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c le r c c enter.gall a u d e t . e d u

Spr ing 2013


Contact Us

LAURENT CLERC

Laurent Clerc National Deaf Education Center 800 Florida Avenue, NE Suite 3600

First Teacher of the Deaf in America

Washington, DC 20002-3695 clerc.center@gallaudet.edu clerccenter.gallaudet.edu Vice President, Clerc Center Ed Bosso Director, Public Relations and Communications Glenn Lockhart Graphic Designer Christopher Kabusk Writer / Photographer /Marketing and Public Relations Coordinator Susan Flanigan Production Editor Catherine Valcourt-Pearce Copyright Š 2013 by Gallaudet University Laurent Clerc National Deaf Education Center. All rights reserved. The Clerc Center includes Kendall Demonstration Elementary School, the Model Secondary School for the Deaf, and units that work with schools and programs throughout the country serving deaf and hard of hearing students.

www.gallaudet.edu/Clerc_Center/give.html

About Us and this Publication The Laurent Clerc National Deaf Education Center at Gallaudet University is federally funded and provides information, training, and technical assistance for parents and professionals to meet the needs of children who are deaf or hard of hearing. The Clerc Center operates two demonstration schools and works to improve the quality of education afforded to deaf and hard of hearing students from birth to age 21 throughout the United States. The contents of this publication are as follows: Articles on students, teachers, staff, or programs at Kendall Demonstration Elementary School (KDES), a demonstration school of the Clerc Center. KDES is fully accredited and provides a comprehensive day school education to deaf and hard of hearing students from birth through eighth grade who live in the Metropolitan Washington, DC area. Learn more: kdes.gallaudet.edu Follow us: https://www.facebook.com/KDESwildcats Articles on students, teachers, staff, or programs at the Model Secondary School for the Deaf (MSSD), a demonstration school of the Clerc Center. MSSD is fully accredited and provides a comprehensive four-year, residential high school program to deaf and hard of hearing students from throughout the country and the U.S. territories. Learn more: mssd.gallaudet.edu Follow us: https://www.facebook.com/MSSDeagles Articles that provide updates on how the Clerc Center is accomplishing its national mission, which is achieved by creating collaborations with professionals; providing information, strategies, and resources to stakeholders in deaf education; developing and disseminating products; and providing training across the nation. Learn more: clerccenter.gallaudet.edu Follow us: https://www.facebook.com/InsideClercCenter

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Cover Story

8 MSSD students visit the White House as part of their study of the U.S. government system

Features

4 Clerc Center Implements Bullying

6 KDES Students Participate in DC

Prevention Program

Emancipation Day Contest

8 MSSD Students Catch Election Fever 10 Clerc Center Collaborates with Boston

Children’s Hospital

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11 Author on Girl Scouts Founder Visits

12 Playwright Praises MSSD Production

with KDES

of Peter Pan and Wendy

14 KDES Celebrates Constitution Day 15 Webinar: An Introduction to Autism

Spectrum Disorders

16 MSSD Students Build Robots 18 Orlando Hospital Implements Shared

Reading Project

20 Red Ribbon Week Teaches KDES

22 MSSD Homecoming Brings Out the

24 Clerc Center Staff Publishes Article in

25 KDES Students Do Gardening at

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Students About Healthy Choices

Eagle Spirit

National Speech-Language Journal Gallaudet University’s House One

KDES Honors Laurent Clerc

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cross the nation, schools are finding new ways to address bullying. The Clerc Center joined this nationwide effort by training personnel this past summer on the implementation of the Olweus Bullying Prevention Program (OBPP). “The OBPP focuses on reducing bullying through improved social relations among students of all ages. The program reaches out to those who are bullied and to those who bully. It takes the power out of bullying and creates a safe school 4

where all students can learn,” said Cynthia Hunt, OBPP coordinator. “OBPP is a true community-wide effort; it draws support from teachers, staff, administrators, parents, and students to help sustain its success.”

The themes of the four Olweus anti-bullying rules are:

The OBPP offers about 35 different class-based activities that are designed for different grade levels: from K-3, to grades 4-6, to middle and high school students. Clerc Center teachers, staff, and school administrators will be primarily responsible for implementing the program.

■ We will try to include students who are left out.

