Endeavor winter2015

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

June 25-28, 2015 Indianapolis, IN INSIDE THIS ISSUE: 2015 ASDC Conference Information Linguistic Justice Summer and Weekend Programs: A Saving Grace

p. 5 p. 20 p. 37

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


Discover Your Future

Immerse into ASL!


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

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

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


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

July 9-17

July 9-17

July 9-17

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



American Society for Deaf Children #2047 800 Florida Avenue, NE Washington, D.C. 20002-3695 Fax: (410) 795-0965 Toll-Free Help Line: (800) 942-ASDC (2732) (202) 644-9204 VP asdc@deafchildren.org www.deafchildren.org Facebook: www.facebook.com/pages/ ASDC-American-Society-for-DeafChildren/215538915154965

THE ENDEAVOR STAFF Editor Tami Hossler asdctami@aol.com

Managing Editor Anita Farb Publication Services T.S. Writing Services, LLC www.tswriting.com ASDC STAFF Director of Advocacy Cheri Dowling asdc@deafchildren.org © 2015 ASDC. The Endeavor is ASDC’s news magazine published three times a year. Published articles and advertisements are the personal expressions of their authors and do not necessarily represent the views of ASDC. The Endeavor is distributed free of charge to ASDC members.

ADVERTISING For advertising information, contact asdctami@aol.com. ASDC is a 501(c)(3) public benefit corporation.

A Look Inside EVERY ISSUE ASDC Board A Note from the Editor President’s Column Membership Form FEATURES 2015 ASDC Conference Deaf Cultural Digital Library Becomes Law in Maryland My Child Was Labeled a Failure I Deafinitely Can! Dale-Hench Brings Love of ASL to Japan Linguistic Justice Ryan Hait-Campbell Named One of Two NAD Youth Ambassadors ASDC’s Position on the Word “Deaf” Removing Services from the IEP Is Common Practice in Middle School Summer and Weekend Programs: A Saving Grace No Barriers Youth: Leading the Way Program A Summer Camp with a Bonus: True-to-Life Filmmaking Experiences Discovery Retreat: A Weekend Retreat Model for Mainstream Students 2015 Summer Camps for Deaf Children

2 3 4 56 5 14 16 18 20 22 24 25 37 41 42 44 47

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

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

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

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

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

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

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

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

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

Rachel Coleman Midvale, UT RachelASDC@gmail.com

Jacqueline Laldee Olney, MD jdlaldee@gmail.com

KaAnn Varner Sulphur, OK kvarner@okdrs.gov

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

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

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

Members at Large

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

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



A Note from the Editor

Front row: ASDC board officers Tami Hossler, Beth S. Benedict, Avonne Brooke-Rutowski and Timothy Frelich. Back row (L-R): ASDC board members Gina Oliva, Dawniela Patterson, Rachel Coleman, Jeffrey Bravin, Susan Searls, Jacqueline Laldee, Tony Ronco, Jodee Crace, Lisalee Egbert, Gregory Mendenhall, and Cheri Dowling. It’s hard to believe that it’s 2015. ASDC continues to make great strides in supporting and educating parents who have deaf children. This issue has all the information you need to attend the ASDC conference this June, held at the Indiana School for the Deaf. Keep in mind that the conference is not just a conference for families, but also an important part of growing your child’s social capital. For more on this thought, check out Gina Oliva’s article, Summer and Weekend Programs: A Saving Grace, on page 37. You will also find a host of summer camps and activities listed in this issue, as well as articles validating the importance of keeping your child socially active with peers after school, on week-

ends and during school vacations. If you are a parent seeking information and don’t know where to turn, ASDC is only a phone call or email away. Board members who live in your state are another great resource; their contact information is listed on page 2. ASDC continues to grow, in part due to parents and professionals who have a passion to provide families with the best information, resources, services, and support possible. If you have an interest in serving on ASDC’s board and would like to learn more, contact ASDC President Beth Benedict. As always, please send me stories, updates, or other information you would like to share at asdctami@aol. com. 3

A Message from the President

With ASL and English, Your Child CAN. . . LEARN, THRIVE, SUCCEED!

Looking forward to 2015, ASDC’s growth would not be possible without the continued support and generous contributions from friends and supporters like you. We thank you for your past support of ASDC and ask that you once again demonstrate your dedication to ASDC by making a taxdeductible gift today. By supporting ASDC, you are investing in the future of children who are deaf and their families. Your support allows ASDC to continue its work by: • Publishing The Endeavor, reaching over 5,000 readers • Networking with families across the nation • Collaborating with organizations and professionals across the country • Providing families and professionals access to our advocacy team • Offering scholarship opportunities for ASDC’s annual conference • Providing valuable resources at www.deafchildren.org • Offering a 24-hour hotline at 800942-2732 • Providing members with a monthly email blast • Posting current news on ASDC’s Facebook page 4

The ASDC board is comprised of dedicated, diverse, and talented parents, educators and professionals from across the United States. The board works diligently to maintain ASDC’s high standards and excellent reputation as a parent-helping-parent organization, through ensuring that services and resources are readily available to families and professionals. The ASDC conference is one of ASDC’s most highly anticipated and celebrated events, bringing together and celebrating children who are Deaf. Families from 23 states attended the 2014 conference hosted by the Learning Center for the Deaf. Make plans to attend the 2015 conference at Indiana School for the Deaf on June 25–28; details are available in this issue and at www.asdc2015.com. Your contribution of any amount will make a tremendous difference towards supporting and empowering families of Deaf children. Best wishes for a joy-filled 2015! Sincerely, Beth S. Benedict, Ph.D.

Beth S. Benedict



June 25-28, 2015


WhoWe WeAre‌What Are‌What We Do‌ Who Do‌ About the American Society for Deaf Children

About the American Society for Deaf Children Since its founding in 1967, American Society for Deaf Children (ASDC) has been a parent-helping-parent Since its founding in 1967, American Society for Deaf Children (ASDC) has been a network based on five beliefs: parent-helping-parent network five beliefs: ! Positive identity through healthybased familyon support and linguistic competence. ! • FullPositive communication andthrough language access in their home, school, and identity healthy family support andcommunity. linguistic competence. ! • Consideration of language opportunities for deaf children be based on facts. Full communication and language access in their home, school, and community. ! Access to early identification and education by qualified providers, family involvement, and educational • opportunities Decisionsequal about language opportunities for deaf children based on facts. to those provided for hearing children. Access by qualifiedand providers, ! • Parents havetotheearly right identification and responsibilityand to beeducation primary decision-makers advocatesfamily for their deaf children. involvement, and educational opportunities equal to those provided for hearing About thechildren. Indiana School for the Deaf • Parents have the right and responsibility to be primary decision-makers and The Indiana School for the Deaf (ISD), a fully accredited school from early childhood through high school, is their deaf children. committedadvocates to providingfor meaningful learning opportunities via academic and social excellence for students where languages and diversity are valued. ISD’s vision is to provide an American Sign Language and English

bilingualthe educational students belong, excel and thrive academically and socially. About Indianaenvironment School forwhere the Deaf The Indiana School for the Deaf (ISD), a fully accredited school from early childhood About Deaf Children through high committed to providing meaningful opportunities via21 According to theschool, Nationalis Center for Education Statistics (2013), there arelearning 78,000 children age 3 through academic and social excellence for students87where and diversity areeducation valued. supported by IDEA, in our country. Approximately percentlanguages of these children attend general schoolsvision that provide continuum services, such as Language adaptive technology and language facilitation ISD’s is to aprovide anofAmerican Sign and English bilingual educational /interpretation, and to supplement standard academic teaching. The remaining children attend specialized environment where students belong, excel and thrive academically and socially.

schools for the deaf, such as the local Indiana School for the Deaf. Deaf children come from all walks of life, from a variation of hearing levels, educational experiences, social opportunities, and family expectations. In all, the families share a very common theme: What makes a successful family with deaf children? The connecting About Deaf Children dots come from the knowledge, and Education support fromStatistics the community of providers, educators, neighbors, According to the National expertise Center for (2013), there are 78,000 friends, and family members. We are all in this together for the deaf children.

children age 3 through 21 supported by IDEA, in our country. Approximately 87 percent of these children attend general education schools that provide a continuum of services, such as adaptive technology and language facilitation /interpretation, and to supplement Indianapolis, standard academic teaching. The remaining children IN attend specialized schools for the of 5 deaf, such as the local Indiana School for the3 Deaf. Deaf children come from all walks of life, from a variation of hearing levels, educational experiences, social opportunities, and family expectations. Regardless of the differences, all families with Deaf children share a common desire for success. The connecting dots come from the knowledge, expertise and support from the community of providers, educators, neighbors, friends, and family members. We are all in this together for the deaf children.



June 25-28, 2015


Why Do We Have a Conference Families with Deaf Children? WhoforWe Are‌What We Do‌ When parents discover that their child is deaf* they usually feel alone and have many About the American Society for Deaf questions. They come to the ASDCChildren conference seeking resources and support, to find and with otherAmerican parents, and to andhas ready enrich their child’s Sinceconnect its founding in 1967, Society forfeel Deafempowered Children (ASDC) beento a parent-helping-parent network based onwalks five beliefs: learning in all of life.

