AMERICAN ERA SUMMER 2014
A PUBLICATION OF THE AMERICAN SCHOOL FOR THE DEAF
JEFFREY S. BRAVIN Named Thirteenth EXECUTIVE DIRECTOR
AMERICAN ERA
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Jeffrey S. Bravin ..................................................4 Letter from the Executive Director.......................6 GCEC Dedication Ceremony................................ 8 Advanced Technology......................................... 11 Meet the Board....................................................12 2013-2014 Educators of the Year........................ 16 Healthy Kids Initiative........................................ 17 It’s All About Literacy........................................ 18
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High School Students Build Hydrophones.........21 A Students Perspective........................................ 23 Community Foundation Support........................25 Alumni Spotlight.................................................27 Twin Lakes Tower Restoration........................... 29 Spreading Holiday Cheer....................................31 Student Transition Services................................33 ASD-INJS Exchange Program............................37
American Era is published semi-annually by the Office of Institutional Advancement, American School for the Deaf, 139 N. Main Street, West Hartford, CT 06107-1269. This publication is distributed to families, employees, alumni and other interested people. Subscriptions are free to all alumni. Postage paid at Hartford, CT. The American School for the Deaf (ASD) complies with all applicable federal, state and local laws prohibiting the exclusion of any person from any of its educational programs or activities, or the denial to any person of the benefits of any of its educational programs or activities because of race, creed, color, national origin, sex, sexual orientation, marital status, age, or disability, subject to the conditions and limitations established by law. The American Era magazine could not be published without the help of so many individuals at ASD. I want to thank all those who contributed articles as well as my colleagues, Sue Campbell, Catherine Morley and Marilyn Rettig for help in editing. This publication would not be possible without the endless hours of design – thank you Randy D’Angelo. While we work very hard to make sure this publication is error free, we realize that sometimes errors do happen. Please contact me with any questions or comments at rennie.polk@asd-1817.org. Thank you!
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Cover photo: Roger Castonguay - Defining Studios - Photo & Video Building Photos courtesy of Tai Soo Kim Partners, LLC. (Anna Weslowska of Hedman Photography)
Letter from the
President of the Board One of the most important things that a Board of Directors does – and hopefully it doesn’t do it often – is to select the new leadership of an institution. I am very pleased that the Search Committee has unanimously recommended, and the Board has ratified, Jeff Bravin as the next Executive Director of the American School for the Deaf (ASD). Jeff has grown through several roles at ASD over the past eleven years, and is serving with distinction as Assistant Executive Director and Chief Operating Officer. He has a clear vision for ASD and the opportunities in front of us as we seek to become the finest school for deaf education in the country. This will be a time of transition, and you can expect that it will be orderly and futurefocused. Jeff will assemble his core team, assess programs and services, ensure that staffing is adequate to meet the needs of our students, and make certain that our teachers and administrators are trained in the latest teaching methods and curriculum so that we are best positioned to positively impact our students’ learning process. Jeff has the Board’s full support as he begins the next stage of our school’s evolution. Most importantly, Jeff will lead the effort to reexamine the school’s mission so that it reflects the realities that we face and our need to continue to grow enrollment. Too many fine deaf schools have closed or fallen behind, and our intention is to chart a course so that we can thrive into our third century. The Board leadership has encouraged Jeff to move decisively, immediately following graduation so that he has the summer to put in place the foundation for the future. Finally, I want to thank Ed Peltier, who has been a part of the fabric of our school for more than four decades serving as coach, teacher, and administrator. He has been Executive Director since 2006, and has left an indelible mark on the school and upon the thousands of students whose lives he has enriched. ASD has evolved over time, like any successful institution must, and Ed has been an important part of that evolution. We all owe him a sincere debt of gratitude as he starts the next chapter of his life. This is a very dynamic time at ASD. We can all be proud of our momentum and the way that we are poised for the future. Please join me in congratulating Jeff and wishing him well as he begins his tenure of leadership as Executive Director.
David W. Carter President, ASD Board of Directors
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Jeffrey S. Bravin:
13th Executive Director of the American School for the Deaf The Board of Directors of the American School for the Deaf is pleased to announce the appointment of Jeffrey S. Bravin as the 13th Executive Director of the American School for the Deaf. It would be an understatement to say that Jeff has had a rich and varied professional life. As a youngster, Jeff stared in the CBS Movie of the Week, “And Your Name Is Jonah.” He acted in a number of stage productions including an OffBroadway production of “Antigone.” As an undergraduate, he was Vice President of the Student Body at Gallaudet University. He even served as the emcee of the Miss Deaf New York Pageant! One of his proudest achievements was bicycling across the country for the Ronald McDonald House.
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Jeff began his career as a deaf educator at the Lexington School for the Deaf in New York. He spent ten years at Lexington where he served as a social studies teacher, resource specialist and Associate Director of Development and External Affairs. Additionally, Jeff coached basketball and softball and was the advisor for the Mock Trial team and the Student Body Government. Upon his arrival at ASD, Jeff assumed the role of Assistant Director of Institutional Advancement. He brought enthusiasm and creativity to that position and was instrumental in strengthening alumni and donor relations, as well as public relations. Additionally, he worked with the Director to reenergize and solidify the ASD brand.
at asd As COO, Jeff had the opportunity to manage all day-to-day operations. He was involved in the construction of the new Gallaudet-Clerc Education Center and established and strengthened relationships with legislators, heads of state agencies and LEAs, the ASD collective bargaining units as well as the staff, parents and alumni. As a successful, forward-thinking Deaf man, Jeff will serve as a wonderful role model for the children we serve.
Jeff with wife, Naomi and children, Hayley, Elana Rose, Ethan and their two dogs Tuckey and Autumn.
Jeff knew the importance of making highlevel technology available to our students and during his tenure in Institutional Advancement, he spearheaded the effort to establish PrintWorks and the Technology Center. In 2008, Jeff became Director of Special Projects giving him the opportunity to learn school operations program by program. As Director of Special Projects, Jeff served on the Senior Management Team and demonstrated his ability as a problem solver and team builder. Jeff was so successful that upon the announcement the current Executive Director, Ed Peltier, was retiring, the Board asked Jeff to become the Chief Operating Officer and Assistant Executive Director.
Jeff has served on many professional Boards throughout his career including the Conference of Educational Administrators of Schools and Programs for the Deaf (CEASD); Connecticut Early Hearing Detection and Intervention Task Force; Connecticut Commission of Deaf and Hearing Impaired now referred to as Department of Rehabilitation Services - Deaf and Hard of Hearing Services; Connecticut Council of Organizations Serving the Deaf; Connecticut Association of the Deaf; National Association of the Deaf; Austine School for the Deaf; and the Council for Exceptional Children. He is in demand as a presenter at many national and international conferences on deaf issues. “I am delighted that Jeff Bravin has accepted the position of Executive Director for the American School for the Deaf. His unanimous selection by the school’s search committee and ratification by the full Board of Directors follows an extensive national search,” said Board President David Carter. “Jeff is an energetic, visionary leader who will use ASD’s new cutting-edge education facility to develop the next generation of deaf learning breakthroughs. Also, Jeff has been active and visible in the Greater Hartford community and the school for 11 years, and I am certain he will continue to be a visible and strong leader as we approach ASD’s bicentennial in 2017.” Jeff begins his duties as Executive Director on August 1, 2014.