■ We will not bully others. ■ We will try to help students who are bullied.

■ If we know that somebody is being bullied, we will tell an adult at school or an adult at home. To prepare, the OBPP Coordinating clerccenter.gallaudet.edu


Committee organized a two-day training session from August 9-10 and in-training sessions at both schools throughout the fall. OBPP presenters Mary Weiner, director of the Adult Degree Program at Gallaudet University, and Marsha Miceli, director of the Pennsylvania School for the Deaf Student Development and School-Wide Programs, emphasized that the success of the program will depend on the adults involved. As part of the training, Weiner and Miceli reviewed national data statistics on bullying in elementary and high schools among hearing students and compared them to the results of a

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survey on bullying given to KDES and MSSD students last year. The trainers praised the Clerc Center for being one of the frontrunners among schools for the deaf in implementing the OBPP. The OBPP officially kicked off in January 2013 throughout the Clerc Center with professional development days for KDES and MSSD teachers and administrators, dedicated training sessions for Student Life and Transportation staff, artwork by MSSD students, and skits by KDES students. The OBPP implementation will continue throughout the spring semester. n

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lerc Center students from kindergarten through grade 12 participated in a poster, multimedia, and essay contest that was held during Gallaudet University’s DC Emancipation Day Sesquicentennial Celebration. The contest was part of the University’s semester-long celebration of the District of Columbia Emancipation Act. This act, signed into law by President Abraham Lincoln on April 16, 1862, during the Civil War, ended slavery in the District of Columbia. The contest topics focused on the life of Amos Kendall, postmaster general under President Andrew Jackson. The students already knew of Kendall’s history related to their schools: that in 1856 Kendall donated two acres of land on which the Columbia Institution 6

for the Instruction of the Deaf and Dumb and the Blind was built and later renamed Kendall School in his honor. For their submissions, the contestants were charged with exploring other aspects of Kendall’s life as a member of the government during the turbulent pre-Civil War years and exploring his views on slavery during his time in office. All contest winners were invited to attend the University’s official celebration in Elstad Auditorium on November 13. At the celebration, Timothy Wise, acclaimed author and lecturer on racism and white privilege, gave a talk to the University community on the need for honest and open discussion about slavery to ensure that history is never repeated.

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Following Wise’s talk, an awards ceremony was held to recognize the winners of the poster, multimedia, and essay contest categories. The first place winners each received an Apple iPad. University and Clerc Center faculty, teachers, and staff served as contest judges. Fred Beam, a math teacher at the Model Secondary School for the Deaf, served as the Clerc Center representative on the University’s planning committee for Gallaudet’s recognition and celebration of the District of Columbia Emancipation Compensatory Act of 1862. The students who participated in the contest gained a deeper understanding of our civil rights heritage. We congratulate the winning students!

DC Emancipation Day Sesquicentennial Celebration—Poster, Multimedia, and Essay Contest winners: POSTERS 1st place: Chanice Coles 2nd place: Markea Howard The winners of the poster, multimedia, and essay contest held as part of Gallaudet University’s DC Emancipation Day Sesquicentennial Celebration gather together with Gallaudet University officials and author Timothy Wise (back row, third from left).

3rd place: Yolanda Ford Honorable Mention: Miguel Brehm VIDEOS 1st place: Yesenia Garcia 2nd place: Eliyas Assefa 3rd Place: Zhencheng Chen ESSAYS 1st place: Jennida Willoughby 2nd place: Diana Mendez-Leon n

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ne of the advantages of the Model Secondary School for the Deaf’s location (MSSD) in the nation’s capital is being at the heart of national politics and debate, especially during an election year. The presidential 2012 election year made for great background material for the advanced placement U.S. history course this year. MSSD students used the lens of the electoral process to examine why the U.S. system of government is referred to as the “bold American experiment.” The students prepared a mock debate of the presidential and vice presidential candidates that they presented before the whole school community on October 26. The election fever caught and built interest and momentum for the school-wide mock election on November 6. At the end of the semester the students once again “capitalized” on their D.C. location by culminating their studies with a visit to and tour of the White House on January 8. The mock debate featured students playing the roles of President and Mrs. Obama, Mr. and Mrs. Romney, Vice President Joseph and Dr. Jill 8