! Positive identity through healthy family support and linguistic competence. ! Full communication and language access in their home, school, and community. ASDC’s annual family conference is truly a kind. The conference provides ! Consideration of language opportunities forone deaf of children be based on facts. ! Access to for earlyfamilies identification education by qualified providers, family educational opportunities whoand have deaf children from around theinvolvement, country toand meet opportunities equal to those hearing children. each other, to learn from Deafprovided adults,forand to leave with great information, a sense ! Parents have the right and responsibility to be primary decision-makers and advocates for their deaf of community, children. and friendships that will last a lifetime. The ASDC conference moves

from state to state, and is normally hosted by schools for the deaf. In past years, the About the Indiana School for the Deaf conference has been held in Washington, D.C., Maryland, Pennsylvania, Texas, Nebraska, The Indiana for the and DeafMassachusetts. (ISD), a fully accredited school from early childhood through high school, is New York,School Oklahoma committed to providing meaningful learning opportunities via academic and social excellence for students where languages and diversity are valued. ISD’s vision is to provide an American Sign Language and English The ASDC 2015 conference Connecting Dots: bilingual educational environmenttheme, where students belong,the excel and Child-Family-Community, thrive academically and socially.

recognizes that a healthy and thriving community is essential for a stronger society, About Deaf Children safer neighborhoods, better schools, happier families, and well-adjusted children — all According to National Center Education Statistics (2013), there are 78,000 children ageconnections 3 through 21 achieved bythe “connecting thefor dots.� ASDC is proud to be a vehicle for needed supported by IDEA, in our country. Approximately 87 percent of these children attend general education among families. schools that provide a continuum of services, such as adaptive technology and language facilitation /interpretation, and to supplement standard academic teaching. The remaining children attend specialized

schools forSchool the deaf, such the local Indiana School forathe Deaf. Deaf for children from all conference. walks of life, Indiana for theasDeaf is delighted to be conference thiscome important from a variation of hearing levels, educational experiences, social opportunities, and family expectations. In all, On Friday and Saturday, topical sessions, including keynotes, panels and roundtable the families share a very common theme: What makes a successful family with deaf children? The connecting chats, willfrom be the provided. Topics such literacy, childhood development, family dots come knowledge, expertise andassupport fromearly the community of providers, educators, neighbors, friends, and family Wepost-secondary are all in this together for the deaf children. dynamics, familymembers. support, transition, laws pertaining to special education, advocacy and empowerment, K-12 issues, and linguistic competency will inspire everyone.

Indianapolis, IN

As the adults are busy learning and meeting3others, infants, young children and of 5 teens are also kept busy with engaging, fun and age-appropriate educational/social activities provided by trained staff. During the evenings, families will come together for entertainment and huge feasts. It’s a meaningful adventure for everyone, morning until night, never a dull moment. This is a conference not to be missed! *The term “deaf � is inclusive of all hearing levels, including those who are seen as, or identify as Deaf, deaf, hard of hearing, partially deaf, partially hearing, or any other similar term. Also, we see “deaf � to be inclusive of any technology or language utilized. 7

2015 Conferencia de ASDC 2015 Sociedad Americana para Niños Sordos


Fecha límite de inscripción 31 de marzo 2015

Campamento de Dia Para Niños

Connectando Los Puntos

Dos oradores principales a nival nacional

Niños . Familia . Comunidad

Junio 25-28, 2015

Escuela para Sordos de Indiana 1200 E. 42nd Street Indianapolis, IN 46205

Tres Noches con Comida y Entretenimiento

Inyeccion de Confianza 30 Talleres y Discusion de grupo


Jodee Crace y Dawniela Patterson www.deafchildren.org




2015 ASDC Conference American Society for Deaf Children

Registration Deadline March 31, 2015!


Connecting the Dots

Children Day Camps!

Three Evenings Filled with Food and Entertainment!

June 25-28, 2015

Indiana School for the Deaf 1200 E. 42nd Street Indianapolis, IN 46205

Two Nationally Known Keynote Speakers

Confidence Boosters! 30 Workshop Sessions & Shared Table Chats!


Jodee Crace & Dawniela Patterson www.deafchildren.org



June 25-28, 2015


ASDC 2015 Conference Registration! General Information

Credit Card Payment Information

Name: _______________________________ Address: ______________________________ City: ________________State: ___ Zip: _____ E-Mail: ________________@________._____ Phone: (___) ________-_________Voice /VP Payment Method: (pick one) Credit Card

Money Order

Cashier Check

Circle one:

VISA Mastercard


American Express

Credit Card #: __________________________________ Expiration Date: _____/________ CCV#: ____________ Name on Card: _________________________________ Signature: _____________________________________

Grand total: $ __________________

Family of 4 Package

Individual Package

Deadline to Register

Registration fee for four persons Three nights stay at the Dorm All meals included! All workshops, panels, shared table conversations, keynotes, child care activities, entertainment, and the community event.

Registration fee for one person Friday and Saturday meals included! All workshops, panels, shared table conversations, keynotes, entertainment, and the community event.

June 1, 2015

Early Bird - $750 After 4/1/15 - $950 Extra 1st child - $100 2nd & additional child - $25 ea.

Early Bird - $350 After 4/1/15 - $450 College Students: $250

Without Dorm - Early Bird - $650 After 4/1/15 - $850

Attending Adults (please state if any dietary needs in special requests section)

(no Early Bird)

Mail Payment to: Indiana Association of the Deaf

c/o ASDC 2015 P.O. Box 551024 Indianapolis, IN 46220

*no personal checks will be accepted

Online registration available! Attending Children

(please state if any dietary needs in special requests section)

1. Name: _________________________________________________________ 1. Name: _______________________________________________ Gender: M F Age: _________ Gender: M F Relationship: Self Hearing Special Requests? Deaf HH Hearing Special Requests? ______________ Deaf HH 2. Name: ________________________________________________ Age: _________ 2. Name: _________________________________________________________ Gender: M F Hearing Special Requests? Gender: M F Relationship: _____________________________ Deaf HH Deaf HH Hearing Special Requests? ______________ 3. Name: _______________________________________________ Gender: M F Age: _________ Hearing Special Requests? 3. Name: _________________________________________________________ Deaf HH Gender: M F Relationship: _____________________________ 4. Name: ________________________________________________ Age: _________ Deaf HH Hearing Special Requests? ______________ Gender: M F Deaf HH Hearing Special Requests?






Sponsorship Opportunities Please take a moment to review the Sponsorship Opportunities and the More Sponsorship Opportunities (next page). You can choose any opportunity, or as many as you’d like, that is a best match for you and your organization/company. Or, if you would rather be more specific on where your sponsorship is earmarked for, you can select from the ‘menu’ of ‘More Sponsorship Opportunities’. We estimate 500 attendees (families, volunteers and staff). Listed below are many opportunities for your company/organization to be recognized!



Yellow Green

$10,000 - Exclusive. Includes recognition on banner, signages, t-shirts, all media releases, and on www.ASDC2015.com. Exhibit island at our Exhibit Hall (four tables), six complimentary registration, two promotional items in conference bags, ten-minute stage time at opening ceremonies and closing ceremonies. Opportunity to host a workshop. Full page ad. $7,500 - Includes recognition on banner, signages, t-shirts, all media releases, and on www.ASDC2015.com. Two tables at Exhibit Hall, four complimentary registration, one promotional items in conference bags, ten-minute stage time at opening ceremonies. Opportunity to host a workshop. Full page ad. $ 5,000 - Includes recognition on banner, signages, t-shirts, and on www.ASDC2015.com. One table at Exhibit Hall, three complimentary registration, one promotional item in conference bags, ten-minute stage time at opening ceremonies. Opportunity to host a workshop. Half page ad.


$2,500 - Includes recognition on banner, signages, t-shirts, and on our www.ASDC2015. com. One table at Exhibit Hall, two complimentary registration, one promotional item in conference bags. Opportunity to host a workshop. Quarter page ad.


$1,000 - Includes recognition on banner, signages, t-shirts and on www.ASDC2015.com. One table at Exhibit Hall, one complimentary registration. Opportunity to host a workshop. Business card ad.


$500 - Includes recognition on banner, signages and on www.ASDC2015.com. One table at Exhibit Hall, one complimentary registration.


In-Kind Services - Includes recognition on banner, signages and on www.ASDC2015. com. * (1x) - we will accept only one sponsor at this level 4 of 5





Conference Exhibitor Information Exhibitors who plan to attend any portion of the educational workshops are required to complete both the *participant registration and “Exhibiting at the Conference” form (page 3). Exhibitors not attending the workshops are not required to pay the conference registration fee. For any sponsor who has obtained an exhibit space in return of their generosity, does not need to do the conference registration. Exhibit Fees

Assignment of Exhibit Space

Tables will be set for maximum traffic flow with break time refreshments nearby. Each exhibitor will be given one table and two chairs.

The Exhibit Chair will assign exhibit space in the order which the contracts, accompanied by full payment, are recieved. Placement priority will be given to our Sponsors. The Chair reserves the right to withdraw acceptance of this contract if, in her discretion, she determines that the exhibitor is not eligible to participate, or the exhibitor’s products or services are not eligible to be displayed.

Exhibit Hours (Subject to change) Thursday, June 25th Exhibit Set Up - 9am - 12pm Exhibit hours - 12pm - 3pm Friday, June 26th Exhibit hours - 9am - 9pm Saturday, June 27th Exhibit hours - 9am - 4pm Exhibit take down - 9pm-11pm

Exhibit Materials All handouts and materials distributed at the exhibit are subject to approval by the Exhibit Chair.


Exhibitor Instructions 1. There are two ways of reserving your space, one via paper form or one via online at www.asdc2015.com/exhibition. 2. Sign the contract agreement via paper or sign electronically online to accept terms and conditions of exhibiting at ASDC 2015 Conference. 3. Confirmation will be sent to you via e-mail upon receiving your reservation. 4. Deadline to reserve is on April 30, 2015.

Fire and Safety Regulations Exhibitor shall not use any flammable decoration or covering for display fixtures. All wiring devices and sockets shall be in good condition and meet the requirement of state law.

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

Exhibit Cancellation If the event is cancelled by ASDC, exhibit fees will be refunded in full. If the exhibitor cancels participation after May 1st, such cancellation will be considered a default and monies shall be retained by ASDC.

Exhibitor’s Communication Responsibility Your exhibition shall be accessible in both American Sign Language and Spoken English.

