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!
Donâ€™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
Captioned Telephone www.CapTel.com 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 firstname.lastname@example.org www.deafchildren.org Facebook: www.facebook.com/pages/ ASDC-American-Society-for-DeafChildren/215538915154965
THE ENDEAVOR STAFF Editor Tami Hossler email@example.com
Managing Editors Anita Farb Publication Services T.S. Writing Services, LLC www.tswriting.com ASDC STAFF Director of Advocacy Cheri Dowling firstname.lastname@example.org © 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 email@example.com. ASDC is a 501(c)(3) public benefit corporation.
A Look Inside EVERY ISSUE ASDC Board
A Note from the Editor
FEATURES ASDC Conference
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
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 firstname.lastname@example.org. 1
ASDC BOARD Executive Council Board of Directors President Jodee Crace, M.A. Indianapolis, IN email@example.com
Treasurer Timothy Frelich, M.A. Jessup, MD firstname.lastname@example.org
Vice President Avonne Rutowski, M.A. Austin, TX email@example.com
Executive Secretary Vacant
Members at Large Past President Beth Benedict, Ph.D. Germantown, MD beth.benedict@gallaudet. edu Peter Bailey, M.S. Framingham, MA firstname.lastname@example.org Mich Bignell Plainfield, IN email@example.com Jeff Bravin, M.A. West Hartford, CT firstname.lastname@example.org Carrie Davenport, Ed.S. Columbus, OH email@example.com
Rachel Coleman Salt Lake City, UT RachelASDC@gmail.com
Tami Hossler, M.A. Miromar Lakes, FL firstname.lastname@example.org
John Egbert Ham Lake, MN email@example.com
Erin Kane, M.A. Rochester, NY firstname.lastname@example.org
Lisalee Egbert, Ph.D. Sacramento, CA legbert@saclink. csus.edu
Tony Ronco, P.Eng. La Mesa, CA email@example.com
Stefanie Ellis-Gonzales, M.A. Pleasanton, CA firstname.lastname@example.org Robert Hill, M.A., M.Ed., Ed.S. Tucson, AZ email@example.com
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 www.deafchildren.org. 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
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 www.facebook.com/ASDC2013AZ, and are included in this issue. For questions, e-mail firstname.lastname@example.org.
Conference Scholarships Limited scholarships for the 2013 ASDC Conference are available. The application is available at www.facebook.com/ASDC2013AZ. E-mail applications to Cheri Dowling at email@example.com 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@ deafchildren.org.
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 www.deafchildren.org and Facebook at www.facebook.com/ASDC2013AZ for periodic updates. If you have any questions, contact the ASDC 2013 Conference Committee at firstname.lastname@example.org.
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.
*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:
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):
Cardholder’s Full Name:
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 Asdc2013az@asdb.az.gov Check our websites for detailed information, www.deafchildren.org or www.facebook.com/ASDC2013AZ
REQUEST FOR PRESENTERS: CONFERENCE INFORMATION AND APPLICATION FORM
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 email@example.com, 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 firstname.lastname@example.org.
REQUEST FOR PRESENTERS:
CONFERENCE INFORMATION AND APPLICATION FORM
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 email@example.com 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.
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
Friends of ASDC $500
Opportunity to Include Promotional Materials in Mail-‐Outs and Emails
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.
EXHIBITOR INSTRUCTIONS 1.
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 firstname.lastname@example.org.
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 email@example.com.
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 www.deafchildren.org and www.facebook.com/ASDC2013AZ 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 firstname.lastname@example.org
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. Jeremyâ€™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, â€œOff, off, off.â€? Jeremyâ€™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 www.help guide.org/mental/autism_signs_symptoms.htm). 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 http://www.cdc.gov/mmwr/ 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 http://www.ncbi.nlm.nih.gov/ 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. helpguide.org/mental/autism (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
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
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: ECE.SUMMIT@gmail.com Texas School for the Deaf • 1102 South Congress Avenue. Austin, Texas • www.tsd.state.tx.us
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, www.updc.org. For a full list of references, please contact email@example.com. Photographs on page 24 and 26 by Chris & Shelley Mallinson from www.flickr. com/photos/mallinson/300383575/in/. photostream/.
of your world in touch Introducing ntouch® for Mac®, the new SVRS® software from Sorenson Communications® that turns your Mac notebook or desktop into a VP. It’s fast and functional, helping you connect to the people who are part of your life everyday, everywhere. Push the boundaries of your world.
