 months as a result of meningitis. We were immediately referred to the Johns Hopkins Listening Center to receive an evaluation for a cochlear implant. Patrick was the perfect candidate to receive the device, and received his cochlear implant at 18 months. Patrick was listening, responding to sounds, and trying to speak. We had the best professionals working with him. Patrick received speech services through our local infants and toddlers program and the Listening Center, and we were working at home. We were signing some with Patrick prior to receiving his cochlear implant, but stopped once he was implanted. Unfortunately, after a while, Patrick’s progress stopped. We hit a wall. At three years old, behavior issues emerged. Patrick was still not talking or responding to speech. He also wasn’t alerting us if his implant wasn’t working. We continued checking and adjusting his map, attending weekly speech therapy, and working with him. Yet nothing was working. It was then that my husband and I had to make decisions, whether the professionals working with him embraced them or not. We contacted the Maryland School for the Deaf (MSD) and

started Patrick in their three-year-old program. Patrick continued to use his implant everyday. At MSD, Patrick received speech therapy, and we continued our speech therapy services at the Listening Center—but added the use of sign language. It was then that the behaviors decreased dramatically. He was communicating with us and we were communicating with him. Patrick stopped using his implant when he was 12 years old. For him, the implant never worked. He has never been able to use spoken language, respond to sound or use sound to communicate or alert. Patrick is the story where the implant just didn’t work. We thankfully started to use sign language with Patrick at a young age so he was able to communicate. At 18 years old, Patrick is a happy, healthy and successful young man. And I am a very proud mom! 55

Camps for Deaf and Hard of Hearing Kids Alabama Camp Shocco for the Deaf 216 North Street East P.O. Box 602 Talladega, AL 35161

Space Camp/Aviation Challenge U.S. Space & Rocket Center One Tranquility Base Huntsville, AL 35805 1-800-63-SPACE Arizona Lions Camp Tatiyee 5283 W. White Mountain Blvd. Lakeside, AZ 85929 928-358-2059 California Camp Grizzly 4708 Roseville Road #112 North Highlands, CA 95060 916- 349-7500 (v) 916-993-3048 (vp) California Lions Camp, Inc. P.O. Box 195 Knightsen, CA 94548 925-625-4874 Camp Hapitok 3360 Education Drive San Luis ObisP.O., CA 93405 805-593-3125 Camp Pacifica 45895 California Hwy 49 Ahwahnee, CA 93601 559-683-4660 56

CEID Family Camp 7000 Del Valle Road Livermore, CA 94550 510-848-4800 (v) 510-356-2659 (vp) www.ceidfamilycamp.webs. com

Illinois Camp Lions of Illinois 2814 DeKalb Avenue Sycamore, IL 60178 800-955-5466 www.lionsofillinois

Colorado Aspen Camp of the D and HH 4862 Snowmass Creek Road Snowmass, CO 81654 970-315-0513

Illinois School for the Deaf Summer Camp 125 Webster Avenue Jacksonville, IL 62650 217-479-4214

Connecticut Camp Isola Bella 139 North Main Street West Hartford, CT 06107 860-570-2300

Summer Hockey Camp 4214 W 77th Place Chicago, IL 60652 978-922-0955

District of Columbia Immerse into ASL Gallaudet University 800 Florida Avenue NE Washington, DC 20002 202-448-7272(v); 202-2502130(vp) programs/Youth_programs. html Discover Your Future Gallaudet University 800 Florida Avenue NE Washington, DC 20002 202-448-7272 (v) 202-250-2130 (vp) programs/Youth_programs. html Florida Easter Seals Camp Challenge 31600 Camp Challenge Road Sorrento, FL 32776 352-383-4711

Indiana Camp Willard 1200 E 42nd Street IndianaP.O.lis, IN 46205 317-202-1241 (v) 317-493-0501 (vp) studentlife/campwillard.asp Indiana Deaf Camps P.O. Box 158 Milford, IN 46542 574-658-4831 Kansas St. Joseph SERTOMA Clubs Summer Camp f/t D or HH 12807 S. Edinburgh Street Olathe, KS 66062 913-324-5203 (vp) Kentucky Deaf Youth SP.O.rts Festival P.O. Box 17565 Louisville, KY 40217

Lions Camp Crescendo P.O. Box 607 1480 Pine Tavern Road Lebanon Junction, KY 40150 888-879-8884 www.lions-campcrescendo. org/deaf_camps.html

Nebraska National Leadership & Literacy Camp 1833 N 132nd Avenue Circle Omaha, NE 68154 402-206-2527 (vp)

Maryland Lions Camp Merrick 3650 Rick Hamilton Place P.O. Box 56 Nanjemoy, MD 20660 301-870-5858

Nevada Camp SignShine 2575 Westwind Road #C Las Vegas, NV 89146 702-363-3323 (v) 702-475-4751 (vp)