Jeff speaks at dedication of new Gallaudet-Clerc Education Center
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Letter from the
Executive director This will be my final message to you, as I will be retiring at the end of July. I want to extend my sincere congratulations to Jeff Bravin who was approved unanimously by the Board of Directors on May 21 as ASD’s next Executive Director. Jeff has ably served ASD for 11 years in a variety of roles, and for the past year, he has been our school’s Chief Operating Officer. Please congratulate Jeff on his appointment; I know that I can count on you to provide him with your ongoing support. Being ASD’s Executive Director has been a wonderful experience, and much has been accomplished in the past seven years. My tenure has been highlighted by the opening of our state of the art educational facility, the Gallaudet-Clerc Education Center (GCEC) which officially opened on September 9, 2013. Realizing this dream was a great way to start off our 197th year of quality services to deaf and hard of hearing children. For many of our students, parents, and staff, this event was a long time coming. The ASD Board of Directors and community discussed the need for a new state-of-theart education building for close to 20 years. In 2010 and 2011, the Board of Directors made the commitment to build this much needed facility using all private funds. With the support of the school’s Institutional Advancement Department and the Board Finance Committee, a sound plan was
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developed for funding the building, including a $3 million capital campaign. With the help of Board leadership and support from The Hartford’s CEO Liam McGee, and Farmington Bank President and CEO John Patrick, the school has raised over $2.8 million. While the campaign continues, our faculty and staff make effective use of the advantages the GCEC provides us. The GCEC consolidates several school services into one building and enhances student safety and operational efficiency. The GCEC houses our Student Health Center, food service and cafeteria, library, and an activity room that serves a variety of uses including community meetings. Architects Tai Soo Kim Partners and John Dickinson, a prominent deaf architect collaborated to design 28 classrooms with proper visual and auditory considerations, creating an optimum teaching space for deaf and hard of hearing children. Each classroom has a “Teaching Wall” that incorporates the latest technology, including a Smart Board and TV monitor. Two state-of-the-art science labs and two fully equipped life skills labs allow our outstanding faculty to develop and implement lessons that challenge and excite students. Throughout the building, TV monitors provide text and video information to all.
at asd The new birth-to-three parent and audiology area provides a relaxed environment with the newest equipment for our families who often travel with their infants and other children. Parents feel welcome in a place where they can rest and relax. The area also includes a parent lending library and serves as a meeting place for parent groups.
Ed Peltier stands with Jeff Bravin, Liam McGee, Lieutenant Governor Nancy Wyman, and Board President David Carter at Gallaudet-Clerc Dedication
Student and staff safety considerations were an important part of the design. We can monitor and control traffic, visitors, and various other aspects. Signage and special warning light systems help ensure all are aware of security challenges and how to respond to them. We purchased the newest digital amplification technology and placed it throughout the building in addition to speakers for students with cochlear implants. Our library is seeing significant increased usage. The area is bright, cheery and has a computer lab, preschool area, teaching area, and conference room. A “Tiger Paws” design in the carpet celebrates our Tiger Spirit.
In numerous ways, the GCEC has enhanced the image of ASD with its offerings and daily services to our students. During Homecoming last October, several alumni said it best after they toured the building. Their comments were “Wow, I want to go back to school at ASD!” “I can see why ASD had to build this new, beautiful school building.” Several of our high school seniors have remarked, “I only get one year here, I wish the school did this earlier.” The GCEC would not have been possible without a courageous Board, talented designers and construction managers, a cooperative staff, and a supportive community of donors. Parents, alumni, staff, the West Hartford Community, private foundations, corporate sponsors and many other friends of ASD helped realize this dream. To all, we are most grateful. In the words of one of our co-founders, Laurent Clerc, “Gratitude is Memory of the Heart.” I believe the most rewarding part of my job has been seeing our students grow into responsible young adults. This transformation occurs due to ASD’s outstanding faculty, great Board support, and of course, parent involvement. Thank you, and if you have not yet done so, please take time to visit us and our Gallaudet-Clerc Education Center. Sincerely, Edward F. Peltier Executive Director
New state-of-the-art Library
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Gallaudet-Clerc Education Center: Dedication Ceremony
Students enter the new building for the first time September 9, 2013
The school doors of the new GallaudetClerc Education Center opened for students on September 9, 2013, and a memorable dedication ceremony was held on Tuesday, September 17, 2013. Students, teachers, administration, and staff were surrounded by many friends, including Lt. Governor Nancy Wyman; Liam McGee, Chairman, President and CEO of The Hartford; and David Carter, President of the ASD Board of Directors. Mr. Carter opened the ceremony with a heartfelt welcome: “The Gallaudet-Clerc Education Center was just a dream for more than twenty years and is now a reality. We welcome our many friends and supporters here today to help us celebrate this milestone. As the oldest school for deaf education in the United States, we have a unique responsibility to be wise stewards of our school and its heritage. Because of the meaningful steps we have taken, ASD will be able to move ahead and serve children and young adults into a third century. Very few schools are as fortunate.” 8
Lt. Governor Nancy Wyman praised the school officials for their forward thinking. She told the students how fortunate they were to have such a wonderful new school in which to learn and grow. As a special thank you for her many years of friendship, Executive Director Edward Peltier and Chief Operating Officer Jeffrey Bravin announced that a classroom will be named in her honor. Liam McGee remarked, “Serving as Honorary Chair of ASD’s Foundations for the Future campaign has been very meaningful to me and to The Hartford. I say that because The Hartford feels a special kinship with ASD. Our two organizations were founded in the early 1800s and this great school was once located where The Hartford’s Asylum Street headquarters campus is. The most important tie [however] is our shared belief in the power of human ability to transcend both real and perceived limitations… and commitment to help people of all abilities lead full, productive lives. I am proud of ASD… excited about its future…and applaud ASD’s
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Naomi Bravin stands with Philip and Judith Bravin
Marie and Tom Wood with Fred and Ann Larson
Former ASD Board Presidents, Barbara Puffer, Fred Larson, Brian Clemow and Carle Mowell stand with Board President David Carter
Carol Peltier with David and Carolyn Halberg
Deputy Mayor Shari Cantor makes remarks at the donor celebration
Students stand with Jeff Bravin, Lt. Governor Nancy Wyman, David Carter, Liam McGee and Edward Peltier at the official ribbon cutting
Board President David Carter with ASD Board Member Wendella Ault Battey and her husband Walter Benjamin
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Jeff Bravin stands with Edward Peltier for the ribbon cutting on the first day of school
essential work creating opportunities for the deaf community to learn and grow…and inspire all of us.” ASD senior Faye Frez-Albrecht spoke on behalf of the students and applauded ASD for giving the students a new and exciting school to learn in. She is proud to be able to have a year to experience this new space.
David Carter said in appreciation, “Thank you for your support and dedication to ASD. This new building will allow us to continue the work of Thomas Hopkins Gallaudet and Laurent Clerc who first brought deaf education to our country.”
Jeffrey Bravin thanked all the speakers and invited a group of students and dignitaries to join him and Executive Director Edward Peltier for the official ribbon cutting. Following the ceremony guests were invited for tours of the building. An evening event was held to thank donors who had contributed to the campaign. Special thanks were given to individuals, corporations and foundation leaders for their friendship and support which allowed the project to move forward. 10
View of the atrium
Advanced Technology: Gallaudet-Clerc Education Center
The technology in the new Gallaudet-Clerc Education Center makes this building one of the most advanced in serving deaf and hard of hearing students.
Enhanced Security/ Facility Commander System:
at entrances to the building as, well as within the building.
Student and staff safety is one of our highest priorities. To ensure student/ staff wellbeing, ASD is using the GE Facility Commander integrated security management system. This system enables ASD to self-monitor and manage security operations over its IT network infrastructure. Facility Commander integrates access control, photo identification and credentialing, digital video surveillance, alarm monitoring, intrusion detection, and visitor management
MessageNet Systems Emergency Management and Communication Systems (EMACS): In order to meet the security alert, information, and communication needs of our deaf and hard of hearing students in an integrated and cohesive manner, MessageNet Systems’ EMACS serves as a prime provider of information. EMACS is a browser-based software platform that allows authorized personnel to deliver
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at asd emergency or daily communications from Smartboards: any personal computer on the network. It provides products with both audio and visual capabilities which make them ideal for our students.