Biden, and Mr. and Mrs. Ryan, and two moderators. The debate, held in the school’s Theatre Malz, lasted for about an hour and 15 minutes. The wives of the candidates kicked off the debate with three-minute narratives extolling the qualifications of their husbands for elected office. The vice presidential candidates then presented a

three-minute support of their presidential candidate and jibes against the opposing candidate. Following the vice president presentations, the presidential candidates took to the stage and responded to a series of questions. Questions one and two came from the Democratic and Republican teams in the class, questions three and four were chosen by clerccenter.gallaudet.edu


social studies teachers Luciana Spinosi and Mike Hollywood, and questions five and six were asked by the audience in a town hall format. Each candidate was given a twominute time frame to answer the question and the opposing candidate was allowed a twominute rebuttal. The debate finished with Obama and R o mney giving thr ee-minute closing statements.

■ President Obama, why do you want to be president again? Why not give someone else a chance? The school hosted a mock election on November 6. Who won? The MSSD poll results were: out of the 148 students and 35 staff and teachers participated in the election, 87% voted for Obama and 13% voted for Romney. n

The questions were: ■ President Obama, during your four-year term as president, what have you done to improve the U.S. economy? Please explain.

■ If elected president, what would be your number one goal to accomplish? ■ If Iran actually gains access to nuclear weapons such as nuclear bombs, and they are thinking of bombing us, what would you do? How do you know if they are thinking about doing this or not? ■ Governor Romney, if gays and lesbians cannot marry, then how are we all equal in the U.S.?

■ Governor Romney, during your four-year term as governor of Massachusetts, what kinds of economic improvements did you make? Please explain.

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English, and closed captions will be offered. Project Two: Guidelines for Programming and Placement Options for Children with Cochlear Implants

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he Clerc Center is pleased to collaborate with Boston Children’s Hospital (BCH) on two projects. The first is the development of a Web-based product to support early language acquisition in deaf and hard of hearing children and the second is to update guidelines on programming and placement options for students with cochlear implants. “From the Clerc Center’s perspective, we want to emphasize in our collaborative partnerships that we value the whole child and do not view children through a disability lens,” said Clerc Center project manager Mary Ann Kinsella-Meier. “We have found through experience that once a professional starts to focus on what the child is doing and can do, it changes the dynamic. Both professionals and parents start to take a more positive, holistic approach with the child.” Project One: Web-based Product on Early Language Acquisition 10

The Clerc Center will work with Dr. Terrell Clark, director of the Deaf and Hard of Hearing Program at BCH, on developing a web-based product for early intervention providers, educators of deaf children, early childhood specialists and allied professionals, and parents and other caregivers. “This exciting collaboration will help us expand distribution of information that is crucial for promoting early language acquisition among young children who are deaf or hard of hearing. We recognize that through posting high quality, on-line products, our information sharing will expand considerably beyond our traditional, clinical and regional contacts,” said Clark. This product is expected to release in 2013 on both the Clerc Center and BCH websites and will be supplemented by downloadable materials that are searchable. For maximum accessibility, this product will be available in both American Sign Language and spoken

A multidisciplinary group of professionals will convene to update Children with Cochlear Implants Who Sign: Guidelines for Transitioning to Oral Education or a Mainstream Setting, a document drafted 10 years ago that considered only factors in transitioning towards oral/aural methods of language access. The revised guidelines will also consider factors for transitioning to a signing or visually supportive communication approach. “The guidelines are not an assessment tool,” said Kinsella-Meir. “They are more designed for how to get professionals and parents together to discuss how a child accesses classroom education.” The aim is to create a set of guidelines that will ensure full linguistic access for students with cochlear implants. Expected to be available in early 2013, the guidelines will serve a wide range of students, school administrators, educational professionals, and families and will be available for free in print as well as on both the Clerc Center and Boston Children’s Hospital websites. n For more information on Clerc Center National Outreach Resources: http://grou.ps/norclerccenter For more information on the Deaf and Hard of Hearing Program at BCH: http://www.childrenshospital. org/clinicalservices/Site2143/ mainpageS2143P0.html n clerccenter.gallaudet.edu