*participant registration can be found at www.asdc2015.com

Page 1 of 3


Deaf Culture Digital Library Becomes Law By Alice L. Hagemeyer and Alec C. McFarlane

On May 15, 2014, Maryland Governor Martin O’Malley signed House Bill 653 into law, creating the first ever Deaf Culture Digital Library (DCDL). This law creates a Maryland State Public Library specializing in deaf and deaf-related information for everyone in the community: parents, teachers, students, friends, and neighbors. Parents often search for information and educational materials. This is where the DCDL plays a unique role within the American library system. The National Library Service for the Blind and Physically Handicapped (NLS), founded in 1931, has specialists who collect data on key subject matters relevant to blindness. The DCDL does the same with deaf-related information, specifically to benefit the general public. As a Maryland State Public Library, the DCDL, as a hub, provides specialized services for all four library types: special, academic, school and public. Special Libraries: The National Institutes of Health (NIH), for example, has a massive library, but is considered a special library. Given its closed 14

system design, the average citizen will likely have a difficult time accessing the NIH library. Special libraries are not designed to serve the general public. Other special libraries include government libraries, museum libraries, and even libraries like ASDC’s resources for parents of deaf children. The DCDL, in contrast, enables open access to its contents. This is where parents and stakeholders can contribute to the knowledge base and collections in order to expand the overall database. Academic Libraries: Every American college or university has an academic library. In fact, the American Library Association (ALA) states that its largest membership segment comes from the educational sector. Some might say that we do not need the DCDL because we have libraries such as the Gallaudet University Library Deaf Collec-


tions and Archives. However, as an academic library, the Gallaudet library, primarily serves students, faculty, staff and administrators, alumni and researchers — not the public. In Maryland alone, there are 14 public universities, 25 private universities, 16 public community colleges, and 2 private community colleges. The DCDL provides open access to all people, regardless of academic status. School Libraries: School libraries and librarians are experiencing a crisis in many parts of the country. For example, an Oregon public school system has only three librarian teachers to serve 39,000 students. School libraries are one of the most underutilized and underfunded professions in the nation. School librarians have a duty to help staff with their educational materials, and are sometimes tasked with textbook selection, related and supporting collections, development and programming and other activities to support the entire school. The declining number of school librarians directly affects your child and his/her education, especially in the quality of materials. Often, there are but a few deaf children at any one school, so how can teachers and staff know what to do or where to go for information about deaf-related topics? This challenge was recognized by the DCDL’s key legislative supporter, Maryland Delegate Eric Luedtke. He was a public school teach-

er who once had a deaf student. When he went to the school library, he found rather limited deaf-related resources. The DCDL aims to change that dynamic through empowerment, accessibility, understanding, acceptance, and opportunity. People who advocate for children — such as parents — are people who will advocate for libraries, literacy, and the building blocks of life without regard to one’s station in life, because knowledge is power. If you’d like to advocate for a DCDL in your area, or would like more information, visit www.folda.net. Alice L. Hagemeyer, the founding president of Friends of Libraries for Deaf Action (FOLDA), was one of the 15 Gallaudet alumni selected as visionary leaders during the celebration of Gallaudet University’s 150th anniversary in 2014. An active member of the American Library Association since 1976, she was inducted as an honorary member in 2007. Alec C. McFarlane is a builder and activist who worked with Alice for five years to help make the DCDL a reality. 15

My Child Was Labeled a Failure By Peggy Ann Scherling Many ASDC supporters are well aware of what parents have to face when they have a deaf child. This story hopefully gives you a glimpse of what I’ve gone through as a Deaf mother of a Deaf child. I come from a Deaf family, so having a Deaf child was The Scherling family pose on Thanksgiving Day. the best gift we could ask L-R: Joshua, Jonathan, Peggy, Roy, and Johanna for. When my son, Jonathan, was old enough to attend preschool, we had educators to discuss his future. To sum to make a tough decision. The closest up the meeting, they told me, a firstdeaf program was at a research center time mother, that my son was going to that was not the best choice at the time. fail in life. Homeschooling was an option, but this As a Deaf person, I’ve experienced meant Jonathan would miss out on some struggles throughout my life in social events, so we decided to enroll terms of oppression. This conversation him in a public school. He managed was just another incident. The woman well throughout his kindergarten who informed me that my son was year with an American Sign Language going to be a failure did not support my (ASL) interpreter. When he was in first decision to send him to a public school. grade, we had an individualized educa- This came as a great blow despite my tion plan (IEP) meeting where the staff knowledge and experience. Still, I knew said that they wanted his strengths I had made the best decision, even if it and weaknesses to be evaluated, by an wasn’t the perfect situation for Jonainstitute for communication disorders than. in children. Mothers know their children better Six-year-old Jonathan was placed in than anyone else. Despite the unneca small room with monotonous white essary harmful comments, we knew walls, and his intelligence was tested that Jonathan would thrive regardless for three long days. After the tests, we of where he was placed. Even so, we met with professionals, doctors, and kept in mind which of his developmen16


tal areas needed more attention. He continued in a mainstream program, attended Deaf summer camps, and was given every possible opportunity to interact with deaf peers. When he reached high school, we decided to let him choose his high school himself. Our son, without hesitation, wanted to attend a deaf school. We visited three, and he chose the one he felt was the best option. Throughout his high school years, he had the time of his life and his self-esteem was slowly rebuilt. He graduated with honors and went on to attend Gallaudet University, where he played football and also graduated with honors. After graduation, Jonathan decided to move back to his home state. He now teaches at a university and is in his third term as the president

of Nebraska Association of the Deaf. Our son went from a little boy who was labeled a failure to being a professor and a community leader. He is living proof that oppression in the education system does exist, but it can be defeated. As a result of our firsthand experiences raising Jonathan, we knew to rely on our observations and experiences in raising Jonathan’s Deaf brother and sister, Joshua and Johanna. I am proud to share that Joshua and Johanna graduated from Iowa School for the Deaf. Joshua has decided to stay home to help the family with farming, while Johanna is a sophomore at Gallaudet University. Both have dreams that will become a reality, just like Jonathan’s dreams.

Butte is your source for a variety of publications helpful to parents with deaf children. Topics range from sign to English skill building resources. Visit our website to see the scope of our line. www.ButtePublications.com



I DEAFinitely Can!

Dale-Hench Brings Love of ASL to Japan By Chris Hench At 27, Martin DaleHench is most proud of being able to communicate with many of the world’s people, hearing and Deaf. Martin was born into an entirely hearing family. Finding out that he was deaf at age 1, his family started signing with him right away. His first sign was book, foreshadowing his love of reading. Martin attended a total communication school program, but took off his hearing aids in elementary school and asked to stop speech sessions. Even at a young age, he identified as the Deaf person he is today. Little league hockey was a main feature of his childhood, where he was always the only Deaf player. Spectators were surprised he was Deaf because he always seemed to know immediately when the referee blew the whistle. By paying attention to changes in the other player’s body language, he could react at the same time as the others. He learned to communicate with his teammates and coaches through writing and gesturing, skills that he continues to use wherever he goes. In high school, Martin was part of a group of select students in an advanced science and math program, where two 18

influential teachers brought out his love for philosophy, literature, and film. He was also an active member of the National Honor Society. During his high school years, Martin developed a passion for Japan. He took private lessons, and became the first Deaf youngster from Michigan to be an exchange student, attending two schools for the Deaf in Japan as well as traveling solo to other places in the country. He also visited Korea twice to help out at an orphanage for Deaf kids. A voracious reader, Martin majored in English at Gallaudet University. He spent one summer break in Italy, studying Italian and Italian Sign Language, and Italian art and architecture. He continues to claim Italian cheese is the best he’s ever eaten. Before returning to the U.S., Martin had the opportunity to use his Spanish skills when he visited Spain. He ran with the bulls in Pamplona, explored the Rock of Gibraltar where monkeys stole


food from his backpack, and traveled to Morocco. Conference Schedule In 2009, Martin went to Taipei to be Wednesday a reporter for theRegistration Deaflympics.and Since Opening “Sample Our City” there is some overlap between writFamily Fun ten Japanese and Night! written Families Chinese, he will sample menu from communicated easily withitems the locals. Frederick areamagna restaurants, After graduating cum laude about Martin Frederick fromlearn Gallaudet, left cultural for South America. He spent just over a year venues, shop at local merchant hitchhiking Mexicoactivities to Terra del booths,from and enjoy Fuego (the bottom tip of contisuch as face painting, the a petting nent), and then up to Buenos Aires. He zoo, games, and more. saw the continent’s most amazing sites – whileThursday getting bythrough on $2.50Saturday per day, and Parent Workshops: Threemeetattended many Deaf association full days of concurrent ings. workshops While trying on issues, choices, to decide what consequences, and the many he available wantedresources that can to profoundly do next, impact the Martin moved development of deaf or hard of to San Francishearing children. Professionals co and willworked present in each of the five withkey areas Deaf covering such adults who had developmental disabilidiverse topics as family ties, was a substitute teacher at Califordynamics, cochlear implant nia School for the Deaf, and cooked at effective use, language Mozzeria, a Deaf-owned pizzeria. secondary In development, 2013, Martin accepted a job as an conditions, education choices, American Sign Language (ASL) teacher community support options in Tokyo. He works for Japanese ASL and Society access, (JASS), and many more. Signers a non-profit that Children’s helps the Japanese DeafAcommuProgram:

unique experiences of deaf youth and siblings will be addressed through art, drama, and team building activities; sibling workshops; and games, field trips, and more.