Phonak Amplification System: After thorough research, we determined the system that best meets our students’ needs is the Phonak Roger system, a state-of-theart system which has just been released for use this year. The wall pilot for the system, mounted on the wall in each doorway, automatically synchronizes a student’s DM ear-level worn receiver to the transmitter/microphone of the individual classroom teacher. This system has the capability to bring any audio information from the classroom computer or Smartboard directly to the student’s DM receiver.
One of the most beneficial technological advances in recent years is the interactive whiteboard (smartboard) and accompanying equipment. Computers are used as the vehicles for sharing the information displayed on the smartboard. Because this technology is designed to support visual instruction, it is ideally suited to the visual learning style of deaf and hard of hearing students. We invite you to visit the Gallaudet-Clerc Education Center and see this technology in action. For more information or to schedule a tour, please visit our website at www.asd-1817.org or call the Office of Institutional Advancement at 860.570.2353.
Meet the Board The American School for the Deaf Boards of Directors and Corporators are a group of citizens from a variety of backgrounds. They represent different professions and interests, but come together to provide oversight and governance to ASD. Newly elected board members are: Wendella Ault Battey, Class of 2016 Wendella Ault Battey, Esq. was elected to the ASD Board of Directors in 2013. She resides in Bloomfield, Connecticut with her husband, Walter Benjamin, and son, Christian, who is attending UConn. For the past 24 years, she has been engaged in the private practice of law in Hartford, CT. She was recently elected 1st Vice President of the Bloomfield Lions Club where she serves as the membership chair, among other roles.
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Derek A. Stubbs, Class of 2014 Mr. Stubbs has worked for the Urban League of Greater Hartford as the CFO for approximately 15 months. His experience prior to ULGH was Audit Manager with the accounting firm of Whittlesey & Hadley. He is a CPA with over 20 years of experience and over 15 years of experience with the not-for-profit industry. He has served as the Treasurer on the Harriet Beecher Stowe Board of Directors and currently serves on the High School Inc. Board of Advisors. Dr. Maybelle MercadoMartinez, Class of 2015 Dr. Mercado-Martinez joined the ASD Board of Directors in 2013. She is the Chief Clinical Officer at Hartford Behavioral Health, Hartford CT.
at asd Dr. Mercado-Martinez has a Ph.D. in Clinical Psychology form Carlos Albizu University in Puerto Rico. Her credentials include: Licensed Mental Health Counseling in Massachusetts; Board Certified Professional Counselor; Certified Forensic Counselor; National Certified Counselor and Licensed Professional Counselor in Connecticut. As an administrator at Hartford Behavioral Health, Dr. Mercado-Martinez serves as the department’s senior clinical leader by providing advice and counsel regarding a broad range of clinical, clinical policy, programmatic and strategic issues. She provides leadership and mentoring to the department’s clinical staff and establishes and promotes professional, clinical and ethical values and standards to which all clinical staff are expected to adhere. She promotes quality of care and is responsible for establishing and maintaining the department’s standards of care on both clinical and programmatic levels. As an educator, she participates actively in the education of future mental health clinicians and has held Adjunct Faculty positions at the University of St. Joseph in Connecticut; Western New England College in Massachusetts; Holyoke Community College in Massachusetts; and was the Coordinator for the Counseling Psychology Program at Cambridge College, Springfield Campus in Massachusetts. As a guest speaker and training consultant, Dr. Mercado-Martinez has offered trainings for several schools and agencies in the Springfield/Holyoke areas of Massachusetts. She has customized trainings in the areas of Behavior Management, Cultural Competence, Crisis Interventions, and Person Centered Case Management for clients with co-morbid disorders, Ethics, Sexual Education and Treatment, DBT Skills, Functional Assessments, Suicide Prevention, and GLBTQ issues, among others. Most recently she consults with the Medical Interpreter Program of the Eastern Area Health Education Center, in the
development of a specific advanced Medical Interpreting course for Behavioral Health Services. As a clinician, Dr. Mercado-Martinez has focused her career in providing quality mental health services to underserved populations by utilizing evidenced-based treatments approaches, such as: Dialectical Behavioral Therapy for Borderline Personalities, Motivational Interviewing, Filial Play Therapy and Cognitive Behavioral Therapy, among others. In addition to providing direct service to the community, she provides supervision and utilizes a wide range of cultural approaches that enhances clinicians’ work. David K. Ware, Class of 2016 Mr. Ware joined the ASD Board of Corporators in 2012 and the Board of Directors in 2013. He earned a B.A. degree in Political Science from Amherst College, and a J.D. from the University of Connecticut School Of Law. He currently teaches Business Law at the University of Connecticut, and is a guest lecturer on Business Ethics at Trinity College and Brown University. He retired from United Technologies Corporation in 2012 after a 36 year career as in-house counsel. His last position with UTC was Vice President and Counsel for Pratt & Whitney’s Military Engines business unit. Mr. Ware has also served on the Board of Directors of the Chamber of Commerce of the Palm Beaches in Florida, and on the Board of CRIS Radio, in Windsor, Connecticut – a non-profit radio information broadcasting service for people who are blind or visually impaired. He resides in West Hartford with his wife, Sharon, who is an educational researcher at the University of Connecticut. They have one son, John.
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Executive Director Search Hal Smullen, First Vice President of the Board of Directors at the American School for the Deaf, was named Chair of the Executive Director Search Committee. Current Executive Director Edward F. Peltier will retire at the end of the 2013-2014 school year after eight years of outstanding leadership. Under Mr. Smullen’s leadership, a committee was established comprised of board members, alumni, staff and former staff with a wide range of experience. They were charged with identifying and recommending the future leader of ASD. A national search began in October; the application deadline was early February and Jeffrey S. Bravin, current Chief Operating
Officer and Assistant Executive Director, was chosen and presented to the Board of Directors for a vote on May 21. Public forums were held for alumni, parents, teachers, staff, and the community in order to provide feedback to the committee on characteristics and qualities the new Executive Director should possess, as well as priorities they feel that person will need to set in order to meet opportunities and challenges that lie ahead. A confidential feedback section on the ASD website for comments and suggestions was also available to interested constituents. Additional members of the committee were:
Jack Ahearn, Board Member, Attorney, Vice Chair of Buildings & Grounds Committee Cristi Alberino, Board Member & Chair of the Education Committee Frank Barrett, Board Member, Chair of Strategic Facility Financial Planning Committee Barbara Cassin, Alumna and Corporator Kathy Darby, Alumna & Former Teacher at ASD Marilyn Rettig, ASD Director of Institutional Advancement Betsy Rudden, Corporator, Human Resources Professional Doreen Simons, Alumna, Parent & ASDAA President Additionally, Kathy Falco, current ASD teacher, and June Terry, Dean of Students, were present at the interviews of the finalists and gave feedback to the committee.
Retirees 2013 Together, the following ASD retirees shared 254 years of service to the school! These individuals were truly dedicated to ASD’s mission of producing educated and self-directed citizens. Their years of service were acknowledged in a ceremony last June and family members were invited to help celebrate their accomplishments.