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he Girl Scouts of the United States of America is celebrating the founding of its organization 100 years ago. Author and Girl Scout troop leader Shannon Henry Kleiber met with grade six through eight students at Kendall Demonstration Elementary School (KDES) on November 13 to chat about her new book entitled On My Honor, about Juliette Gordon Low who founded the Girl Scout movement and lived her entire adult life deaf in both ears. In Kleiber’s blog she explains that she was honored to come to Gallaudet University and KDES to share with students some of her research. “Daisy [Low’s nickname] used her deafness to her advantage. She became an incredible storyteller… . She fought even in Spring 2013

the early days of the Girl Scouts to make sure all girls—no matter their race, religion, economic status, or physical ability—would be included and valued.” Following Kleiber’s presentation, the students asked questions. “Do you love the Girl Scouts 100 percent?” one student asked. “Yes,” answered Kleiber. “ As the mother of two girls and a troop leader, I love the way the Girl Scouts encourages girls to try out new things—some things they learn to love, other things they learn they don’t want to do.” Another student asked how long it took to research her book and how she did it. “It took me about a year and a half to research the book,” responded Kleiber. “I was lucky; Low was a great letter writer. I got to hold and actually read letters she wrote,

sometimes as many as eight letters a day. Today with e-mail we rarely write any more paper letters.” Janet Weinstock, K-12 ASL/English literacy specialist, mentioned how on two recent visits to schools for the deaf she had seen Girl Scout memorabilia in their museums and how clearly that showed how important this organization was to those schools. “As I’ve researched Daisy’s life, I’ve thought a lot about hearing, what we choose to hear and what we don’t,” said Kleiber. “I’ve been fascinated with the way she—as a mostly deaf woman— lived her life, created a movement, and inspired girls and women around the world.” Happy 100th birthday, Girl Scouts! n 11


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he Model Secondary School for the Deaf’s (MSSD) Performing Arts Program took on the challenge of producing Paul Rand’s adaptation of J. M. Barrie’s Peter Pan and Wendy and received rave reviews. The audiences at the performances, which were held November 8-10, were especially delighted with the many creative forms of technology incorporated into the production. For example, to portray the flight to Neverland, director Tami Santimyer and students made a computer-generated video that showed Peter Pan, Wendy, John, and Michael “soaring over the rooftops of London,” which transported the audiences to Neverland along with the cast members. At the Friday night performance, in attendance was none other than the playwright himself, Paul Rand. “There are so many choices in the play that I like,” he said. “The flying video—no other school has done that. The theater experience itself is nothing like I’ve ever had before, not because everyone in it is deaf but because it is visual and heavily physical.” Another brilliant use of technology was the shadow play

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in a scene where Peter Pan masquerades as Hook to save the Indian maiden, Tiger Lily. An additional visual technique was the presentation of the sign names for the main characters in an experimental form of comics called ASLmanga by artist Kaori Takeuchi, who is deaf. The kinetic illustrations were shown on two screens inside the Theatre Malz and allowed audience members to get familiarized with the name signs for each key character prior to the performance. The physicality of the show played to the strength of actor Kelly Doleac, who had the role of Peter Pan. The athletic Doleac had a sports injury and so decided to audition for a play for the first time. Her role called for dramatic leaps, cartwheels, and tumbles. “The role of Peter Pan is highly athletic. I had to learn how to do some high jumps on and off stage,” said Doleac. Other talented lead student actors were veteran MSSD performers Rebecca Hoffman as Wendy and Seth Washington as Captain Hook. Washington projected a grand and mischievous presence in his role. “My biggest challenge as Captain Hook was having to wear a gloved hook on one hand because I usually use two hands for sign language. I had to be creative with my signs,” he said. n

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n September 17, 1787, the Constitution of the United States of America was signed. On the 225th year anniversary, on September 17, 2012, students at the Kendall Demonstration Elementary School (KDES) added the study of the Constitution to their day’s agenda. KDES students from kindergasten through grade eight celebrated Constitution Day with a variety of activities, each marking different aspects of the meaning and history of that historic day. “Our students were surprised to learn that on Constitution Day, every school across the country that receives federal funding must observe the day,” said KDES teacher Sharon Sandoval. “Our students participated in a range of projects tied to literacy studies, math, and science.” ■ Second grade students discussed how the Constitution set up rules for how laws would be made. They then illustrated in pictures and words a comparison of community laws and classroom rules. ■ Third grade students responded to the question, “If I were part of the lawmakers of the Constitution, I would....” They wrote out their replies on a flat sheet of pizza dough that they baked to look like the Constitution parchment. ■ Fourth grade students drafted their own class Constitution with a preamble and articles and made it into a poster with a scroll background. 14