Experience ntouch for Mac from Sorenson Communications Learn more and apply at www.svrs.com/ntouch
Copyright © 2012 Sorenson Communications. All rights reserved. ntouch and respective branding property of Sorenson Communications. Any other trademarks mentioned herein are the property of their respective owners.
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 youâ€™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 www.sorensonvrs.com/december_2012_making_911_calls. Photo courtesy of Sorenson Communications ÂŠ 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. Solomonâ€™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 www.farfromthetree.com.
â€œEmbracing Your Whole Childâ€? ARIZONA STATE SCHOOLS FOR THE DEAF AND THE BLIND
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: www.deafchildren.org www.asdb.az.gov www.facebook.com/asdc2013az www.asdc2013az.blogspot.com
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 www.sprintrelay.com. © 2012 Sprint. Sprint and its logos are trademarks of Sprint. Android is a trademark of Google, Inc. #122004
Technology Is Revolutionizing Communication
Taken from www.nidcd.nih.gov. 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 www.harriscomm.com or e-mail firstname.lastname@example.org.
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 babyâ€™s cry and light up a picture to indicate if the baby sounds hungry, bored, or sleepy. â€“www.nidcd.nih.gov There are a number of signaling systems that can alert you to the door-
bell, a door knock, the phone/videophone/TTY, and a babyâ€™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 homeâ€™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 email@example.com. â€“ www.harriscomm.com
New! VibraLITE MINI Watches
Perfect size for children!
Help your child keep on track with daily tasks. The VibraLITE MINI Vibrating Watches are especially designed for smaller wrists and can be programmed with up to 12 alarms to remind your child of different events throughout the day.
www.harriscomm.com Request a Free catalog! (800) 825-6758 Equipment or Books & Media
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 www.nidcd.nih.gov/health/hearing/ pages/hearingaid.aspx and www.nidcd. nih.gov/health/hearing/pages/coch. aspx). FM systems: These devices transmit sound from a microphone directly to the student’s hearing aid, receiver, or individual speaker (see www.asha.org/ 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 www.hear-more.com/classamplification. 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 www.dcmp.org/About/Info/ 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 www.typewell.com/). 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 firstname.lastname@example.org.
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
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 www.noccci.org.
2013 Early Hearing Detection and Intervention Meeting April 15-16 in Glendale, AZ www.ehdiconference.org/ 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, todayâ€™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 email@example.com. 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 nationâ€™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 childâ€™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, vl2.gallaudet.edu: 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 Eveâ€™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 Childrenâ€™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 http://allaboutevetroy.blogspot.com.
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 www.deafnation.com
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 www.campshocco.org