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Joe Basile was hired as a Mental Health Counselor in the Evaluation and Assessment Department in 1988. While the department names may have changed over the years, Joe unwaveringly tended to our students. Most recently, Joe served as Clinical Team Leader and Clinical
Coordinator for the PACES Residential Treatment Program. He also taught in our Community Sign Language Program. Debbie Bosworth was hired in August 1987 as a Residential Counselor where she supported both the school’s Core and
at asd PACES Residential Life Programs. During her long tenure, she earned a Bachelor’s Degree from Springfield College, served as Class Advisor and frequently contributed as Yearbook Coordinator. Jim Craig started working as a substitute Residential Counselor in September 1993. He soon became a full-time counselor for the PACES Residential Treatment Program where he was wellknown as a team player. Jim coached Girl’s Track and Boy’s Wrestling and Basketball. Always a willing partner, he supervised track meets and filled in for unavailable staff when needed. Before retiring, Jim assumed the role of Crisis Intervention Specialist for the PACES program. Sue Giniso was initially hired as an Upper School teacher in September of 1980. Enrollment changes soon moved her to the Elementary School where she enjoyed challenging our younger students for many years. Sue taught sign language in conjunction with ASD’s Parent Sign Language classes. She also worked as a tutor in our Together We Read program and with our UAE students. Jordan Johnston was hired in February of 2004 as a substitute teacher. In 2006, he took on a permanent role as teacher aide and provided classroom assistance in the Pre-K – 8, high school and PACES Programs. Jordan also provided Residential Counseling support in a substitute capacity. In 1982, Art Larson worked for ASD as a temporary physical education coach. In 1997, he was assigned a teacher aide position and reliably supported our students in Pre-K – 8, High School and PACES Programs throughout his tenure. He also served as Head Coach for the
Varsity Basketball team for many years, tutored students, and provided substitute Residential Counseling assistance. Paul Longo began his career at ASD as a weekend driver for our Transportation Department in September 1997. It soon became apparent that Paul was a man of many talents. The variety of hats he wore included security guard, mail courier, general maintenance worker, and supervisor for students in the on-campus work experience program. Paul also supervised and mentored AVS clients. Back in 1973, Neil Robinson started coaching ASD students in track, football and wrestling. In September 1975, he accepted full-time employment as a physical educational instructor for the Elementary School. Neil proceeded to carve out a 37-year career as teacher, coach, and athletic director. Always willing to accommodate his young athletes, he secured a school bus driver’s license so that he could transport students to out-of-state tournaments. During his long tenure, Neil earned a Master’s Degree in Physical Education, served as Summer Camp Coordinator and actively coached both wrestling and track. In May of 1972, John Silva filled a vacancy for House Parent. The evolution of responsibilities brought new titles including Residential Advisor, Director of Student Life, and Dean of Boys. In early 1981, John became Special Unit Instructor and a Teacher for the 1981-1982 academic year. During his long teaching career he taught both Junior and Senior High School and PACES. John used his computer literacy to develop software materials and was instrumental in introducing students to information technology. He also tutored students and was actively involved in the school’s tennis program. 15
Gary Wait filled a vacancy for Archivist in November 2000. He was well-suited for a position that required a stern discipline to sort, analyze, and arrange both the archives and the photographic collection housed in the
school’s museum. In addition to many and varied activities, Gary was a knowledgeable guide and clearly enjoyed accompanying visitors through the museum as he delivered commentary on the exhibitions.
2013-2014 Educators of the Year
(left to right) Jeff Bravin, Angelo (AJ) Speranzo, Rebecca Peters, Lisa Turcotte and Ed Peltier
Teacher of the Year, Rebecca Peters: Becky started teaching at the American School for the Deaf in 2007. She has taught pre-school/kindergarten and is also a TEAM Mentor and Visual Phonics Trainer. She has given workshops to other instructors and at ASD’s Family Learning Weekend. She has served on various committees at ASD. However, her work in the classroom shows how much she enjoys working with young children. Teacher Aide of the Year, Lisa Turcotte: Lisa started at ASD in 2010 as a parttime Teacher Aide. She is involved in the After-School Language Enrichment Program, drives ASD students from New York and Massachusetts, and volunteers at ASD’s Family Learning Weekend. She is 16
currently working on getting her deaf-blind certificate. An avid knitter in her free time, Lisa is always willing to help others. Residential Counselor of the Year, Angelo Speranza: AJ started at ASD in 2003 in Peewee PACES. He helped to develop activities of daily living/social skills for his students. He works well with at-risk youth and those with behavior problems. AJ currently works with the high school students in the PACES Program. AJ has initiated arts and crafts and outdoor team building programs. He is involved with a stock car racing team and recently held a paper airplane contest. AJ is very involved in after-school sports, including basketball, track, and golf.
Healthy Kids Initiative
Physical Education Teacher Bill Halscheid works with an elementary student
The Anthem Blue Cross and Blue Shield Foundation made a gift of $50,000 in support of ASD’s “Healthy Kids Initiative” which will be implemented school-wide both during the academic day and in after-school programs. This initiative addresses our students’ unique learning styles as well as their communication and physical/cognitive challenges which often limit their access to information about making healthy eating and exercise choices. “Healthy Kids” addresses these needs in a communicatively-accessible environment. Opportunities to improve students’ health and weight will be achieved through an expanded health and physical education curriculum, increased use of ASD’s Fitness Center, and expanded activities for our Deaf with Special Needs students. Funds will be used to train direct service staff, including teachers and residential counselors, to assist students in making healthy choices regarding nutrition and exercise. It will fund transportation costs for student field trips to doctors’ and dentists’ offices so they can learn how to effectively access these services. Students will utilize the Wii Fitness bundle to monitor and record data regarding their exercise/fitness progress. Individual health portfolios will
Kids enjoy exercise through active games
be established for each student. These will provide both a roadmap for tracking progress and serve as a permanent record that students may take with them when they leave ASD. We are grateful for our longstanding relationship with Anthem Blue Cross and Blue Shield and thank them for their support of this forward-thinking project.
Exercise programs cater to all levels of student needs
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UCONN Interns
Continue Health Education Program at ASD Thirteen years ago, two medical students from the University of Connecticut Medical School, Sarah Schlegel (now a member of the ASD Board of Directors) and Christine Skurkis, approached ASD about developing a health education pilot program for students. The young women were inspired after attending a lecture by a deaf pediatrician who discussed the deaf population’s lack of access to adequate health-related information due to communication gaps. Sarah and Christine wrote in their proposal, “Many deaf adolescents specifically demonstrate deficits and gaps in their knowledge about current health issues because they obtain inaccurate information. Deaf people are limited to acquiring health information by visual learning, as opposed to non-deaf people who are able to utilize both vision and hearing.” The ASD staff embraced the proposal and helped Sarah and Chris establish a supplemental and practical health education program for adolescent students at ASD. It “aimed to enhance
[students’] knowledge regarding the health issues that will affect their well-being.” Initially, staff members worked with Sarah and Chris to implement the program, immerse them in Deaf Culture, and expose them to ASL through language-rich activities. The program has thrived and expanded since its inception. The program boasts a robust curriculum including: nutrition, exercise, drugs and alcohol, puberty, pregnancy, sexually transmitted diseases, decision making and peer pressure. During the 2013-2014 school year, eleven UCONN medical students worked with ASD dorm students. This year, staff and students requested the medical students cover specific topics in addition to the traditional curriculum: consequences of sexting, how to manage stress/anxiety, personal hygiene, oral hygiene, and healthy eating.