Evening Activities: Family oriented activities each evening offer family and social time. On one evening, nity learn ASL enhance their ability participants willtoexplore to travel andsights, communicate Frederick’s shops, with people outside of the country. galleries, and parks; enjoyMartin also teaches English and American culture, dinner on their own; and and has spoken experience history afraid ofliving sign in various through Ghost Tours. parts of Japan

“Do not be language. It Exhibit will not take about Deaf Hall: Sponsors, issues. anything away fromrelated your businesses to any of theHe has had to bring conference key areas, child.” his JSL skills educational institutions and

– Martin Dale-Hench organizations, and localto a high level because there agencies and vendors will are no ASL-todisplay information and spoken-Japanese interpreters. products in the Exhibit Hall. Martin uses his free time to explore

Japan, especially onsen (hot baths). Museum: MSD’sthe Bjorlee Martin expects to remain Museum is packed with in Japan until April 2016. He advisesand parents, “Do not historic information be afraid of sign language. It will not artifacts relating to the school, take anything away from your Frederick, the Hessian Bar- child; it will only enhance his orand her life.” racks, multiple wars, more.

comprehensive three-day program of planned, I Deafinitely Can! Sunday morning – Final The Endeavoractivities is excited for to feature stories of deaf and hard of hearing indisupervised breakfast and Conference viduals who testteens and go above children and ages 0 totheir 21 limits. If you know of someone with a Wrap-Up; airport story to tell, email the editor at asdctami@aol.com. in four age groups. The transportation Deadline: April 19, 2015 provided. informational needs and


Linguistic Justice By James E. Tucker, Superintendent, Maryland School for the Deaf  Much has been written about social justice, racial justice, and economic justice throughout the history of the United States. Social justice is often described as a goal where all members of a society achieve equal access to economic, political and social opportunities and protections. In the Deaf community, linguistic or language justice often means the right to use American Sign Language (ASL) in our everyday lives. About 500,000 Americans use ASL, making this language among the ten most used languages in the United States. Although the right to use ASL is often presented as a human right, this right is not political in nature. That is, ASL is derived from biology. There are signed languages in deaf communities all around the world. Wherever there are Deaf people, there are Signs. Sign languages have been developed for the eyes and the hands. Deaf people are bilinguals by nature. Deaf people have their own sign language and also use the official language of their country. In the United States, most deaf people use American Sign Language and English. However, many do know more than two languages. For example, they may 20

know Mexican Sign Language (LSM), Spanish, ASL, and English. Unlike other linguistic minority groups, most deaf children do not come from Deaf families. About 90% of deaf and hard of hearing children are born to hearing families. This has created an enormous logistical challenge for the American Deaf education system to connect hearing parents to the Deaf community. The Individuals with Disabilities Education Act (IDEA) is a social justice law. All students with disabilities have the right to a free and appropriate public education. After 40 years, this law is by and large perceived in the Deaf community as a hindrance to a deaf child’s intellectual, emotional, and social development. There are no provisions in this law to ensure that each deaf and hard of hearing child reach normal linguistic benchmarks, and become active (not peripheral) members in their learning communities. Linguistic justice is subverted whenever hearing parents are forced to choose between bilingualism (ASL and English) and monolingualism (English only). Monolingualism often endorses the suppression of ASL signing. It is unfair to force hearing parents to choose. They and their deaf and hard of hearing babies can have it all. That is, all professionals in the field of Deaf education should promote that all children learn ASL and English. Unfortunately, many deaf children


. . . individuals who acquire fluency in two or more languages are more gifted linguistically, cognitively, and culturally, than those who only know one language.

learn ASL later on in their lives, and they often do not achieve fluency or near fluency in ASL. When one is not a fluent signer, he or she sometimes lives with a stigma within the Deaf community. There is a growing body of psycholinguistic and neurolinguistic research showing the positive impact of early language acquisition of ASL on the healthy development of the brain. Gallaudet University’s Brain and Language Laboratory (BL2) is paving the way for our understanding of bilingualism (ASL and English) and brain development. Their website address is http://oes.gallaudet.edu/bl2/. Linguistic justice is diminished when the society uncritically accepts the notion that the prevalent language delays among deaf children are an inherent condition of deafness. Language delays are never a result of deafness, but a child’s lack of full, direct, and meaningful access to ASL and English. This is 2014. It is unthinkable that thousands of deaf infants and toddlers today do not have access to American Sign Language. The National Association of the Deaf, the largest organization of, for, and by Deaf individuals promotes bilingualism (ASL and English). Gallaudet University, the only liberal arts university in the world for deaf and hard of hearing students, promotes bilingualism. The Maryland School for the Deaf, among many schools for the deaf in the United

States, promotes bilingualism. Many public schools with deaf and hard of hearing students promote bilingualism. Although there are 500,000 ASL users in the United States, the ASL community is still very much a linguistic minority. Thousands of hearing students are now learning ASL at their public high schools, colleges and universities for credit, and hearing babies are now learning ASL as well. But for deaf children, it is a different story. A deaf child may or may not learn ASL depending on the circumstances in their respective lives. Linguistic justice will come one day when all deaf and hard of hearing children regardless of their backgrounds will have an opportunity to learn both ASL and English. We now know that individuals who acquire fluency in two or more languages are more gifted linguistically, cognitively, and culturally, than those who only know one language. Social justice for all. Linguistic justice for all. Bilingualism for all. Reprinted with permission from The MSD Bulletin, Fall 2014. 21

NAD Youth Ambassador Aims to Push for Deaf Accelerator Program

Two Deaf Youth Ambassadors were named by the National Association of the Deaf during its 2014 conference in Atlanta. They will work with NAD to address their chosen social issue in the deaf community, and will represent the NAD at presentations, workshops, the Youth Leadership Camp and other events. Elena Meyer, of St. Louis, Mo. was chosen the female ambassador, and Ryan Hait-Campbell the male ambassador. “I am very honored that I won, and I will do my best to push for a deaf accelerator program for start-up businesses,” Hait-Campbell said. He added that he wants to use the experience he’s gained in starting a business to help other fledgling companies started by deaf entrepreneurs. Hait-Campbell worked with three other students at Rochester Institute of Technology’s National Technical Institute for the Deaf to start a business intended to help communication 22

between deaf and hearing people. This was part of his platform during the Youth Ambassador competition. “I entered the contest because there are very few deaf-run businesses out there and there are some amazing contests all over,” he said. “However, the problem I’ve noticed is that after those contests are over, the teams don’t really have any idea what to do next.” Hait-Campbell, a new media design major from Seattle, helped form MotionSavvy, which uses new technology that may convert hand shapes into text (see sidebar on next page). He won third place in the Next Big Idea competition at NTID in 2013, along with MotionSavvy teammates Alex Opalka, a computer engineering major from Glastonbury, Conn., Wade Kellard, a mechanical engineering technology major from Cincinnati, Ohio, and Jordan Stemper, an industrial design major from Waukesha, Wis. Last summer, the team was accepted into RIT’s Summer Start-Up course for new businesses at its Saunders College of Business. They then spent a few months in San Francisco in Leap Motion’s LEAP AXLR8R. Hait-Campbell said he originally attended the NAD convention to promote MotionSavvy. “But everyone there already knew about us and I didn’t see a point in presenting about it, so I aimed to make us more active in the deaf community by becoming one


of the leaders and pitch about the process of how I’m just a graphic designer, but now I’m also running a business. But I could never have done it on my own. It’s because of Saunders Start-up and the accelerator program that I am here.”

MotionSavvy: A Tablet App that Understands Sign Language

FREE Parent Support Online for Learning ASL! The VL2 Parent Toolkit, available at no charge, is intended to support families of deaf children (aged 0-5) in learning about American Sign Language (ASL). The kit contains tutorials, an ASL dictionary, and a list of parent resources. For more, visit: www.vl2parentspackage.org


ASDC’s Position on the Word “Deaf” ASDC perceives the term “deaf” as inclusive of all hearing levels, including those who are seen as, or identify as Deaf, deaf, hard of hearing, partially deaf, partially hearing, or any other similar term. ASDC also sees “deaf” as inclusive of any technology or language utilized.

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

• ASDC is the oldest national organization founded by and governed by parents of Deaf children. • ASDC depends solely on donations, memberships, and proceeds from conferences for operations. • ASDC’s board is a “volunteer” board with members who pay their own travel and lodging expenses for all ASDC events. Become a part of this innovative organization by joining today! See membership form on page 56.

www.deafchildren.org 24


Removing Services from an IEP Is Common Practice in Middle School It’s a common practice for schools to tell parents their children, about to enter middle school, no longer need IEP services. The school district removing services also often happens without the parents even knowing. This is, in most cases, a direct violation of the Individuals with Disabilities Education Act (IDEA). Frequently school personnel will tell parents, “It’s middle school. We don’t provide those services here.” Or they say, “Your child is older now. He has to learn how to do things on his own.” However, since it is middle school, most students need more assistance and support, not less. If you’d like help in preparing for your children’s transition to middle school and to make sure the school and/or school district is transparent, contact Pam Lindemann at The IEP Advocate, Inc. Lindemann is an educational advocate who helps parents throughout the country get services for their children from the public school system. She can be reached at (407) 342-9836 or info@TheIEPAdvocate.com. Her website, www.theiepadvocate. com, also provides resources and other useful tips.

In Memory of Cheron Joy Mayhall ASDC President 1999-2002 Cheron Joy Mayhall, ASDC president from 1999 to 2002, passed away on Feb. 3, 2015, at the age of 72. Cheron was an extremely giving individual who lived life to the fullest. She served as a medical social worker, a co-director of the career-counseling program for Navajo and Zuni high school students, and later obtained her doctoral and became executive director of the Oregon COPE Project. She volunteered in many capacities: as a Peace Corps volunteer, founder of the Port Townsend, Wash., Habitat for Humanity, and for her church’s mission project in El Salvador. She was named a “Remarkable Mom” by Tu Nidito in 2010. In 2004, Cheron published her first memoir (The Bridge Is Love: A Journey Through Grief to Joy After the Death of a Child), and then her second in 2008 (Marshaling Support to Survive Breast Cancer: Self-talk, Girl-talk, Doctor-talk). Cheron is survived by her husband Bill of 47 years, and her children Phillip, Laura, and Katrina, and her five grandchildren. 25

ASDC Core Beliefs ASDC believes in the celebration of a positive identity of all deaf children through healthy family support, linguistic competence and high quality education in the home, school and community. ASDC believes deaf children are entitled to full language and communication access. ASDC also believes that language development, respect for deaf individuals, and access to deaf mentors are important to ensure optimal intellectual, social and emotional development. ASDC believes that consideration of language opportunities for deaf children should be based on facts. Research consistently demonstrates that fluency in American Sign Language and English, with or without technology, offers all deaf children optimal opportunities for academic and social success, and thus both should be part of their languagerich and fully accessible environment.