Space Camp/Aviation Challenge U.S. Space & Rocket Center One Tranquility Base Huntsville, AL 35805 1-800-63-SPACE www.spacecamp.com/specialprograms Arizona Lions Camp Tatiyee 5283 W. White Mountain Blvd. Lakeside, AZ 85929 928-358-2059 www.arizonalionscamp.org California Camp Grizzly 4708 Roseville Road #112 North Highlands, CA 95060 916- 349-7500 (v) 916-993-3048 (vp) www.norcalcenter.org California Lions Camp, Inc. P.O. Box 195 Knightsen, CA 94548 925-625-4874 www.lionswildcamp.org Camp Hapitok 3360 Education Drive San Luis ObisP.O., CA 93405 805-593-3125 www.camphapitok.com Camp Pacifica 45895 California Hwy 49 Ahwahnee, CA 93601 559-683-4660 www.camppacifica.org 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 foundation.org
Colorado Aspen Camp of the D and HH 4862 Snowmass Creek Road Snowmass, CO 81654 970-315-0513 www.aspencamp.org
Illinois School for the Deaf Summer Camp 125 Webster Avenue Jacksonville, IL 62650 217-479-4214 www.morgan.k12.il.us
Connecticut Camp Isola Bella 139 North Main Street West Hartford, CT 06107 860-570-2300 www.campisolabella.org
Summer Hockey Camp 4214 W 77th Place Chicago, IL 60652 978-922-0955 www.ahiha.org
District of Columbia Immerse into ASL Gallaudet University 800 Florida Avenue NE Washington, DC 20002 202-448-7272(v); 202-2502130(vp) www.gallaudet.edu/summer_ programs/Youth_programs. html Discover Your Future Gallaudet University 800 Florida Avenue NE Washington, DC 20002 202-448-7272 (v) 202-250-2130 (vp) www.gallaudet.edu/summer_ programs/Youth_programs. html Florida Easter Seals Camp Challenge 31600 Camp Challenge Road Sorrento, FL 32776 352-383-4711 www.easterseals.com
Indiana Camp Willard 1200 E 42nd Street IndianaP.O.lis, IN 46205 317-202-1241 (v) 317-493-0501 (vp) www.deafhoosiers.com/ studentlife/campwillard.asp Indiana Deaf Camps P.O. Box 158 Milford, IN 46542 574-658-4831 www.indeafcamps.org Kansas St. JosephÂ SERTOMA Clubs Summer Camp f/t D or HH 12807 S. Edinburgh Street Olathe, KS 66062 913-324-5203 (vp) www.sertomadeafcamp.org Kentucky Deaf Youth SP.O.rts Festival P.O. Box 17565 Louisville, KY 40217 www.mdoyouth.org
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) www.nllcamp.com
Maryland Lions Camp Merrick 3650 Rick Hamilton Place P.O. Box 56 Nanjemoy, MD 20660 301-870-5858 www.lionscampmerrick.org
Nevada Camp SignShine 2575 Westwind Road #C Las Vegas, NV 89146 702-363-3323 (v) 702-475-4751 (vp) www.dhharc.org
CueCamp Friendship P.O. Box 9173 Silver Spring, MD 20916 www.marylandcues.org
New Hampshire Windsor Mountain International One World Way Windsor, NH 03244 603-478-3166 www.windsormountain.org
Deaf Camps, Inc. 417 Oak Court Catonsville, MD 21227 (443) 739-0716 www.deafcampsinc.org Minnesota Camps of Courage & Friendship 8046 83rd Street NW Maple Lake, MN 55358 800-450-8376 www.couragecenter.org Camp Sertoma P.O. Box 785 Brainerd, MN 56401 218-828-2344 www.campsertoma.com Missouri Camp Barnabas 901 Teas Trail 2060 Purdy, MO 65734 417-886-9800 www.campbarnabas.org
New Jersey Happy Hands Camp 1340 Tanyard Road Sewell, NJ 08080 856-468-6530 www.gcsssd.org Signs of Fun 1243 Waterloo Road Stanhope, NJ 07874 www.signsoffun.org New Mexico Apache Creek Deaf & Youth Ranch P.O. Box 260 Reserve, NM 87830 575-533-6820 www.apachecreek.us New York Camp Mark Seven 144 Mohawk Hotel Road Old Forge, NY 13420 315-357-6089 www.campmark7.org
Cradle Beach Camp 8038 Old Lakeshore Road Angola, NY 14006 716-549-6307 www.cradlebeach.org Summer Youth Camps RIT/NTID 52 Lomb Memorial Drive Rochester, NY 14623 585-475-6700 www.ntid.rit.edu North Carolina Camp Sertoma 1105 Camp Sertoma Dr Westfield, NC, 27053 336-593-8057 www.campsertomaclub.org Camp Woodbine 12701 Six Forks Road Raleigh, NC 27614 www.campwoodbine.com Oregon Camp Taloali P.O. Box 32 Stayton, OR 97383 971-239-8153 www.taloali.us Camp Meadowood Springs P.O. Box 1025 Pendleton, OR 97801 541-276-2752 www.meadowoodsprings.org NW Christian Camp f/t Deaf P.O. Box 21011 Salem, OR 97307 503-390-2433 www.gmdeaf.org 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) www.wpsd.org/student-life South Carolina Camp Wonderhands P.O. Box 247 1600 Marion