It’s All About Literacy The educational needs of deaf children differ considerably from those with normal hearing. Their world is visual, and their frame of reference is unique. Language acquisition and the development of literacy skills are among the greatest challenges in the education of deaf children. ASD responded to this need with the implementation of a multi-faceted Literacy Initiative which just concluded its fourth year. This interactive program has been extremely beneficial, enabling ASD professionals to analyze and implement literacy programs that meet individual students’ language needs. Students have various communication and language needs, and this initiative helps evaluate the best mode of access for each student. 18
At the conclusion of Year Three, a summary report prepared by the Initiative’s independent evaluator, Hannah Dostal Ph.D., provided ASD with invaluable tools in gauging the success of the initiative’s four components: an enhanced reading program, Visual Phonics, Picture Writing, and the After-School Language Enrichment Program. The report has helped ASD determine whether aspects should remain as stand-alone programs or become incorporated into the curriculum. Dr. Dostal, an Assistant Professor in the Department of Curriculum and Instruction at the Neag School for Education at the University of Connecticut, has published many articles on literacy for deaf and hardor-hearing students. She commented: “It is wonderful to see how ASD has explored
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Developing early literacy skills promotes reading growth
different avenues for finding ways in which to teach children language. ASD is not afraid to try and implement new programs, some that have worked well and others which need tweaking or still others which were not the right fit.” Dostal has been impressed with the number of funders who believe in ASD’s literacy efforts. “It is important for ASD to continue this research - it takes a long time to find the right ‘mix’ of programs.” Based on Dr. Dostal’s evaluation, teachers have gained a better understanding of reading strategies and an enhanced ability to match texts to readers by consulting with a Literacy Specialist. More than half of all students have made steady progress in their reading skills. Visual Phonics has helped students gain awareness of the sounds in words and assists in the ability to decode new words. Pre- and post-test results indicate that the majority of students made gains in their phonemic awareness and found Visual Phonics helpful with decoding tasks. Younger students, who are still developing early literacy skills, demonstrate the most growth, whereas older students demonstrated little or no growth. Dr. Dostal suggested that perhaps more advanced students were already using other strategies for word recognition. Going forward, Visual Phonics will continue to be implemented with those students whose test scores indicate that they are in the early stages of literacy development.
Writing was also a focus of the literacy initiative. Elementary and middle school teachers attended workshops focused on a specific writing approach, Strategic and Interactive Writing Instruction (SIWI). SIWI teaches students to strategically follow a writing plan that is used by experienced writers. Teachers and students then share ideas, build on each other’s contributions, and cooperatively determine writing actions. Teachers felt that SIWI had potential for their students and is being pursued. Picture Writing, which is being used with students in grades seven through twelve, uses art as a tool to enhance literacy. Students use photography, painting, and drawing to motivate and inspire their writing. Through this process, a majority of students improved in their end-of-the-year writing prompt. The Initiative’s final component, the AfterSchool Language Enrichment Program, a program which has existed for 15 years, continues to provide younger students with language-rich theme-based experiences after school hours. The goals include: increasing vocabulary, language use, writing skills, and parent involvement and support for their student’s literacy. Testing indicates increased skills in all areas. Based on Dr. Dostal’s evaluation and the results of the year-end assessments, the administration and staff believe that the efforts are effective and as a result, Year Four successfully supported these ongoing improvements in students’ reading and writing skills.
Elementary student reads about Black History Month
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Carle Mowell, board member, reads to elementary students
The most essential enhancement was the addition of Sue Avery, senior staff member, as Literacy Specialist. Her expertise in both reading and writing qualifies her to examine individual students’ reading skills through assessment, define strengths and weaknesses, and develop an intervention program that addresses the student’s various learning styles. New research in reading and deafness continues to reveal new information about the brain, language process, and sign language. By combining this research with effective, evidence-based practices, ASD will continue to move forward with a strong emphasis on positive literacy outcomes.
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Middle school students take advantage of literary offerings in the library
High School Students Build Hydrophones
Students work on building hydrophones
Mary LaPorta and Betty Poster’s science classes once again collaborated with team members from the UConn COSEE-TEK (Center for Ocean Sciences Education Excellence-Technology). Over the course of six weeks, Ivar Babb, Kevin Joy and John Hamilton taught six ASD students how to build a hydrophone, a device used for collecting underwater sounds. Students learned to download programs that would give them a visual representation of the sounds they were picking up. They also learned to identify certain sound characteristics from the visuals and used some prerecorded sounds made by marine mammals.
Once the hydrophones were built, the students took them to Mystic Aquarium to record sounds in the Beluga whale pool. The students lowered their home-made hydrophones into the Beluga pool and collected the whales’ vocalizations on a scientific recorder and a laptop computer using recording software. Students later used a program called Praat, (Dutch word for talk,) a free scientific computer software package to get a visual representation of the sounds for analysis. They had the opportunity to use a commercial hydrophone costing hundreds of dollars compared to their home-made version, and they were able to make correlations between the different hydrophones. The students found their home-made versions 21
at asd captured sounds very similar to the commercially-made one. “Working with the students from the American School for the Deaf, during their special session on underwater acoustics was an incredibly rewarding experience. I always have great fun helping kids with the construction of hydrophones, but the real enjoyment came in watching these students use the tools they built to literally see and experience the sounds of Beluga whales for the first time,”said Kevin Joy, Technical Director of the University of Connecticut Marine Sciences Department at Avery Point. One student, Kyle Dombrowski, said, “I liked working on the hydrophones because I learned that animals can make sound and use voices underwater. We also used our hydrophones in the water connected to our iPods. We could see the music on the laptop. I want to thank UConn for the equipment and their work with us.” Beluga whale at Mystic Aquarium
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Students record data from sounds collected on hydrophones
A Student’s Perspective:
Lynette Saucier on Cochlear Implants experienced using my first CI in public school, and it was pretty scary having to listen to unfamiliar sounds in and out through the day. Once I had it for a while, it wasn’t so bad. The sounds are familiar to me now. Once I got the second one done, using it in a deaf school was stressful at first but not for long. It was like my first one was an older sibling looking out for the newborn. I quickly recognized the sounds thanks to already having one.
Recently, one of our ASD students was given the chance to speak about her cochlear implant. Her perspective was published in a Connecticut Children’s Medical Center Audiology Newsletter: I decided to get my first Cochlear Implant (CI) at the age of 13. I was in public school at the time. Three years later, I transferred to a deaf school in West Hartford called the American School for the Deaf. During my second year at the school, I decided to get a second CI at the age of 17. The reason I wanted to get a CI is I thought getting back the loss of that little bit of sound I did have, and being able to hear sounds I never heard before would be great.
One thing that was the same with both CIs is when it first gets turned on; it’s called “MAPping”. The emotions are exactly the same. Before it goes on, thoughts rush through my head and I felt nervous, but at the same time excited. Once it’s on, the hardest obstacle for me to face is to accept that I really do have horrible hearing. It is really hard to remind myself that I’ll never hear like the rest of the world, to accept who I am, and to be happy with it. But it will get better once I get used to it. After a while it sounded good to me. In the long run, it helped me boost my confidence and helped retain my deaf roots better – being very well rounded in both worlds; to finally not feel alone. I finally can hear things I never heard before like crickets, birds, owls, water and wind. I never realized how beautiful those sounds are until I got my cochlear implants. I don’t have any regrets. I am thankful to my doctors and hospital employees that made the surgeries happen for me. Reprinted from Kidz Corner of The Connecticut Children’s Medical Center-Audiology Department
No matter if I go to a public school or a deaf school, it’s going to be a rough transition being a first timer getting a cochlear implant and using it at either school or work. I
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Support the School Like non-profit organizations everywhere, the American School for the Deaf (ASD) depends upon contributed income. Unrestricted gifts are the lifeblood of ASD as they allow us to use your donation to support the school’s most critical needs. You may also choose to make a gift to the Foundations for the Future capital campaign in support of the beautiful new Gallaudet-Clerc Education Center. For more information, including recognition opportunities, please contact Marilyn Rettig, Director of Institutional Advancement. Here are a few of the many ways gifts and contributions enhance the lives and educational experiences of our students:
Early Childhood Services After School Language Enrichment The Technology Center The Giving Hand Supporting ASD students and families during times of need Culinary Arts Center Camp Isola Bella French Exchange Program ASD’s History Room PLANNED GIFTS Planned gifts provide an opportunity for the donor and the Institutional Advancement office to work together in developing a mutually beneficial strategic plan for charitable giving. To learn more about planned giving, visit the w ebsite “Leave a Legacy” at www.leavealegacy.com. DONATE ONLINE: You can also make secure online donations by going to our website www.asd-1817.org and clicking on “support.” Be sure to include your name, address and email on the form when you make your online contribution so that we can send you an acknowledgement of your contribution to the American School for the Deaf.