ASDC believes that there should be access to early identification and education by qualified providers, engaged family involvement, and educational opportunities equal to those provided for hearing children. ASDC’s objective is to ensure that young deaf children achieve kindergarten readiness and be academically and socially prepared by the time they enter elementary school. Kindergarten readiness is a critical step for children on the path of developing into happy and successful adults. ASDC affirms that parents have the right and the responsibility to be primary decision makers and advocates for their deaf children. For this role, parents need access to accurate and current information, educational opportunities, and support. *ASDC uses the term “deaf ” to be inclusive of various hearing levels, including those who are seen as, or identify as Deaf, deaf, or hard of hearing.

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

(or search for American Society of Deaf Children)

@deafchildren 26


Summer Camps I for Hard-of-Hearing and Deaf Students

High School Sophomores and Juniors... Come Explore Your Future at Rochester Institute of Technology!

Two Sessions: July 11 – 16, 2015 or July 18 – 23, 2015 • Explore the hottest new careers • Discover new friends • Learn how to turn your interests into a future career

Apply Today! Visit www.rit.edu/NTID/EYFE or call 585-475-6700, toll free in the U.S. and Canada at 866-644-6843, or by videophone at 585-743-1366. Application Deadline: April 30, 2015

Two RIT camps for girls and boys

entering 7th, 8th or 9th grade in fall 2015

July 25 – 30, 2015

Health Care Careers Exploration Camp for students entering 10th, 11th or 12th grade in fall of 2015.

Build your own computer, discover the secrets of robotics, conduct fun laboratory experiments and more.

July 26 – 31, 2015

Register Today!

Apply Today!

Visit www.rit.edu/TechGirlzE or www.rit.edu/NTID/TechBoyzE or call 585-475-7695 or by videophone at 585-286-4555.

Explore a range of career options and learn about important issues in health care. Visit www.rit.edu/NTID/HealthCareersE or call 585-475-7695 or by videophone at 585-286-4555. Application Deadline: May 30, 2015

Registration Deadline: May 31, 2015

Rochester Institute of Technology I National Technical Institute for the Deaf I Rochester, New York


Arizona State Schools for the Deaf and the Blind


100 YEARS of Excellence in Education

Arizona School for the Deaf - Tucson (520) 762-7898 Videophone (520) 770-3700 Voice Phoenix Day School for the Deaf (602) 845-8411 Videophone (602) 771-5400 Voice 28


Scholarships are available for the 2015 ASDC Conference in Indianapolis this summer! Contact Cheri Dowling for more information at asdc@deafchildren.org or (800) 942-2732.





ASL Families and ASL Enthusiasts ... DawnSignPress presents ...

ITEM #9508K ITEM #9507K

ITEM #9509K

Your favorite children’s stories brought to life through amazing ASL performances. With voice-over and subtitles, you don’t have to know ASL to enjoy these timeless stories, but you’ll learn signs before you’re through! Invite your friends, relatives, and the whole family, and make it a movie night! Endorsed by “Kids First” – Coalition for quality children’s media! A “must have” for ASL families!

To purchase your copies, and for more information about the Once Upon a Sign Series visit www.dawnsignkids.com! 32



Come to ASDC Conference in Indianapolis!

June 25- 28, 2015

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

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

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

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


Enjoy talking on the phone – confident that you’ll catch every word! CapTel® shows you captions of everything they say. It’s like captions on TV – for the phone!


Apps available for your smartphone!

CapTel 2400i

Captioned Telephone

1-800-233-9130 l www.CapTel.com S E E








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





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


Unite for Literacy Provides Online Library, Has Books in Sign Language at No Charge Unite for Literacy is a for-profit social enterprise founded by Mike McGuffee and based in Fort Collins, Colo. Unite for Literacy aims for a world where all children have access to an abundance of books that celebrate their languages and cultures and cultivate a life-long love of reading. The company has the mission of eradicating book scarcity. Unite for Literacy is partnering with businesses to change the literacy landscape of their communities by introducing families to this free digital library, which provides sign language versions of some of its books. Unite for Literacy’s online library is at www.uniteforliteracy.com.



Summer and Weekend Programs: A Saving Grace By Gina A. Oliva C.S. Lewis said, “Friendship is born at that moment when one person says to another ‘What? You too? I thought I was the only one!’” Deaf and hard of hearing schoolchildren educated in their neighborhood schools (also known as “the mainstream”) generally have limited opportunities to meet peers who understand life as a person with a “hearing loss.” A deaf child in a mainstream setting seldom meets other children (or adults) with whom they can have that aha! moment, wherein lies the realization that s/he is not the only one. When children become adults, they can look back on their lives and tell their stories in full. Oliva (2004) and Oliva and Lytle (2014) collected firstperson accounts aimed at compiling a retrospect of their perspectives on mainstream education. These adults said that they wish they could have met others like themselves during their K-12 years. In bygone days, deaf and hard of hearing children grew up together in deaf schools or large mainstream programs. The latter often had as many as 50 deaf students in the same building. Today, the number of viable deaf schools and large mainstream programs is small. This rich source of friendship and social

capital has been lost. A growing majority of deaf and hard of hearing children receive cochlear implants as infants. This trend goes along with and even drives the phenomenon of all these children being educated in their neighborhood schools. Research tells us that these devices do help some, some quite significantly. But many of these children still face the same issues from the past decades and even centuries. Access to conversation among peers is limited, sometimes severely so. Thus, opportunities for the development of long-lasting friendships — social capital — are limited. What is the 21st century solution? More interpreters? Better interpreters? CART? Telling people in the school to raise their hand every time they want to say something, even in the cafeteria, the locker room, the hallways, the bus? No, that will not work. 37

Summer and weekend programs designed for deaf and hard of hearing children can be a saving grace. They can provide a curriculum attuned to the needs of visual learners, with direct communication. The playing field can be leveled. The opportunity to share common frustrations and unique solutions can be built into the curriculum. Summer and weekend programs can counteract negative blows to selfesteem and identity that occur in mainstream schools. They might provide the only environments wherein these youngsters experience full acceptance, full access to conversations, and full awareness of a strong and positive identity. Even a week during a single summer can change a life; the people I have interviewed over the last 10 years attest to this. Imagine what a child could do with a week or two every summer from middle through high school years — befriending others like themselves, realizing they are not alone, and building their own support networks. Several theories within the fields of psychology and sociology address how


important this is. Robert Putnam, in his landmark book Bowling Alone: The Decline of Social Capital in America, has an important lesson for us. Just as our financial capital should be comprised of our diversified assets — a home, savings account, automobile, investments — our social capital should be diversified as well. Geographic neighborhoods were once a prime source of social capital for most Americans. We could depend on neighbors, church members, PTA friends, even storekeepers for an overall support system; we could borrow a cup of sugar or a few eggs to make some brownies, and then we would bring them some of the brownies. If we needed a job or someone to fix the gears on a bicycle, we could ask the shopkeeper and soon would be in touch with someone from town who could help. That was how people kept up their social connections. This scenario may still survive in small towns. But in most urban and suburban areas, people are connected primarily by their children’s activities. Putman makes a strong case for the fact that people today have considerably less social capital. With that comes less access to society’s amenities, a greater sense of isolation, and more stress. What about deaf and hard of hearing children? What is the state of their social capital? Adults looking back on their mainstream experiences invariably tell us


“Academically it was good, but socially, well. . .” (Oliva, 2004). Oliva and Lytle (2014) and Drolsbaugh (2013) show that this phenomenon has changed little in the last decade. Hopper’s 2012 study on incidental learning identifies and examines what’s missing in the deaf child’s daily experience in neighborhood schools. More than a decade ago, Ramsey’s Deaf Children in Public Schools: Placement, Content, and Consequences (1997) offered a sobering conclusion, based on a year’s worth of observation of three deaf elementary students in a mainstream school: For the purposes of learning and development, the interaction among deaf and hearing children in the mainstreaming classroom...was highly constrained and not developmentally helpful...few parents of hearing children would judge sufficient for their own children the personal contact and peer interaction that was available in the mainstream for deaf second graders at [a school]. (Ramsey, p. 74) So how will a deaf child in the school nearest to home be able to develop social capital? Who will be her support system while she is in middle school and high school? Who will be her support system as she embarks upon adult life? Where will she find a group of peers who understand her unique struggles? Of course, all middle schoolers and high schoolers struggle. But deaf preteens and teens have an additional challenge. How well they interact with peers in various settings will depend greatly on the amount of benefit they are able to receive from their hearing

aids or cochlear implants and how clear their speech is. And there is yet another factor that greatly impacts peer relations in middle and high school. Psychologist Douglas Kleiber has studied the impact of leisure experiences on human development. He describes “fourth environments” as places where people go to hang out and chat away from home, school, and work. Conversations that take place within these environments are critical to the development of social support. Adults congregate in coffee shops, bars, or similar venues, on some regular basis. In these fourth environments they chat and make sense of their lives. Humans begin to crave such environments during adolescence, congregating in malls, street corners, and other designated venues. An important element of these environments is the absence of adults. The school bus, hallways, cafeterias, and locker rooms fall within this fourth environment. The social tasks of adolescence and early adulthood may benefit more from unstructured leisure contexts since there is more influence over communication and interaction patterns in those situations than when adults are in control. Adolescents in search of companionship and/or romance seek out such fourth-environment contexts as shopping malls, house parties, coffee shops, and swimming pools, according to Kleiber. The following comment from one of the 60 adults who wrote essays for Alone in the Mainstream illustrates the importance of fourth environments for 39

deaf and hard of hearing youth: It was great to be involved [in various sports], but with this involvement came a lot of stress. I always missed out on team gossip in between drills... I always dreaded the team bus rides to meets because I could never follow all the chatter... I would sit very quiet and feel invisible! All that soft stuff was an important part of being or feeling part of the team. (Oliva, 2004, pp. 92-93) Participation in summer and weekend programs enables the deaf child’s sense of self to grow most efficiently. Each program can add to the child’s knowledge and sense of safety with the myriad of options for social capital/social support in adulthood. It behooves parents and the professionals who support them to learn about the many options and prepare for the child to attend as many of these programs as possible once they are old enough to be away from home. In the following excerpt, a deaf college student talks about his experiences at a summer program he attended as a high school senior. His words should convince parents and advocates to plan accordingly. I listened to [the other campers’] stories—[I learned that] some had already experienced other deaf camps. I became jealous, wishing I had those experiences to socialize with my peers [especially using ASL] when I was younger. I thought, “Why didn’t I learn about deaf experiences earlier and now when will I ever have the opportunity?” I could have been a lot more 40

involved in the deaf community earlier in life. I am from [name of state] and many deaf youth from [this state] do not go to college, or do not get good jobs and suffer many struggles compared to other states. If I had become involved earlier like at ages 13, 14, 15, I could have [passed on what I learned] and made a difference for them. Help them climb their ladder too. (Oliva & Lytle, 2014, p. 172). References Drolsbaugh, M. (2013). Madness in the mainstream. Spring House, PA: Handwave Publications. Oliva, G. (2004). Alone in the mainstream: A deaf woman remembers public school. Washington, D.C.: Gallaudet University Press. Oliva, G., & Lytle, L. (2014). Turning the tide: Making life better for deaf and hard of hearing schoolchildren. Washington, D.C.: Gallaudet University Press. Ramsey, C. (1997). Deaf children in public schools: Placement, content, and consequences. Washington, DC: Gallaudet University Press.