CueCamp Friendship P.O. Box 9173 Silver Spring, MD 20916

New Hampshire Windsor Mountain International One World Way Windsor, NH 03244 603-478-3166

Deaf Camps, Inc. 417 Oak Court Catonsville, MD 21227 (443) 739-0716 Minnesota Camps of Courage & Friendship 8046 83rd Street NW Maple Lake, MN 55358 800-450-8376 Camp Sertoma P.O. Box 785 Brainerd, MN 56401 218-828-2344 Missouri Camp Barnabas 901 Teas Trail 2060 Purdy, MO 65734 417-886-9800

New Jersey Happy Hands Camp 1340 Tanyard Road Sewell, NJ 08080 856-468-6530 Signs of Fun 1243 Waterloo Road Stanhope, NJ 07874 New Mexico Apache Creek Deaf & Youth Ranch P.O. Box 260 Reserve, NM 87830 575-533-6820 New York Camp Mark Seven 144 Mohawk Hotel Road Old Forge, NY 13420 315-357-6089

Cradle Beach Camp 8038 Old Lakeshore Road Angola, NY 14006 716-549-6307 Summer Youth Camps RIT/NTID 52 Lomb Memorial Drive Rochester, NY 14623 585-475-6700 North Carolina Camp Sertoma  1105 Camp Sertoma Dr Westfield, NC, 27053 336-593-8057 Camp Woodbine 12701 Six Forks Road Raleigh, NC 27614 Oregon Camp Taloali P.O. Box 32 Stayton, OR 97383 971-239-8153 Camp Meadowood Springs P.O. Box 1025 Pendleton, OR 97801 541-276-2752 NW Christian Camp f/t Deaf P.O. Box 21011 Salem, OR 97307 503-390-2433 Pennsylvania Hare Goalkeeper Acad. Camp 2879 Anderson Drive Allison Park, PA 15101 412-486-8284


WPSD Summer Camp 300 East Swissvale Avenue Pittsburgh, PA 15218 800-624-3323 (v) 866-755-5261 (vp) South Carolina Camp Wonderhands P.O. Box 247 1600 Marion Street Columbia, SC 29202 803-296-5437 www.campsite.palmetto Tennessee Bill Rice Ranch Deaf Camp 627 Bill Rice Ranch Road Murfreesboro, TN 37128 615-893-2767 Bridges 415 Fourth Avenue South #A Nashville, TN 37201 615-248-8828 (v) 615-290-5147 (vp) youth_programs/ Camp Summer Sign Brentwood Baptist Deaf Church 7777 Concord Road Brentwood, TN 37027 615-290-5156 (vp) Texas Isaiahs Place 231 HCR 1207 Whitney, TX 76692 254-694-7771 Texas School for the Deaf Summer Programs 1102 South Congress Avenue    Austin, TX 78704  58

512-462-5353 index.html Vermont Austine Green Mountain Lions Camp 209 Austine Drive Brattleboro, VT 05301 802-258-9513 Brethren Woods 4896 Armentrout Path Keezletown, VT 22832 540-269-2741 Washington Deaf Teen Leadership P.O. Box 15890 Seattle, WA 98115 Literacy Faire Camp 611 Grand Blvd Vancouver, WA 98661 360-696-6525 Summer Academy for Advancing Deaf and Hard of Hearing in Computing University of Washington Box 352350 Seattle, WA 98195 Wisconsin  Center for Communication Hearing & Deafness Family Learning Vacation 10243 West National Avenue West Allis, WI 53227 414-604-2200 Wisconsin Lions Camp 3834 County Road A

Rosholt, WI 54473 715-677-4969

ASDC’s Monthly E-mails The ASDC monthly e-mail is full of information about ASDC, member news, updated conference news, book reviews, websites, and more. If you are a member and are not receiving the e-mail blast, we may not have your correct e-mail address. Please keep ASDC informed about address or e-mail changes by e-mailing asdc@

Invest in Our Future!

The NAD joins hands with ASDC in investing in the future of deaf and hard of hearing children National Association of the Deaf


ASDC’s Renewing Educational and Organizational Members Alabama Institute for Deaf and Blind 205 East South Street Talladega, AL 35160 256-761-3215

Colorado School f/t Deaf and Blind 33 N Institute Street Colorado Springs, CO 80903 719-578-2100

American School f/t Deaf 139 North Main Street West Hartford, CT 06107 860-570-2300

Delaware School f/t Deaf 620 East Chestnut Hill Road Newark, DE 19713 302-545-2301