For more information on supporting ASD, please write, call or email:
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Marilyn Rettig Director of Institutional Advancement 139 North Main Street West Hartford, CT 06107 860.570.2353 (Voice) Marilyn.Rettig@asd-1817.org
The American School for the Deaf is grateful to the following foundations for their support (2013-2014):
Aetna Foundation American Savings Foundation Anthem Blue Cross and Blue Shield Foundation AT & T Central Region Community Services Fund AT&T Headquarters Region Community Services Fund J. Walton Bissell Foundation BJ’s Charitable Foundation Berkshire Bank Foundation Elizabeth Carse Foundation, Bank of America Trustee Combined Federal Campaign Richard D. Donchian Foundation Ensworth Charitable Foundation, Bank of America Trustee
Farmington Bank Community Foundation Fisher Foundation Lily Palmer Fry Memorial Trust Hartford Foundation for Public Giving Maximilian E. & Marion O. Hoffman Foundation Koopman Share of the Beatrice Fox Auerbach Foundation at the Hartford Foundation for Public Giving Larsen Fund William and Alice Mortensen Foundation NewAlliance Foundation Newman’s Own Foundation Henry E. Niles Foundation People’s United Community Foundation The Fund for Greater Hartford The TJX Foundation
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Who We Serve Students Served On Campus.................................................. 174 Residential (5 Day).................................................................... 65 Residential (7 Day).................................................................... 27 Birth-To-Three Children Served............................................... 80 Birth-To-Three Towns Served.................................................. 49 Outreach & Support Services Children Served (PreK-12)....... 20 Outreach & Support Services Towns Served........................... 11 Outreach Audiological Children Served................................ 184 Outreach Audiological Towns Served..................................... 30 Community Sign Classes (Baby, Youth, Adult)..................... 325
(yearly average)
Camp Isola Bella...................................................................... 116
(yearly average)
Adult Vocational Services......................................................... 38 Admissions/FES Admission Visits............................................ 25
(yearly average)
Museum Visits......................................................................... 120
(yearly average)
Staff (Full-Time)....................................................................... 292 Staff (Part-Time)........................................................................ 36 *As of 3-11-14
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Alumni Spotlight: Megan Burgess ‘08 “Set Goals…Be Persistent…Have Courage.” ASD’s motto for the 2013-2014 school year are attributes that best describe ASD graduate, Megan Burgess. Last June, Megan graduated from Rochester Institute of Technology’s College of Imaging Arts & Sciences and continued her studies there in pursuit of a Master’s of Science in Teaching Visual Arts. Megan, who returned to campus for Homecoming 2013, reminisced about her experiences at ASD and how she realized her passion for printmaking. Megan was not born deaf; she lost her hearing at the age of two from meningitis. Her parents considered cochlear implants but decided against it, instead opting to learn American Sign Language and teach Megan. The entire family, including Megan’s grandparents, learned sign language. Megan’s mother remembers the challenges of teaching it to Megan and making it fun. Megan started school in Bermuda with a full time interpreter who continued with Megan for ten years of school. Megan was the sole deaf student at her school, although she had many friends who became fluent signers. Yet her parents felt there was something missing from Megan’s life – Deaf Culture – and before Megan started her junior year of high school, her parents visited ASD. Megan’s mother remembers her first impression of ASD: “This is exactly where Megan needs to be. The answer was in her eyes.” Everyone on campus was signing to her! This was the communication bridge the family was looking for. At ASD, her exposure to other deaf students, excellent teachers, and deaf role models prepared her for her college experience at NTID/ RIT. “ASD had the resources Megan needed to excel in her remaining high school education,” her mother explained. “Megan also had
the chance to be involved in extra-curricular activities and sports that she was not able to do in Bermuda.” Megan agreed that being involved in clubs and sports at ASD helped her form bonds and fostered a sense of belonging. Her parents said that having her live away from home and being part of the ASD community contributed to Megan’s independence, confidence, self-motivation and responsibility. Megan was junior class secretary and senior vice-president. She was part of many clubs offered at ASD. Megan noted that being part of various clubs helped her become a team player. “I matured a lot through these clubs by acting responsibly and making good decisions.” Megan remembers fondly her teacher Christa Bolen who became her weekend caregiver. Megan looked forward to her weekends with Christa, whom she looked up to as a role model. Former teacher Barbara Corrigan inspired Megan’s passion for printmaking which carried over into her college studies. Both Megan and her parents agreed that college proved to be a struggle. Megan was overwhelmed with the freedom that college offered. Her parents noted that it was tough, but with support and patience, Megan found her way. She started out at the National Technical Institute of the Deaf but wanted to finish at Rochester Institute of Technology where she received her Master’s in Visual Arts on May 23, 2014. Megan is one of the first deaf students to study at RIT for a degree in Teaching Visual Arts. Megan thanks ASD for many of her accomplishments. When she was accepted at NTID/RIT, she received three scholarships from ASD. “It has been a symbol of inspiration that my alma mater believed in me, believed that I would succeed and created 27
a path for my success which I am thankful for.” As an undergraduate Fine Arts major, three of Megan’s pieces were on display at the Senior Show. All three pieces were nontoxic Intaglio Prints which “were a reminder of my love of printmaking that first started at ASD,” Megan explained. Megan’s work was also displayed in Bermuda in September 2013. Five of her original prints were showcased, three of which were sold.
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When asked what advice she would give to other deaf high school students, Megan said, “Nothing comes easy in life; we all have to work for the things we hope to get someday. There are obstacles down the path, but don’t stop, stay on track and keep your head high… at the end it will be a great feeling, of hope and pride that can be fulfilled like none other!”
community
Twin Lakes Association Tower Restoration Campaign In 1963, ASD’s first female Director, Muriel Alvord, bequeathed Isola Bella Island on Lake Washining, better known as East Twin Lake, to the American School for the Deaf. The Alvord Family developed the property in the early 1900s as a family retreat. One of the island’s predominant features was a stone tower built as a “folly,” replicating the tower on the island of Isola Bella in Italy. The tower has since become a treasured landmark and was renamed the Bat Tower by those living around the lake. Over the years, the Bat Tower suffered the ravages of time and weather. Some of the “pudding stones” on its exterior became loose and fell into the lake, creating a safety concern for swimmers and boaters. ASD Executive Director Edward Peltier
approached the Twin Lakes Association and proposed a partnership to raise funds to restore the tower. The Twin Lakes Association fully endorsed the idea and raised in excess of $100,000 over a one-year period. The tower was beautifully restored. On August 10, 2013, a celebration was held to recognize and thank the Twin Lakes community. ASD and the Twin Lakes Association will continue their partnership and share ideas on preserving the Isola Bella properties. Twin Lakes Association Restoration Committee: Grant Bogle, Jack Silliman, Carey Fiertz, Abbie Salloway, Maureen Barton and Jodi Luby.