■ Fifth grade teacher Kristi Ann Nolan did a readaloud of the book The U.S. Constitution by Kathy Allen that was followed by a classroom discussion on how the Constitution defined and separated the powers of our central government, the power of the states, and the rights of the people and how the representatives of the people should be elected. ■ Sixth through eighth grade students read an account of September 17, 1787, in the Junior Scholastic Magazine, then wrote an essay describing what it would have been like to be in that room in the State House with the delegates—the sights, the smells, the atmosphere in the crowded room. Some students took a quiz on the facts with mathbased answers, like the number of months it took to ratify the

Constitution, and the science class explored the physical properties of the parchment and ink used for the actual document. From across the centuries, the KDES students found great meaning and much to reflect on related to the U.S. Constitution, a document that in four handwritten pages changed the course of our nation 225 years ago. n

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n this second part of our webinar series on deaf and hard of hearing students with autism, Dr. Christen Szymanski provides parents and professionals with an explanation of the early warning signs of autism that may be present in young deaf or hard of hearing children. She also discusses how some of the current characteristics, warning signs, and tools for diagnosing autism in children with hearing loss may not apply. Autism and Autism Spectrum Disorders are diagnoses that consist of lifelong challenges in communication, socialization, and behavior for both the children who are given the diagnoses and their families. Children who receive early and accurate diagnoses often receive earlier interventions— supports, services, and treatment—that can lead to greater benefits later in life. Join us by registering today f o r t h i s f r e e w e b i n a r a t : http:// www.gallaudet.edu/x65418.xml

Part one of the autism webinar series, Sharing Autism Research on Deaf or Hard of Hearing Students, is archived o n o u r w e b s i t e a t http://www. gallaudet.edu/x58241.xml n Spring 2013

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hen he was growing up, Matt Thompson powered his LEGO ® creations through his imagination. Now as a high school student at the Model Secondary School for the Deaf (MSSD), he is animating LEGO robots through computer technology. “I grew up building with LEGO kits with complicated parts and instructions, making things like ships and helicopters, but I had to push them to make them move. Now in my robotics class, I am designing a working robot that I program to move by itself,” said Thompson. Thompson and 14 other MSSD students work in pairs with LEGO Mindstorms NXT Robot Kits 16

to design, build, and program functional robots that use touch sensors, light sensors, and rotation sensors. “In our robotics course, I introduce the students to the basic concepts of robotics,” said science teacher Mark Tao. “We focus on mechanical systems, electronics, and programming. Throughout the year, students work through activities that show how computer technology, mathematics, and science are used to resolve challenges.” The students follow instructions on how to build their creations from LEGO templates, and then they are allowed to modify those creations. “We’re building a robot to project a ball to different places on a game board,” said Emmanuel Njoku. “If problems arise, we have

to problem solve what’s not working. Sometimes we have to disassemble and reassemble our model.” Students have an opportunity to roll out their robots as part of a national competition if they join the after school Botball club, which competes each spring in the Annual Greater D.C. Regional Botball Robotic Tournament. “Botball gives students hands-on experience and allows them to be creative in science and technology,” said Dr. David Synder, a Gallaudet University chemistry and physics professor who mentors the team with Tao. Last year MSSD students finished in 4th place in the double-elimination tournament and in 10th place in the overall competition—their best performance to date. n clerccenter.gallaudet.edu


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hat do Orlando-area parents of deaf and hard of hearing children get when they encounter a partnership between the Arnold Palmer Hospital for Children and the Florida Hands & Voices chapter with help from the City of Orlando’s Mayor’s Matching Grant Program? The gift of early literacy. Through the Shared Reading Project (SRP), developed at the Laurent Clerc National Deaf Education Center, parents and other caregivers at the Howard Phillips Center for Children & Families, part of the Arnold Palmer Hospital for Children, learn strategies for reading books to their children using American Sign Language (ASL). “The SRP builds family communication skills and encourages children to develop a love for reading,” said Tanya Williams, the SRP site coordinator. “Our families report that through the program they see an increase in the attention of their children during reading.” 18