Arizona School f/t Deaf and the Blind PO Box 88510 Tucson, AZ 85754 520-770-3468

Educational Service Unit #9 1117 S East Street Hastings, NE 68901 402-463-5611

Arkansas School f/t Deaf 2400 W Markham Street Little Rock, AR 72205 501-324-9543 Beverly School f/t Deaf 6 Echo Avenue Beverly, MA 01915 978-927-7070 www.beverlyschoolforthedeaf. org California School f/t Deaf 39350 Gallaudet Drive Fremont, CA 94538 510-794-3685 Cleary School f/t Deaf 301 Smithtown Blvd Nesconset, NY 11767 531-588-0530


Florida School f/t Deaf & Blind 207 N San Marco Avenue St. Augustine, FL 32084 800-344-3732 Gallaudet University 800 Florida Avenue NE Washington, DC 20002 202-651-5000 Indiana School f/t Deaf 1200 East 42nd Street Indianapolis, IN 46205 317-550-4800 Iowa School f/t Deaf 3501 Harry Langdon Blvd Council Bluffs, IA 51503 712-366-0571 www.iowaschoolforthedeaf. org

Kansas School f/t Deaf 450 E Park Street Olathe, KS 66061 913-791-0573 Kendall Demonstration Elementary School 800 Florida Avenue NE Washington, DC 20002 202-651-5206 clerc_center Lamar University PO Box 10076 Beaumont, TX 77710 409-880-7011 Laurent Clerc National Deaf Education Center 800 Florida Avenue NE Washington, DC 20002 202-541-5855 clerc_center Maryland School f/t Deaf PO Box 250 Frederick, MD 21705 301-360-2000 Michigan School f/t Deaf 1667 Miller Road Flint, MI 48503 810-257-1400 Mill Neck Manor School f/t Deaf PO Box 12 Mill Neck, NY 11765 800-264-0662

Minnesota State Academy f/t Deaf 615 Olof Hanson Drive Faribault, MN 55021-5330 800-657-3996 Missouri School f/t Deaf 505 East 5th Street Fulton, MO 65251 573-592-4000 Model Secondary School f/t Deaf 800 Florida Avenue NE Washington, DC 20002 202-651-5031 center Montana School f/t Deaf and Blind 3911 Central Avenue Great Falls, MT 59405 406-771-6000

National Center on Deafness California State University/ Northridge 18111 Nordhoff Street Northridge, CA 91330 818-677-2145 National Technical Institute f/t Deaf 52 Lomb Memorial Drive Rochester, NY 14623 585-475-6426 New Jersey School f/t Deaf Box 535 Trenton, NJ 08625 609-530-3100 New Mexico School f/t Deaf 1060 Cerrillos Road Santa Fe, NM 87505 505-827-6700

New York School f/t Deaf 555 Knollwood Road White Plains, NY 10603 914-949-7310 Ohio School f/t Deaf 500 Morse Road Columbus, OH 43214 614-728-1422 Oklahoma School f/t Deaf 1100 East Oklahoma Avenue Sulphur, OK 73086 580-622-8812 Pennsylvania School f/t Deaf 100 W School House Lane Philadelphia, PA 19144 215-951-4700

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 e-mail blast • A special thank you in The Endeavor • A special thank you in the news section of the ASDC website • A link to your school or organization’s website • A post of your contact information on ASDC’s Educational/Organizational Membership webpage Membership is only $250. If you would like more information, e-mail or call (800) 942-2732. 61

Phoenix Day School f/t Deaf 7654 N 19th Avenue Phoenix, AZ 85021 602-771-5300 Pressley Ridge School f/t Deaf 8236 Ohio River Blvd Pittsburgh, PA 15202 412-761-1929 Rhode Island School f/t Deaf One Corliss Park Providence, RI 02908 401-222-3525 Rochester School f/t Deaf 1545 St. Paul Street Rochester, NY 14621 585-544-1240 Scranton School for Deaf and Hard of Hearing Children 537 Venard Road Clarks Summit, PA 18411 866-400-9080

St. Joseph’s School f/t Deaf 1000 Hutchinson River Pkwy Bronx, NY 14065 718-828-9000 St. Rita’s School f/t Deaf 1720 Glendale Mildord Road Cincinnati, OH 45215 513-771-7600 Texas School f/t Deaf 1102 S Congress Avenue Austin, TX 78704 512-462-5353 The Learning Center f/t Deaf 848 Central Street Framingham, MA 01701 508-879-5110 Utah School f/t Deaf and the Blind 742 Harrison Blvd Ogden, UT 84404 801-431-5100

Vermont Center f/t Deaf and Hard of Hearing 209 Austine Drive Brattleboro, VT 0301 802-258-9500 Washington School f/t Deaf 611 Grand Blvd Vancouver, WA 98661 360-696-6525 Western Pennsylvania School f/t Deaf 300 East Swissvale Avenue Pittsburgh, PA 15218 800-624-3323 Willie Ross School f/t Deaf 32 Norway Street Longmeadow, MA 01106 413-567-0374 Wisconsin School f/t Deaf 309 W Walworth Avenue Delavan, WI 53115 262-740-2066