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community
Otis Elevator, American School for the Deaf continue tradition and spread holiday cheer to students
A gift to Otis made by ASD students
It would not be the holiday season at Otis’ Farm Springs campus without a special celebration with the American School for the Deaf. For 31 years, Otis Elevator and ASD have been creating special holiday memories for the school’s students. Traditionally, Otis hosts a group of students at their Farmington campus and the following day Otis employees attend a special holiday performance at the school. Due to scheduling conflicts, this year’s celebration was a one-day event held at ASD. In a spectacle complete with musical numbers and choreographed dances, ASD students entertained a crowd of parents, educators and Otis employees. Students also thanked Otis for the company’s generosity and presented Otis’ attendees with student-made artwork. “All of our friends and donors are important to ASD, but Otis is certainly at the top of that list both for the longevity of your friendship and the generosity of your support,” said Marilyn Rettig, Director of Institutional
Advancement. “Not only has the company donated significant financial support, but also the employees have opened their hearts every year and provided, in some cases, the only presents a few of the children will receive. We are truly grateful that the employees take time from their busy schedules to pick that perfect gift for that special child. Each year I am touched to hear comments about how special our children are.” Prior to each year’s holiday gathering, Otis employees are encouraged to sponsor children from the school by purchasing gifts from their respective wish lists. This year, Otis’ generous employees donated gifts to 41 children. A signing Santa hand-delivered those presents at the conclusion of the student performances. In addition to the gifts, Otis also annually donates $5,000. This year’s event ended, as many have in the past, with smiles and sections of decorative wrapping paper scattered all around. By Michael Dobrynski, Communications Specialist, Otis Elevator
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Outreach:
Community Sign Language
The American School for the Deaf has been offering non-credit community sign language classes for over 40 years. Our American Sign Language (ASL) classes cater to three different groups: Adult, Youth and
Babies. An average of 325 students sign up for classes each year, including college students, families, professionals, and people who love learning different languages. A family of recent students sent in a photo and accolades to Coordinator Elena Blue: “We loved taking ASL classes at ASD. It was a wonderful experience to learn a new language as a family. The classes gave us a true appreciation of ASL and the Deaf Culture. We were welcomed with so much warmth and enthusiasm by the teachers and staff; it only made our commitment stronger. We sadly moved to another state but we decided to continue our ASL journey here. Thanks for giving us a great start!” The Geldof Family.
Student Transition Services – Workplace Experience
Alex working at Valvoline
One of ASD’s goals is creating confident, self-directed citizens. One way the school accomplishes this is by providing students with real-world work opportunities. This year Keri Weston Thomas, Student Transition Services Coordinator, placed fifteen students in many diverse occupational fields. Andrew interns at the 4-H Education Center at Auerfarm; Kayla
is an intern at Playhouse on Park and West Hartford Community TV; Maria enjoys her internship at Max and Lily’s Closet; Alex, Darias, and Kyle work at Valvoline; DV at TJ Maxx; Alby and Tanasia have responsibilities at Hartford Medical Group; Erick at Noodles & Company; Kelly works with animals at Connecticut K-9; Elena works in the food service department at Hartford Hospital; Chlesea does food prep at Effie’s Place Family Restaurant; Andrea works with children at Educational Playcare; Ymarc does video production at West Hartford Community TV. Students in the Workplace Experience program receive a recommendation to participate in the program through their PPT meeting. Each student starts out in the Employability Skills Class where they master basic skills such as communicating with hearing individuals who don’t use American Sign Language (ASL) and being reliable and dependable. After completing this course, students transfer to the 33
Alby at Hartford Medical Group
Workplace Experience program based on their career interest. Students work with a job coach who provides substantial support at the job location to ensure each student understands the duties assigned and develops a method of communication with peers and the employer. As part of the student’s grade, employers give their feedback on duties performed. Students have been graded highly for their performance. Paul L., Service Center Manager at Valvoline Instant Oil Change says, “Alex is a role model for the other workers…communication doesn’t always have to be verbal.” Barbara B., Director at Our
Children’s Center says, “Maria has shown OCC that she is an independent woman who has obviously overcome her disability and no one would ever know she had one,” “The American School for the Deaf has succeeded in preparing a young woman for the real world! Andrew does a terrific job…We have been very pleased with the results,” Jack H., Executive Director at 4-H Education Center at Auerfarm. This program promises to be extremely advantageous to ASD students in their transition to the real world.
Thank you to the following collaborative businesses for their support: 4-H Education Center at Auerfarm Playhouse on Park Max and Lily’s Closet Valvoline Instant Oil Change TJ Maxx Educational Playcare Noodles & Company Connecticut K-9 Education Center Effie’s Place Family Restaurant West Hartford Community TV Hartford Hospital CVS Pharmacy Elizabeth Park Conservancy Hughes Health & Rehabilitation DEEP State Parks 34
Kelly cares for animals at CT K-9
community
HandySpeech –
A New Way for Deaf and Hard-of-Hearing Individuals to Communicate Twelve Year old Eric Zeiberg’s sister is autistic and cannot speak. Driven by a desire to find a way for her to communicate, he created an application called HandySpeech – a handwritingto-speech app for mobile devices which allows people with speech and hearing impairments to write on the touch-screen of their smartphone or tablet and have the app speak the text in a natural human voice.
formed between the Zeibergs and ASD. As a result, a two-way conversation feature, supported by Nuance speech recognition, was added to the app. This addition specifically benefits deaf and hard of hearing individuals. Other features inspired by ASD’s input will be incorporated into an upcoming release, including a conversation transcript and the ability to use HandySpeech without internet connection.
When Eric and his father Boris received app approval from Apple in 2012, they contacted Ed Peltier to showcase the program at ASD and get input from a deaf and hard of hearing perspective. Enthusiastic about the new application, Ed set up meetings in early 2013 with ASD teachers and staff members Jeff Bravin, Arlene Blum, Eliza Breno, Keri Weston Thomas, and others. A strong partnership
The ASD community has implemented HandySpeech in innovative ways. Several ASD students have been using the application at their on-site job placements, and ASD parents were introduced to this application at Family Learning Weekend. Boris Zeiberg aptly expressed, “This is a great collaborative effort with a lot of mutual respect and appreciation. We are very proud to work with ASD.”
Wadsworth Atheneum and ASD Collaborate to Make Art Accessible In an effort to make their collections accessible to all members of Greater Hartford’s diverse communities, the Wadsworth Atheneum launched the first Collection Highlights audio tour for adults and families in September 2012. The tour is offered in English and Spanish via “Guide by Cell” and allows visitors to access additional insights into the art via their cell phone. This program joined the Let’s Move! Museums and Gardens effort, a comprehensive initiative launched in 2011 by First Lady Michelle Obama dedicated to solving the challenge of childhood obesity, so that children born today will grow up healthier
Jeff Bravin shows video to guests at the Wadsworth
and be able to pursue their dreams. As part of this effort, the Atheneum developed a bilingual family guide and children’s audio tour about pieces in the collection that also 35
takes visitors outside to view sculptures by Alexander Calder and Carl Andre, and the historic Bushnell Park Carousel. Continuing their quest for accessibility, the Wadsworth Atheneum partnered with the American School for the Deaf (ASD) in 2013 to translate twelve stops on the adult highlights audio tour into American Sign Language. The commentary will be presented as video featuring ASD’s newly appointed Executive Director Jeffrey S. Bravin. The video will be accessed via QR codes in the gallery or on iPod Touch devices that visitors can borrow. The tour launched successfully in June 2014. Since Deaf visitors from all over the world come to the Wadsworth Atheneum specifically to see the Charles Wilson Peale portraits of Laurent and Eliza Clerc, the Wadsworth began with the ASL translation for those paintings and continued with eleven works nearby in the American collections. The museum aims to continue expanding the ASL video tour in the future.
Funding for this unique initiative was generously provided by Hartford Foundation for Public Giving, The Ellen Jeanne Goldfarb Memorial Charitable Trust, American School for the Deaf and Greater Hartford Jaycees. ASD is an ongoing community partner with the Wadsworth Atheneum. The two organizations have a longstanding connection, dating back to ASD’s founding. The Wadsworth’s founder, Daniel Wadsworth, was one of ten prominent citizens who collaborated with Dr. Mason Fitch Cogswell to fund Thomas Hopkins Gallaudet’s quest to establish a school for deaf children in America. Thanks in part to Wadsworth’s support, ASD opened in Hartford, Connecticut in April 1817. The school’s initial location was across the street from the current home of the Wadsworth Atheneum.