Carolyn Calvo, parent to a 3-year-old son who is hard of hearing, can attest to the increase in her child’s attention during reading. “Ever since we started the program we have stayed with story time every night before bed. Once routines are established, your kids expect them so it is easier to keep them going. My son loves reading books now. He has also memorized some of his favorite books!” The Florida chapter of Hands & Voices, a parent-driven, nonprofit organization that provides unbiased support to families with children who are deaf or hard of hearing, helps recruit families for the program. To date, 25 Orlando-area parents have participated in the SRP that is offered as part of the Hearing Me program Williams established in 2002 at the Howard Phillips Center for Children & Families. “I set up Hearing Me because I wanted our families to learn how to have good communication with

their children from an early age. The SRP is a great way to support that communication.” Once a week for six weeks, parents meet with a trainer and practice reading a story while their children do literacy activities in another room. Later into each session, the parents read with their children. After each session, the families each take home a SRP book bag containing a storybook, a practice DVD of the story signed in ASL, a “Tips for Reading to Your Deaf Child” bookmark, and an activity guide with ideas related to the story. Williams learned about the SRP through the Gallaudet University Regional Center in Florida. After receiving a $6,000 grant from the City of Orlando’s Mayor’s Matching Grant Program in 2012, she attended the Shared Reading Project: Keys to Success Training for Site Coordinators in Missouri and purchased the SRP book bag library. clerccenter.gallaudet.edu


One of the unique aspects of the program as run by Williams is that parents who are deaf and parents who are hearing are paired together. “In addition to mentoring each other on sign language skills and storytelling techniques, the parents also offer each other informal support on parenting issues,” said Williams. SRP sites can be found throughout the country at schools, community programs, libraries, and other settings. Please Visit http://www.gallaudet.edu/ Clerc_Center/Information_and_Resources/ Info_to_Go/Language_and_Literacy/ Literacy_at_the_Clerc_Center/Welcome_ to_Shared_Reading_Project.html for more information on the SRP and how you can bring it to your hometown. n

follow a curious little girl as she embarks on an adven ture to find a rare, delicious frui t that grows on the ancient baoba b tree • First of the VL2 Storybook Apps for the iPad! • Original story told in ASL and English • 170-word American Sign Language glossary • Vivid Retina-supported watercolor illustrations • Design principles are based on research VL2 presents...

NSF supported Science of Learning Center on Visual Language and Visual Learning, Grant No.: SBE-1041725.

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THE BAOBAB

interactive ASL/English Storybook App www.vl2storybookapps.com

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tudents at Kendall Demonstration Elementary School (KDES) joined students across the country in observing Red Ribbon Week from October 22-25 with a variety of activities that promote healthy lifestyle choices and a supportive, bully-free environment at school. Red Ribbon Week is dedicated to federal drug enforcement agent Enrique Camarena, who was killed by drug traffickers in Mexico in 1985. In response, members of parent-teacher organizations across the United States began wearing red ribbons to symbolize their commitment to creating a drug-free America. October is also recognized as National Anti-Bullying Month.

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During Red Ribbon Week, teachers, staff, and students engaged in a variety of activities to also recognize National Anti-Bullying Month. “Our theme for this year was ‘We’ve Got Better Things to Do Than Drugs and Bullying,’’’ said Georgia Weaver, social worker for KDES. “We encouraged parents to be involved, too. We asked them to write a personal letter to their child and to share it during the week. The idea behind the letter was for parents to encourage their child to take a stand against drugs and bullying, and to remind parents of their love and belief in their child’s ability to make healthy choices.”

bulletin boards to display in the main school corridor on themes such as “Our Humpty-Dumpty Feelings,” “Our Bodies—Making

During the week students participated in many activities. In their art classes, they created

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Healthy Choices,” and “AntiDrug and Anti-Bullying Profiles.” Students gave presentations on the effects of drugs and alcohol on the body. At the end of the week, students participated in a scavenger hunt as part of a team and had to reassemble found puzzle pieces with messages that they had learned during the week into a whole picture, symbolizing the connection of many habits that together contribute to a healthy lifestyle. n