Free iPad Apps Continued from page 51 • • • • • • • • 62

Calculator Calculator Pro Math 7 Multiply Free Virtual Manipulatives Fast Facts Addition Fast Facts Multiplication Counting Money Amazing coins

• • • • • • • • • • • •

Times Tables Multiplication Math Drills Lite Number Link Pizza 1 Flashcards Flashcardlet Tangram (2) TanZen Lite Zoom Computer Carl PearlDiver

• • • •

Egberta’s EQ Time to Learn Algebra Pro Hungry Fish

Science • Science360 See the next issue for even more free apps in social studies, word games, and much more.

Resources on Language Based on research in communication and bilingualism, ASDC supports communication opportunities, including American Sign Language (ASL) as a visual language to provide full access to language and communication development. Both ASL and English (spoken and written) are equally important. How Children Acquire Language: A New Answer Findings By Dr. Laura-Ann Petitto “Deaf Babies exposed to signed languages from birth, acquire languages at an identical developmental rate of time as hearing children acquire spoken languages. Deaf children acquiring signed languages do so without any developmental loss or delay to timing, and content associated with reaching all linguistic milestones observed in spoken languages.” Research and Studies • Outcomes of cochlear implantation in deaf children of deaf parents: comparative study: www.ncbi.nlm.nih. gov/pubmed/22906641 • Benefits of Bilingualism: document206.pdf • Advantages of Early Visual Language: assets/section7/document104.pdf • Language acquisition for deaf children reducing the harm of zero tolerance to the use of alternative approaches:

• • content/9/1/16 Cochlear Implant Education Center: Information_and_Resources/ Cochlear_Implant_Education_Center/CI_Navigating_a_Forest.html

Bilingualism: A Pearl to Overcome Certain Perils of Cochlear Implants Tom Humphries, Poorna Kushalnagar, Gaurav Mathur, Donna Jo Napoli, Carol Padden, Christian Rathmann, and Scott Smith (Summarized abstract): Cochlear implants (CI) have demonstrated success in improving young deaf children’s speech and low-level speech awareness across a range of auditory functions, but this success is highly variable. Prevalence on the success rate of CI as an outcome for language development is difficult to obtain. The reported treatment failure rate is high enough to call into question the current lack of consideration of alternative approaches to ensure young deaf children’s language development. Recent research highlights the risks of delaying language input during critical periods of brain development with concomitant consequences for cognitive and social skills. As a result, we propose that before, during, and after implantation deaf children learn a sign language along with a spoken language to ensure their maximal language development and optimal long-term developmental outcomes. 63 Parent Information and Referral Line: (800) 942-ASDC (2732)

MEMBERSHIP FORM Name:__________________________

E-mail: ___________________________

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 or hard of hearing children are eligible for a FREE one-year membership. Just fill out this form and mail, e-mail or fax it back to us.) Deaf or Hard of Hearing 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


$100 _______Other

Total Enclosed: $__________ Make checks payable to American Society for Deaf Children. Please charge my Visa or MasterCard: Card Number:__________________________ Expiration Date:______________ Please return to: American Society for Deaf Children #2047 800 Florida Ave. NE, Washington, D.C. 20002-3695 FAX: (410) 795-0965 • Phone: (800) 942-2732 • E-mail: 64

You’re invited to an


Open House at Gallaudet University! Spring 2013 Friday, March 29

ACT administered on Saturday, March 30

Friday, April 19

ACT administered on Saturday, April 20

800 Florida Avenue, NE . Washington, DC 20002 800-995-0550 (voice) . 202-250-2474 (vp) .

ASDC #2047 800 Florida Ave., NE Washington, D.C. 20002

Non-Profit Org. U.S. Postage PAID Pittsburg, PA Permit No. 993

OUR CHILDREN ARE OUR FUTURE. Mission Statement ASDC is committed to diverse families with children and youth who are deaf or hard of hearing by embracing full access to language-rich environments through mentoring, advocacy, resources, and collaborative networks. Consider joining ASDC today, and receive The Endeavor three times each year, discount admission to the ASDC biennial conference, access to invaluable resources from the ASDC media library, and access to speakers for your parent support group or event. You will also join forces with thousands of other families across the country, and support an organization that advocates for crucial national legislation and services for deaf and hard of hearing children. American Society for Deaf Children #2047 800 Florida Ave. NE • Washington, D.C. 20002-3695 (800) 942-2732 • •

Profile for Tami Hossler

Endeavor Winter 2013  

The magazine for the American Society for Deaf Children

Endeavor Winter 2013  

The magazine for the American Society for Deaf Children

Profile for asdc

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