No Barriers Youth: Leading the Way Program

Leading the Way, a No Barriers Youth program, unites students who are Deaf and hard of hearing on incredible adventures around the world. The program was developed in partnership with worldrenowned blind mountaineer and No Barriers Youth board member Erik Weihenmayer, with the help of DeafBlind adventurer and board member Bill Barkley. In 2001, Weihenmayer became the only blind man in history to reach the summit of the world’s highest peak, Mount Everest. No Barriers Youth has provided lifechanging educational travel opportunities for students who are Deaf and hard of hearing since 2010. The expeditions are designed to show that what’s within you is stronger than what’s in your way. Participants gain unparalleled skills as leaders who focus on building a shared vision, encouraging independence and teamwork, learning from mistakes,

questioning assumptions, promoting trust and embracing adversity. This August, Deaf and hard of hearing students from across the United States will travel to the Peruvian Highlands. Leading up to the expedition, students will learn about the local culture, environment and language as well as deaf education in Peru through virtual meetings with their peers via Skype. This preparatory curriculum gives them a chance to get to know each other before the expedition and prepares them for meaningful service projects and cross-cultural exchange with Peruvian Deaf students. While in Peru, they will visit Machu Picchu, a UNESCO World Heritage site and experience the diversity and richness of Peru through a variety of eco-tourism activities. After the program, students will bring what they have learned back home by sharing their newfound experiences with the local community. Ultimately, Leading the Way challenges students to examine their leadership strengths and weaknesses, and craft their own personal vision for living a No Barriers life. For more information, visit www. nobarriersyouth.org/programs/leading_the_way, email info@globalexplorers.org, or call (970) 484-3633. 41

A Summer Camp with a Bonus: True-to-Life Filmmaking Experiences By Beryl Corey and Laura Lekowicz Brentwood Baptist Deaf Church-Camp SummerSign (CSS) is not just a camp; it also gives campers the unique and amazing experience of film-making. Begun in 1995 as a one-day camp for 12 Deaf teens, it has since expanded to an eight-week day program for Deaf children, hearing siblings and CODAs, ages 6-16. In 2014 there were 72 campers and of the 72, three attended residential schools, 35 were hearing siblings (including 10 CODAs), and 47 were Deaf from mainstream programs. Twelve of the children were adopted from other countries. The camp serves a diverse community and provides scholarships for most of the children, as well as transportation. Deaf children come from eight surrounding counties and many families drive over an hour one way to bring their child. The purpose of Camp SummerSign is to develop language, culture, leadership skills, and important friendships. At the beginning of the first week of camp, campers are videotaped and given an American Sign Language pretest consisting of sets of pictures and questions. The same test is given at the end of camp. Pre- and post-testing 42

shows that all of the children improve greatly in American Sign Language in the eight-week program. As part of developing language and community bonding, campers 12 to 16 years old are invited to spend the night at staff homes each Wednesday for dinner and games. The girls go to one home and boys go to another. At this age, campers are considered Counselors in Training and they are assigned responsibilities at camp with the younger children. By age 16 they become volunteers and then part of the camp staff. As part of the eight-week Camp SummerSign program, a partnering organization called Students Taking a Right Stand (STARS), formerly the Alcohol and Drug Council of Middle Tennessee, provides character education curricula involving topics such as alcohol, tobacco, and drug abuse prevention, decision making, problem solving, expressive dance, nutrition, and self-esteem enhancement. A very special element of this program is that


the campers are engaged in developing films about their lives and experiences. Over a dozen films have been created at Camp SummerSign with topics including substance abuse prevention, bullying, peer pressure, safety, and perhaps most importantly, the campers’ perceptions regarding deafness and how it impacts their lives. Developing a film is always an enriching and rewarding process. During the first week of the summer program, the students brainstorm. They write down their ideas on a dry erase board for all to see and then vote to decide the topic of their film. During the second and third weeks, the students begin writing the movie, creating a storyline with scenes, characters, locations and even wardrobes. They are encouraged to pull from their personal experiences and include these in the story. In the fourth week of camp, they begin filming. Camp staff secure filming locations and additional characters (such as actual police officers.). After several days of filming, the editing begins and the final product is presented on Parent Night at the end of camp. Each year, the students create deeper and more meaningful films, not to mention more challenging locations (schools, retail stores, office buildings,

malls, and even a jail cell). They have had cameos from police officers, firefighters, and jail security guards. The students also recruit parents, teachers, and even summer missionaries and staff to be in the films. Over the years, this program has empowered campers to create, participate, grow, disagree, resolve issues, and more. ASL, drama and film have been part of the DNA of Camp SummerSign from the beginning. The transition from our first film, Water Boy on VHS to Camp SummerSign Films on YouTube has enabled our campers to provide teaching tools for schools around the world. In 2011, Alone in a Hearing World was the first film to be released on YouTube and currently has over 60,000 views; another popular film is My New Life in the Mainstream. Film production will continue to be a tradition at Camp SummerSign; all of our films can be seen at www.youtube. com/user/starsnashville or www.brentwooddeaf.org. For more information about Brentwood Baptist Deaf Church - Camp Summer Sign please visit www.brentwooddeaf.org. For more information on STARS Services for Deaf and Hard of Hearing people, please visit www.stars-dhh.org. Photo credits: Cheryl Bruffey, Camp SummerSign founder. 43

Discovery Retreat: A Weekend Model for Mainstream Students David Coco, Ph.D. Texas School for the Deaf Discovery Retreat: A place where deaf and hard of hearing students discover who they are and who they want to be. Discovery Retreat is a weekend retreat model for deaf and hard of hearing (DHH) teens, and is designed to provide opportunities for exploring self-identity and career options though team-based, adventure learning activities with adult role models. This retreat mainly targets students from mainstream educational programs who have not had ample opportunities to meet deaf peers or adult role models. The Educational Resource Center on Deafness (ERCOD) at Texas School for the Deaf (TSD) began providing Discovery Retreats in 2005 for approximately 30 high school Texas students, typically twice a year (www. TexasDHHResources.org/DR). Discovery Retreat has three underlying basic principles: communication access for all, engaging students with DHH adult role models, and including students from diverse economic and educational backgrounds. 44

The retreats are designed to meet the needs of all students from diverse backgrounds. Interpreters (signing and oral) and captioning (Communication Access Real-time Translation, or CART) are provided for large group activities, but for most activities students are encouraged to develop their own communication strategies. The retreat is deliberately structured as a non-threatening environment where students can comfortably experiment with a variety of communication modes. The basic retreat philosophy is that communication, not mode of communication, is of primary importance. Each retreat is designed around a popular, trending theme, like robotics, video game development, or oceanography, chosen to captivate student interests. These themes provide opportunities for the students to explore career interests and meet deaf adult


role models with experience in these fields. Working together in small groups, students are tasked to address a challenge related to the theme and create a group presentation demonstrating their solution to the challenge. The challenges are not easy. For the video game programming retreat, students were asked to design a video game, write the programming code, and develop a marketing pitch for the game, all in one weekend. Even though none of the students had any prior programming experience, they all successfully completed the challenge with help from the deaf professionals. Students worked late into the night to finish their video games — not because it was required, but because they were inspired by the challenge.

Teamwork and communication were essential elements to success since the participants had a lot to learn in one weekend. By the end of the retreat they all had achieved a keen sense of accomplishment. As one student said, “Discovery Retreat provides a nurturing environment and often a lifechanging experience for Texas deaf teens to grow into successful and confident deaf adults.”

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Lonely, Lost or Afraid? Your Camper Can Always Call Home With today’s video relay service (VRS) technology, deaf children never need be without communication access, even when headed off to camp. Mobile VRS is available on cell phones, tablets, Macs® and PCs anywhere a broadband signal can be accessed. Children experiencing separation anxiety can have a less stressful send-off knowing they can call home using mobile VRS. Mobile VRS may also help provide additional safety measures for children at camp. Some VRS providers, such as Sorenson Communications, offer a VRS feature allowing a user to relay his or her location. Sorenson’s “Share Location” feature, which works on a device with an iOS operating system and GPS, provides the capability to share the user’s location with a VRS interpreter. The interpreter can then relay the location to the other caller. Children can also feel secure knowing that they have all the important telephone and VP numbers they may need with the contact list. With this feature, children will have every number important to them at their fingertips. Children typically acclimate quickly to camp environments, but knowing they have the numbers they need and the capacity to communicate with parents, if necessary, may reduce anxiety and help campers begin a fun and memorable experience even sooner.