Street Columbia, SC 29202 803-296-5437 www.campsite.palmetto health.org/body.cfm?id=35 Tennessee Bill Rice Ranch Deaf Camp 627 Bill Rice Ranch Road Murfreesboro, TN 37128 615-893-2767 www.billriceranch.org Bridges 415 Fourth Avenue South #A Nashville, TN 37201 615-248-8828 (v) 615-290-5147 (vp) www.hearingbridges.org/ youth_programs/ Camp Summer Sign Brentwood Baptist Deaf Church 7777 Concord Road Brentwood, TN 37027 615-290-5156 (vp) www.brentwooddeaf.org Texas Isaiahs Place 231 HCR 1207 Whitney, TX 76692 254-694-7771 www.isaiahsplace.org Texas School for the Deaf Summer Programs 1102 South Congress Avenue Austin, TX 78704 58
512-462-5353 www.tsd.state.tx.us/sum_prg/ index.html Vermont Austine Green Mountain Lions Camp 209 Austine Drive Brattleboro, VT 05301 802-258-9513 www.vcdhh.org Brethren Woods 4896 Armentrout Path Keezletown, VT 22832 540-269-2741 www.brethrenwoods.org Washington Deaf Teen Leadership P.O. Box 15890 Seattle, WA 98115 www.wsad.org Literacy Faire Camp 611 Grand Blvd Vancouver, WA 98661 360-696-6525 www.wsd.wa.gov Summer Academy for Advancing Deaf and Hard of Hearing in Computing University of Washington Box 352350 Seattle, WA 98195 www.washington.edu/accesscomputing/dhh/academy/ Wisconsin Center for Communication Hearing & Deafness Family Learning Vacation 10243 West National Avenue West Allis, WI 53227 414-604-2200 www.cchdwi.org Wisconsin Lions Camp 3834 County Road A
Rosholt, WI 54473 715-677-4969 www.wisconsinlionscamp.com
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@ deafchildren.org.
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 www.nad.org/join
ASDCâ€™s Renewing Educational and Organizational Members Alabama Institute for Deaf and Blind 205 East South Street Talladega, AL 35160 256-761-3215 www.aidb.org
Colorado School f/t Deaf and Blind 33 N Institute Street Colorado Springs, CO 80903 719-578-2100 www.csdb.org
American School f/t Deaf 139 North Main Street West Hartford, CT 06107 860-570-2300 www.asd-1817.org
Delaware School f/t Deaf 620 East Chestnut Hill Road Newark, DE 19713 302-545-2301 www.christina.k12.de.us
Arizona School f/t Deaf and the Blind PO Box 88510 Tucson, AZ 85754 520-770-3468 www.asdb.az.us
Educational Service Unit #9 1117 S East Street Hastings, NE 68901 402-463-5611 www.esu9.org
Arkansas School f/t Deaf 2400 W Markham Street Little Rock, AR 72205 501-324-9543 www.arschoolforthedeaf.org 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 www.csdeagles.com Cleary School f/t Deaf 301 Smithtown Blvd Nesconset, NY 11767 531-588-0530 www.clearyschool.org
Florida School f/t Deaf & Blind 207 N San Marco Avenue St. Augustine, FL 32084 800-344-3732 www.fsdb.k12.fl.us Gallaudet University 800 Florida Avenue NE Washington, DC 20002 202-651-5000 www.gallaudet.edu Indiana School f/t Deaf 1200 East 42nd Street Indianapolis, IN 46205 317-550-4800 www.deafhoosiers.org 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 www.ksdeaf.org Kendall Demonstration Elementary School 800 Florida Avenue NE Washington, DC 20002 202-651-5206 www.gallaudet.edu/ clerc_center Lamar University PO Box 10076 Beaumont, TX 77710 409-880-7011 www.lamar.edu Laurent Clerc National Deaf Education Center 800 Florida Avenue NE Washington, DC 20002 202-541-5855 www.gallaudet.edu/ clerc_center Maryland School f/t Deaf PO Box 250 Frederick, MD 21705 301-360-2000 www.msd.edu Michigan School f/t Deaf 1667 Miller Road Flint, MI 48503 810-257-1400 www.deaftartars.com Mill Neck Manor School f/t Deaf PO Box 12 Mill Neck, NY 11765 800-264-0662 www.millneck.org
Minnesota State Academy f/t Deaf 615 Olof Hanson Drive Faribault, MN 55021-5330 800-657-3996 www.msad.state.mn.us Missouri School f/t Deaf 505 East 5th Street Fulton, MO 65251 573-592-4000 www.msd.k12.mo.us Model Secondary School f/t Deaf 800 Florida Avenue NE Washington, DC 20002 202-651-5031 www.gallaudet.edu/clerc_ center Montana School f/t Deaf and Blind 3911 Central Avenue Great Falls, MT 59405 406-771-6000 www.msdb.mt.gov