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he Model Secondary School for the Deaf (MSSD) community, alumni, family, and friends gathered together for MSSD’s 35th annual Homecoming from October 12-13. The MSSD sports teams played three games: the girls soccer team won 2-0 over Cesar Chavez Charter School, the girls volleyball team lost 3-1 in a touch match against Eleanor Roosevelt High School, and the football team swept to a 55-22 victory in their game against Alabama School for the Deaf. Homecoming memory highlights included the first-ever MSSD Alumni Association Tailgate Party with a scrumptious pig roast, class reunions, a Homecoming dance, and an alumni cocktail party in Gallaudet University’s Peikoff Alumni House. n

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he Laurent Clerc National Deaf Education Center is pleased to offer free access to the Thieme Publications: Seminars in Speech and Language journal article, “Students Who Are Deaf and Hard of Hearing and Use Sign Language: Considerations and Strategies for Developing Spoken Language and Literacy Skills,” written by Clerc Center staff members Debra Nussbaum, MA, CCC-A; Bettie Waddy-Smith, MS, Speech Pathology; and Jane Doyle, MS, CCC-SLP. The article discusses issues, strategies, and challenges in creating linkages between practices that utilize a student’s abilities in sign language and developing and using spoken language. It includes considerations for children from early childhood through high school with a broad range of auditory 24

access, language, and communication characteristics. The article emphasizes the benefits of the SLP and the teacher of the deaf combining their expertise in the development of communicative competence for these children. Sections and discussions in the article include: ■ Recommended guidelines for service provision ■ Defining and understanding sign ■ Role of sign for language and communication ■ Individualized planning ■ Literacy

Seminars in Speech and Language is a quarterly topic-driven review journal that covers the entire spectrum of speech-language pathology. The focus of the November 2012 issue was Maximizing Intervention for Children Who Are Deaf and Hard of Hearing, and was guest edited by Cheryl DeConde Johnson, EdD, and Christine Yoshinaga-Itano, PhD. The full issue is available on Thieme’s website at www.thieme-connect.com/ ejournals/journal/10.1055/s-00000076. Note: Seminars in Speech and Language is accredited by the American Speech-Language-Hearing Association for CEU credits. Read the full article: www.gallaudet. edu/Images/Clerc/pdf/nussbaumthieme. pdf n clerccenter.gallaudet.edu


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or the past three years, the First Lady of Gallaudet University, Vicki Hurwitz, has invited first and second graders from Kendall Demonstration Elementary School to join in on fun gardeningrelated projects around the president’s residence, known on campus as House One. Mrs. Hurwitz, a keen gardener, wanted to encourage an interest in vegetable gardening with the young students. Together with Trudy Hasselhuhn, the campus horticulturalist, she has created and harvested vegetable gardens in the spring. The students Spring 2013

enjoy her annual visits to their classroom to look at slides of the previous year’s garden and to discuss what they want to plant in the new garden. In the fall, President and Mrs. Hurwitz entertain the students with a pumpkin decorating party, in the winter the students come to harvest the sweet potato crop, and in the spring they plant new vegetables and herbs. Each visit to House One always includes a hands-on project, a fun snack, and a visit to the fish pond located on the grounds of the president’s house. n 25


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endall Demonstration Elementary School (KDES) students celebrated Laurent Clerc, one of the founders of the first school for the deaf in the United States, on December 15. Students from kindergarten through grade eight engaged in activities to honor the famous deaf educator through storytelling and artwork.

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Throughout the day, well-known ASL storyteller Manny Hernandez shared ASL stories with various groups of students. The students also created a unique collective painting with KDES art teacher Emily Blachly that featured a portrait of Laurent Clerc on a large canvas surrounded by colorful student hand prints.

At the end of the day, the school community assembled. Susan Schatz, team leader of the KDES Transitional Leadership Team, invited students to come up on stage to share their experiences, and later Blachly and several students unveiled the Laurent Clerc artwork. n

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Profile for Clerc Center

@ClercCenter - Spring 2013  

Get news on KDES, MSSD, and our national mission work! The Laurent Clerc National Deaf Education Center at Gallaudet University is federally...

@ClercCenter - Spring 2013  

Get news on KDES, MSSD, and our national mission work! The Laurent Clerc National Deaf Education Center at Gallaudet University is federally...

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