2015 Summer Camps for Deaf Children Alabama Camp Shocco f/t Deaf 216 North St. 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 Rd. #112 N. Highlands, CA 95060 916- 349-7500 (v) 916-993-3048 (vp) www.campgrizzly.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 Obispo, CA 93405 805-593-3125 www.camphapitok.com

Camp Pacifica 45895 California Hwy 49 Ahwahnee, CA 93601 559-683-4660 www.camppacifica.org CEID Family Camp 7000 Del Valle Rd. Livermore, CA 94550 510-848-4800 (v) 510-356-2659 (vp) www.ceidfamilycamp. webs.com Colorado Aspen Camp of the Deaf and Hard of Hearing 4862 Snowmass Creek Rd. Snowmass, CO 81654 970-315-0513 www.aspencamp.org Connecticut Camp Isola Bella 139 North Main St. West Hartford, CT 06107 860-570-2300 www.campisolabella.org Delaware Summer Camp Delaware School f/t Deaf 630 E. Chestnut Hill Rd. Newark, DE hicksm@christina.k12. de.us Florida Camp Indian Springs 2387 Bloxham Cut Off Rd. Crawfordville, FL 32327 850-933-5959 http://campindiansprings.

com/ Easter Seals Camp Challenge 31600 Camp Challenge Rd. Sorrento, FL 32776 352-383-4711 www.easterseals.com Florida School f/t Deaf and the Blind 207 N. San Marco Ave. St. Augustine, FL 32084 800-344-3732(v) 904-201-4527(vp) www.fsdb.k12.fl.us/ Georgia Camp D.O.V.E. P.O. Box 80491 Athens, GA 30608 478-972-1448 (text only) www.campdove.org/ Camp Juliena 4151 Memorial Drive #103B Decatur, GA 30032 800-541-0710 www.gachi.org/community-education-and-outreach/camp-juliena/ Illinois Camp Lions of Illinois 2814 DeKalb Ave. Sycamore, IL 60178 800-955-5466 www.lionsofillinois foundation.org Summer Hockey Camp 4214 W 77th Place Chicago, IL 60652 47

978-922-0955 www.ahiha.org Indiana Indiana Deaf Camps P.O. Box 158 Milford, IN 46542 574-658-4831 www.indeafcamps.org Springhill Camps 2221 W. State Rd. 258 Seymour, IN 47274 812-497-0008 www.springhillcamps.com Kansas St. Joseph SERTOMA Clubs Summer Camp f/t Deaf or Hard of Hearing 12807 S. Edinburgh St. Olathe, KS 66062 913-324-5203 (vp) www.sertomadeafcamp.org Kentucky Deaf Youth Sports Festival P.O. Box 17565 Louisville, KY 40217 www.mdoyouth.org 48

Lions Camp Crescendo P.O. Box 607 1480 Pine Tavern Rd. Lebanon Jct., KY 40150 888-879-8884 www.lions-campcrescendo. org/deaf_camps.html Maryland Lions Camp Merrick 3650 Rick Hamilton Pl. P.O. Box 56 Nanjemoy, MD 20662 301-870-5858 www.lionscampmerrick.org CueCamp Friendship P.O. Box 9173 Silver Spring, MD 20916 www.marylandcues.org Deaf Camps, Inc. 417 Oak Ct. Catonsville, MD 21227 443-739-0716 www.deafcampsinc.org Maryland School f/t Deaf 101 Clarke Pl. Frederick, MD 21705 240-575-2960

www.msd.edu/summercamps/index.html Michigan The Fowler Center 2315 Harmon Lake Rd. Mayville, MI 48744 989-673-2050 www.thefowlercenter.org Minnesota Camps of Courage and Friendship 8046 83rd St. 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 Tr. 2060 Purdy, MO 65734 417-886-9800 www.campbarnabas.org


Nebraska National Leadership & Literacy Camp 1833 N. 132nd Ave. Cir. Omaha, NE 68154 402-206-2527(vp) www.nllcamp.com Nevada Camp Sign Shine 2575 Westwind Rd. #C Las Vegas, NV 89146 702-363-3323 (v) 702-475-4751 (vp) www.dhharc.org New Hampshire Windsor Mountain Intl. One World Way Windsor, NH 03244 603-478-3166 www.windsormountain.org New Mexico Apache Creek Deaf and Youth Ranch P.O. Box 260 Reserve, NM 87830 575-533-6820 www.apachecreek.us New York Camp Mark Seven 144 Mohawk Hotel Rd. Old Forge, NY 13420 315-357-6089 www.campmark7.org Camped Up 304 West 75th St. #8C New York, NY 10023 877-818-5027 www.campedup.com/

Cradle Beach Camp 8038 Old Lakeshore Rd. Angola, New York 14006 716-549-6307 www.cradlebeach.org SpiRIT Writing RIT/NTID 52 Lomb Memorial Dr. Rochester, NY 14623 585-475-6700 www.rit.edu/NTID/ WritingContest Techgirlz RIT/NTID 52 Lomb Memorial Dr. Rochester, NY 14623 585-475-6700 www.rit.edu/NTID/ TechGirlz Techboyz RIT/NTID 52 Lomb Memorial Dr. Rochester, NY 14623 585-475-6700 http://www.rit.edu/NTID/ TechBoyz Explore Your Future RIT/NTID 52 Lomb Memorial Dr. Rochester, NY 14623 585-475-6700 www.rit.edu/NTID/EYF Summer Youth Camps RIT/NTID 52 Lomb Memorial Dr. 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 Rd. Raleigh, NC 27614 www.campwoodbine.com Ohio ACC Summer Sign Camp Ohio School f/t Deaf 500 Morse Rd. Columbus, OH 43214 614-728-6900 lineberry@osd.oh.gov Oregon Camp Meadowood Springs P.O. Box 1025 Pendleton, OR 97801 541-276-2752 www.meadowoodsprings. org Mt. Hood Kiwanis Camp 83500 E Kiwanis Camp Rd. Government Camp, OR 97028 503-452-7416 www.mhkc.org Northwest Christian Camp f/t Deaf P.O. Box 21011 Salem, OR 97307 503-390-2433 www.gmdeaf.org


Pennsylvania Hare Goalkeeper Academy Camp 2879 Anderson Dr. Allison Park, PA 15101 412-486-8284 www.haregoalkeeperacademy.com

Camp Rise and Sign 935 Edgehill Ave. Nashville, TN 37203 615-248-8828 (v) 866-385-6524 (vp) bridgesfordeafandhh.org/ youth_programs

Vermont Brethren Woods 4896 Armentrout Path Keezletown, VT 22832 540-269-2741 www.brethrenwoods.org

WPSD Summer Camp 300 East Swissvale Ave. Pittsburgh, PA 15218 800-624-3323 (v) 866-755-5261 (vp) www.wpsd.org/student-life

Camp Summer Sign Brentwood Baptist Deaf Church 7777 Concord Rd. Brentwood, TN 37027 615-290-5156 (vp) www.brentwooddeaf.org

Wisconsin Center for Communication Hearing & Deafness Family Learning Vacation 10243 West National Ave. West Allis, WI 53227 414-604-2200 www.cchdwi.org

Tennessee Bill Rice Ranch Deaf Camp 627 Bill Rice Ranch Rd. Murfreesboro, TN 37128 615-893-2767 www.billriceranch.org

Texas Isaiahs Place 231 HCR 1207 Whitney, TX 76692 254-694-7771 www.isaiahsplace.org

France Exchange 1-2 week Deaf heritage exchange trip to France for high school students (aged 14-20) Repple123@yahoo.com

Bridges 415 Fourth Ave. S. #A Nashville, TN 37201 615-248-8828 (v) 615-290-5147 (vp) www.hearingbridges.org/ youth_programs/

Texas School f/t Deaf Summer Programs 1102 South Congress Ave. Austin, TX 78704 512-462-5353 http://www.tsd.state. tx.us/sum_prg/index.html

Wisconsin Lions Camp 3834 County Rd. A Rosholt, WI 54473 715-677-4969 www.wisconsinlionscamp. com/

ASDC Referral Hotline Are you a parent or professional with a question, comment or concern? ASDC has a referral hotline. Our trained staff is available to answer your questions. Just call (800) 942-2732 or (202) 644-9204. 50


ASDC’s Renewing Educational and Organizational Members American School f/t Deaf 139 N. Main St. W. Hartford, CT 06107 860-570-2300 www.asd-1817.org Arizona School f/t Deaf and the Blind P.O. Box 88510 Tucson, AZ 85754 520-770-3468 www.asdb.az.us Arkansas School f/t Deaf 2400 W Markham St. Little Rock, AR 72205 501-324-9543 www.arschoolforthedeaf. org Atlanta Area School f/t Deaf 890 N. Indian Creek Dr. Clarkston, GA 30021 404-296-7101 www.aasdweb.com

Beverly School f/t Deaf 6 Echo Ave. Beverly, MA 01915 978-927-7070 www.beverlyschoolfor thedeaf.org

Ed. Service Unit #9 1117 E. South St. Hastings, NE 68901 402-463-5611 www.esu9.org

California School f/t Deaf 39350 Gallaudet Dr. Fremont, CA 94538 510-794-3685 www.csdeagles.com

Florida School f/t Deaf & Blind 207 N. San Marco Ave. St. Augustine, FL 32084 800-344-3732 www.fsdb.k12.fl.us

Cleary School f/t Deaf 301 Smithtown Blvd Nesconset, NY 11767 531-588-0530 www.clearyschool.org

Gallaudet University 800 Florida Ave. NE Washington, DC 20002 202-651-5000 www.gallaudet.edu

Delaware School f/t Deaf 620 E. Chestnut Hill Rd. Newark, DE 19713 302-545-2301 www.christina.k12.de.us

Indiana School f/t Deaf 1200 E. 42nd St. Indianapolis, IN 46205 317-550-4800 www.deafhoosiers.org

Going Green! Help save trees and costs by receiving an online version of The Endeavor instead of a hard copy. Email your request to asdc@deafchildren.org. 51