National Center on Deafness California State University/ Northridge 18111 Nordhoff Street Northridge, CA 91330 818-677-2145 www.csun.edu/ncod/ National Technical Institute f/t Deaf 52 Lomb Memorial Drive Rochester, NY 14623 585-475-6426 www.ntid.rit.edu New Jersey School f/t Deaf Box 535 Trenton, NJ 08625 609-530-3100 www.mksd.org New Mexico School f/t Deaf 1060 Cerrillos Road Santa Fe, NM 87505 505-827-6700 www.nmsd.k12.nm.us
New York School f/t Deaf 555 Knollwood Road White Plains, NY 10603 914-949-7310 www.nysd.net Ohio School f/t Deaf 500 Morse Road Columbus, OH 43214 614-728-1422 www.ohioschoolforthedeaf.org Oklahoma School f/t Deaf 1100 East Oklahoma Avenue Sulphur, OK 73086 580-622-8812 www.osd.k12.ok.us Pennsylvania School f/t Deaf 100 W School House Lane Philadelphia, PA 19144 215-951-4700 www.psd.org
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 firstname.lastname@example.org or call (800) 942-2732. 61
Phoenix Day School f/t Deaf 7654 N 19th Avenue Phoenix, AZ 85021 602-771-5300 www.asdb.az.gov Pressley Ridge School f/t Deaf 8236 Ohio River Blvd Pittsburgh, PA 15202 412-761-1929 www.pressleyridge.com Rhode Island School f/t Deaf One Corliss Park Providence, RI 02908 401-222-3525 www.rideaf.net Rochester School f/t Deaf 1545 St. Paul Street Rochester, NY 14621 585-544-1240 www.rsdeaf.org Scranton School for Deaf and Hard of Hearing Children 537 Venard Road Clarks Summit, PA 18411 866-400-9080 www.thescrantonschool.org
St. Joseph’s School f/t Deaf 1000 Hutchinson River Pkwy Bronx, NY 14065 718-828-9000 www.sjsdny.org St. Rita’s School f/t Deaf 1720 Glendale Mildord Road Cincinnati, OH 45215 513-771-7600 www.srsdeaf.org Texas School f/t Deaf 1102 S Congress Avenue Austin, TX 78704 512-462-5353 www.tsd.state.tx.us The Learning Center f/t Deaf 848 Central Street Framingham, MA 01701 508-879-5110 www.tlcdeaf.org Utah School f/t Deaf and the Blind 742 Harrison Blvd Ogden, UT 84404 801-431-5100 www.usdb.org
Vermont Center f/t Deaf and Hard of Hearing 209 Austine Drive Brattleboro, VT 0301 802-258-9500 www.vcdhh.org Washington School f/t Deaf 611 Grand Blvd Vancouver, WA 98661 360-696-6525 www.wsd.wa.gov Western Pennsylvania School f/t Deaf 300 East Swissvale Avenue Pittsburgh, PA 15218 800-624-3323 www.wpsd.org Willie Ross School f/t Deaf 32 Norway Street Longmeadow, MA 01106 413-567-0374 www.willierossschool.org Wisconsin School f/t Deaf 309 W Walworth Avenue Delavan, WI 53115 262-740-2066 www.dpi.wi.gov/wsd
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: vl2.gallaudet.edu/assets/section7/ document206.pdf • Advantages of Early Visual Language: vl2.gallaudet.edu/ assets/section7/document104.pdf • Language acquisition for deaf children reducing the harm of zero tolerance to the use of alternative approaches:
www.harmreductionjournal.com/ content/9/1/16 Cochlear Implant Education Center: www.gallaudet.edu/Clerc_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
email@example.com Parent Information and Referral Line: (800) 942-ASDC (2732)
MEMBERSHIP FORM Name:__________________________
Address: __________________________________________________________ City: ___________________________
Phone: Voice/TTY/Videophone Membership Type Individual memberships _______$40 per year: Individual/Family Membership _______$100 per year: Three-year Individual/Family Membership _______$5,000 one-time fee: Lifetime Membership _______First-Year Free Membership (Families with deaf 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:
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: firstname.lastname@example.org 64
Youâ€™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) . www.gallaudet.edu
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 • email@example.com • www.deafchildren.org
The magazine for the American Society for Deaf Children