Kansas School f/t Deaf 450 E. Park St. Olathe, KS 66061 913-791-0573 www.ksdeaf.org Kendall Demonstration Elementary School 800 Florida Ave. NE Washington, DC 20002 202-651-5206 www.gallaudet.edu/ clerc_center Laurent Clerc National Deaf Education Center 800 Florida Ave. NE Washington, DC 20002 202-541-5855 www.gallaudet.edu/clerccenter

Model Secondary School f/t Deaf 800 Florida Ave. NE Washington, DC 20002 202-651-5031 www.gallaudet.edu/ clerc_center Montana School f/t Deaf and Blind 3911 Central Ave. Great Falls, MT 59405 406-771-6000 www.msdb.mt.gov Ntl. Center on Deafness California State University/Northridge 18111 Nordhoff St. Northridge, CA 91330 818-677-2145 www.csun.edu/ncod/

Maine Educational Center f/t Deaf and Hard of Hearing 1 Mackworth Island Falmouth, ME 04105 207-781-6284 www.mecdhh.org

Ntl. Technical Institute f/t Deaf 52 Lomb Memorial Dr. Rochester, NY 14623 585-475-6426 www.ntid.rit.edu

Maryland School f/t Deaf P.O. Box 250 Frederick, MD 21705 301-360-2000 www.msd.edu

New Mexico School f/t Deaf 1060 Cerrillos Rd. Santa Fe, NM 87505 505-827-6700 www.nmsd.k12.nm.us

Michigan School f/t Deaf 1235 W. Court St. Flint, MI 48503-5015 810-257-1400 www.michiganschool forthedeaf.org

New York School f/t Deaf 555 Knollwood Rd. White Plains, NY 10603 914-949-7310 www.nysd.net


North Carolina School f/t Deaf 517 W Fleming Dr. Morganton, NC 28655 828-432-5200 www.ncsd.net Ohio School f/t Deaf 500 Morse Rd. Columbus, OH 43214 614-728-1422 www.ohioschoolforthe deaf.org Oklahoma School f/t Deaf 1100 E. Oklahoma Ave. Sulphur, OK 73086 580-622-8812 www.osd.k12.ok.us Pennsylvania School f/t Deaf 100 W. School House Ln. Philadelphia, PA 19144 215-951-4700 www.psd.org Phoenix Day School f/t Deaf 7654 N. 19th Ave. Phoenix, AZ 85021 602-771-5300 www.asdb.az.gov Rhode Island School f/t Deaf One Corliss Park Providence, RI 02908 401-222-3525 www.rideaf.net


Rochester School f/t Deaf 1545 St. Paul St. Rochester, NY 14621 585-544-1240 www.rsdeaf.org

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

Scranton School for D/HH Children 537 Venard Rd. Clarks Summit, PA 18411 866-400-9080 www.thescrantonschool.org

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

St. Joseph’s School f/t Deaf 1000 Hutchinson River Pkwy. Bronx, NY 14065 718-828-9000 www.sjsdny.org

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

St. Rita’s School f/t Deaf 1720 Glendale Mildord Rd. Cincinnati, OH 45215 513-771-7600 www.srsdeaf.org

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

S. Dakota School f/t Deaf 2001 E. 8th St. Sioux Falls, SD 57103 605-367-5200 www.sdsd.sdbor.edu

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

Texas School f/t Deaf 1102 S Congress Ave. Austin, TX 78704 512-462-5353 www.tsd.state.tx.us

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

Conference of Educational Administrators of Schools & Programs for the Deaf P.O. Box 1778 St. Augustine, FL 32085 904-810-5200 www.ceasd.org Communication Services for the Deaf 102 N Krohn Place Sioux Falls, SD 57103 605-367-5760 www.c-s-d.org DawnSignPress 6130 Nancy Ridge Dr. San Diego, CA 92121 858-625-0600 www.dawnsign.com Deaf Cultural Ctr. Fdn. 455 E. Park St. Olathe, KS 66061 913-782-5808 www.deafculturalcenter. org Described and Captioned Media Program 1447 E. Main St. Spartanburg, SC 29307 800-327-6213 www.dcmp.org GUAA Peikoff Alumni House 800 Florida Ave. NE Washington, DC 20002 202-651-5060 alumni.relations@ gallaudet.edu 53

Hear With Your Eyes Therapy Alison Freeman, Ph.D. 424 12th St. Santa Monica, CA 90402 310-712-1200 www.dralisonfreeman.net Institute for Disabilities Research and Training, Inc. 11323 Amherst Avenue Wheaton, MD 20902 301-942-4326 www.idrt.com Kiwa Digital Ltd. 19 Drake St. Victoria Park Market Auckland, NZ 1010

+64 9 925 5035 www.kiwadigital.com New York Foundling Deaf Services Program 590 Ave. of the Americas New York, NY 10011 212-727-6848 www.nyfoundling.org Quota International 1420 21st Street, NW Washington, DC 20036 202-331-9694 www.quota.org Rhode Island Commission for the Deaf and Hard of Hearing One Capitol Hill

Ground Level Providence, RI 02908 401-256-5511 www.cdhh.ri.gov Signing Online LLC American Sign Language Instruction P.O. Box 86 Mason, MA 48854 517-676-4361 www.signingonline.com Signs for Hope 867A Charlotte Hwy Fairview, NC 28730 www.signsforhope.org

Membership Package for Schools/Organizations ASDC provides a very special membership option for schools and organizations. If your school or organization would like to join ASDC as an Educational Member, ASDC will provide your school or organization with: • A free one-year membership for all of your families • A special thank you in the next monthly email blast • A special thank you in The Endeavor • A special thank you in the news section of the ASDC website • A link to your school or organization’s website • A post of your contact information on ASDC’s Educational/ Organizational Membership webpage Membership is only $250. If you would like more information, email asdc@deafchildren.org or call (800) 942-2732. 54


Thank You for Your Donation! Allstate Giving Campaign Christine Anderson Anonymous Beth Benedict Lisa Bialas Jeffrey Bravin Phillip Bravin Richard Brumberg Lindsay Bynon Katrina Casey Phillip Cowles Dawn Sign Press Kayla deMartine Kristin DiPerri Diana Dougan Stefanie Ellis-Gonzales Joe Finnegan Timothy Frelich John Goldsborough Victoria Grill Christine Higgins Jacob Holtgraewe Jeffrey & Tamara Hossler Tamara Hossler Andrew Howley Stella Kim Carl & Mary Kraft Rita Lage Barbara Lincoln Tyler Martin Cheron Mayhall Hilary Mayhew Susan McDevitt Kelly McKinnon

Terry McMillen, Sr. Bambi Lynn Mejorado Leon Metlay Elaine Moore Susan Motch Howard & Mary Mowl My Tribute Gift Foundation, Inc. Charlotte Northeast Richard O’Hara Mark Oliver Sarah Parchman Edward Peltier Samantha Pillion Steven Robus Matt Salzman Szabolcs Sandor Daroczy JMatt & Susan Searls Silicon Valley Community Foundation Sarah Stroman Supporting Success for Children With Hearing Loss Donald Swaner, Jr. Mike & Ellen Baker Tansky Roger & Benna Timperlake Toys ‘R’ Us Kimberley Troutte Paul Welch Tahnee Woodbury Joel Ziev Glenda Zmijewski

In Memory of Jimmy David Braden Margarie Ellingboe In Memory of Al Marshall Betty Hale McLaughlin Jeanne Martin Neville In Memory of Ira Marshall Nancy Klaus Barbara Sargeant In Memory of Barbara Ann Bowman Margaret & Richard Jones Pecora Corporation In Honor of Joe Dannis’ 60th Birthday Beth Benedict In Honor of Josh, Barry, Zora and Lain Elliott-Mendelson Jacqueline Levine In Honor of Judy Jonas Paul MacDonnell


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

MEMBERSHIP FORM Name:__________________________

Email: ___________________________

Address: __________________________________________________________ City: ___________________________



Phone: Voice/TTY/Videophone Membership Type Individual memberships _______$40 per year: Individual/Family Membership _______$100 per year: Three-year Individual/Family Membership _______$5,000 one-time fee: Lifetime Membership _______First-Year Free Membership (Families with Deaf children are eligible for a FREE one-year membership. Just fill out this form and mail, email or fax it back to us.) Deaf Child’s Name: ________________________________________________ Date of Birth: _____________________________________________________ Group memberships _______$250 per year: Parent Affiliate Group ( ____ Number of Parent Members) _______$125 per year: Library Membership _______$250 per year: Educational Membership _______$250 per year: Organizational Membership I would like to send more than my membership dues. Enclosed is a tax-deductible donation:

$10 $25 $50 $100 _______Other

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



The Florida School for the Deaf and the Blind is a state public school and outreach center available tuition-free to eligible Pre-K and K-12 students who are deaf/hard of hearing or blind/visually impaired. Comprehensive educational services at FSDB are individualized, specific to the unique communication and accessibility needs of each student for independence and lifelong success. + MONTESSORI FOCUS

Early Learning Center Program personnel provide Montessori-based education for Pre-K students.


Highly qualified, certified teachers and related service personnel work with Pre-K and K-12 students.


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


Trained personnel advise families with infants and toddlers ages 0-5 in their homes.

207 N. San Marco Avenue • St. Augustine, FL 32084 800.201.4527 • 904.201.4527 (VP) • www.fsdb.k12.fl.us

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

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

With ASL and English, your child CAN... LEARN! THRIVE! SUCCEED! Mission ASDC is committed to empowering diverse families with deaf* children and youth by embracing full access to language-rich environments through mentoring, advocacy, resources, and collaborative networks. Vision All deaf children and youth shall have the opportunity to thrive in every aspect of their lives through the empowerment of their families. *ASDC uses the term “deaf ” to be inclusive of various hearing levels, including those who are seen as, or identify as Deaf, deaf, or hard of hearing.

American Society for Deaf Children #2047 800 Florida Ave. NE • Washington, D.C. 20002-3695 (800) 942-2732 • asdc@deafchildren.org • www.deafchildren.org