John Carlin:
Artist, Poet and Prominent Advocate of Literacy for the Deaf
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As you enter the new GallaudetClerc Education Center, you will notice a marble bas-relief on the right wall. This was the sole surviving piece salvaged from a monument dedicated to Thomas Gallaudet in 1852. When the monument was being moved from its original location in Hartford (currently the Hartford Financial Services headquarters) to its new location in West Hartford, it cracked and was severely damaged. The bas-relief, created by deaf artist John Carlin, remained intact and was ultimately installed in the lobby of Gallaudet Hall. The artist had a strong connection to Gallaudet and Clerc. Clerc was Carlin’s teacher in Philadelphia, and later in his life, Carlin helped finance the monument to Gallaudet.
John Carlin was born in 1813. His father, a cobbler by trade, was extremely poor, and Carlin spent his days wandering the streets of Philadelphia. David Seixas, a local philanthropist, found Carlin and brought him home where he had hired Laurent Clerc (who was on loan from the American School for the Deaf) to teach young children sign language. Later this school became known as The Pennsylvania School for the Deaf. Although Carlin did not continue a formal education, he did study drawing and art while working as a sign and house painter. In fact, Carlin is thought to be the first American deaf artist to study abroad. By the 1830s he became renowned for his miniature portraits, painting over 3,000 pieces. By the 1850s, Carlin became active in deaf affairs and passionate about raising awareness of deafness.
community As miniature portraiture waned, Carlin transitioned to landscape and genre paintings. Today his works can be seen in museums such as The Metropolitan Museum of Art in New York City, the Museum of Fine Arts in Boston, the Smithsonian American Art Museum in Washington, D.C., and in university collections throughout the world. Recently, Carlin’s great granddaughter, Patricia Carlin Friese, visited ASD and presented Executive Director Edward Peltier with one of Carlin’s paintings, The Tollgate, which will hang in the new Gallaudet-Clerc Education Center. Carlin is best known for his artwork, but his poems (see below) and writings were also noteworthy. He used his success to pioneer improved education for the deaf and hard of hearing. His many accomplishments
Richard and Patricia Friese with Ed Peltier and their gift of The Tollgate
included raising money for the first deaf church in New York and founding the Manhattan Literacy Association for Deaf. It is only fitting that his work be prominently displayed at the Mother School, ASD, which continues to advocate stronger literacy for the deaf and hard of hearing.
ASD-INJS
Exchange Program Celebrates 25 Years
For 25 years, the American School for the Deaf and the Institut National de Jeunes Sourds de Paris (INJS) in France have renewed a historic friendship that began in 1815. The kinship began with a Frenchman, Laurent Clerc, a young deaf instructor at INJS in Paris, meeting Thomas Hopkins Gallaudet, an American Yale graduate who
traveled to England and France searching for a method through which he could educate his young deaf neighbor in Connecticut, Alice Cogswell. Gallaudet convinced Clerc to leave the French Institute and accompany him back to the United States where Gallaudet planned to open a school for deaf students. Clerc became the first teacher
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beyond asd
Former and current ASD and INJS program advisors: Row 1: Marilyn O’Leary-Heaney, Danielle Lefevre, Valentina Pavano, Sue Giniso, Anna Andrews, Rachel Tyson, Youssef Alami, Marie Christine Maury Row 2: Richard Golebiewski, Mary Jones, Dominique Fisher, Steve Borsotti, Hugh Farquhar, Tommy Meehan, Janice Knauth, Anita Farquhar, Nadia Bourgeois, June Terry
of the deaf in America using a system of signs initiated by the Abbe de l’Epee who founded the French Institute. The ASD-INJS Exchange Program consists of a two-year cycle in which students taking French at ASD and students studying English at INJS become pen pals. The two groups of students then have a chance to meet face-to-face. In the spring of the first year, they meet in the United States where the American students host the French students; the following year they meet in Paris where the French students host the Americans. The first exchange of students took place in the summer of 1988; Sandrine Roger, a student of graphic arts at INJS, stayed with the family of Janette Vasquez, a student at ASD. In May 1989, a group of six students from ASD along with teachers Anna Andrews and Marilyn O’Leary-Heaney visited the French Institute for ten days.
Valentina Pavano, and Hiram Arroyo. The two-day celebration included a program in which pictures and memories of the exchanges were shared and the group took a trip to Versailles in the “footsteps” of Abbe de l’Epee, founder of INJS. This year, during the cyclical visit of French students and their advisers to ASD, a special celebration honored the 25th anniversary of the exchange program. Special guests attended, including Mr. Jean-Francois Dutheil, current director of INJS, Danielle Lefevre and Dominique Fisher, former INJS advisers, and representatives from the Laurent Clerc Association. This exchange program has provided a rich experience in language, culture, and history for students and staff on both sides of the Atlantic. It has also allowed students, staff, and administrators from both schools to meet, learn from each other, and, most importantly, become friends.
A formal exchange agreement between the two schools was written in 1992 and was recognized in 1998 by the directors of both schools on the 10th anniversary celebration at ASD. On the 20th anniversary of the exchange, INJS hosted guests from ASD, including Ed Peltier, Executive Director, and former Exchange Program Advisers Anna Andrews, Sue Giniso, Kathleen DonAroma, 38
Alby, Gabby and Jenilee enjoy the Paris sights
asd sports
Under the enthusiastic leadership of Athletic Director Lou Volpintesta, students of all ages and abilities have numerous opportunities to participate in sports programs: youth soccer, varsity soccer, volleyball, basketball, special Olympic basketball, youth basketball, overage basketball, track, softball, and disc golf! In many instances our teams have been acknowledged not only for their successes, but also for their sportsmanship. We are very proud of our Tiger Spirit!
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ASD Loses a Great Friend and Ambassador:
Robert Noel Hodshon Sener - 1933-2014 It is with great sadness that we acknowledge the passing of our dear friend, Bob Sener. Bob was a true friend to ASD, and he will be missed. Bob had been associated with ASD since 1985 when he joined Bob with wife Marcie and son Jim the Board of Corporators. The following year he became a director. While he had not been active on the Board over the last few years, Bob remained enthusiastically involved with the school. As a director, Bob held the position of First Vice President and served as a member of the Executive and Building and Grounds Committees. Bob’s involvement went far beyond Board membership; he knew better than most the challenges faced by deaf and hard of hearing people since he suffered from a severe hearing loss due to a childhood illness. Bob functioned with hearing aids but had to deal not only with the challenges associated with deafness, but also the stigma of looking different, especially during his high school years when hearing aids were large and unattractive. When he became involved with ASD, Bob knew first-hand what it was like to have a hearing loss in a hearing world. His passion for providing educational opportunities for deaf and hard of hearing students translated to holding the ASD administration to high standards while, at the same time, offering strong support and guidance.
Edward Peltier, Executive Director, recalls the importance of Bob’s involvement when ASD was reviewing its Early Childhood Program in the 1990s. At that time, the State of Connecticut was making a decision about whether to participate in the Federal Birthto-Three Program and determining which State agency would operate the state’s Birthto-Three Program. At that time, ASD operated a small Birthto-Three Program using only private funds. The school faced several decisions regarding the continuation of its program and the financial challenges it presented. Bob Sener championed the continuation of ASD’s Birth-to-Three Program partially funded by the state under the federal law IDEA. Bob provided leadership and advocacy for this program and the families served. He consistently referred to research highlighting the strong outcomes for services to young children. Bob also provided significant stewardship to the Early Childhood component of ASD’s Communications 2000 Campaign. “Bob Sener was the type of Trustee every notfor-profit program searches for and cherishes. He held the administration and his Board peers to high standards; he provided resources and helped to network others. He took strong advocacy positions for children and was committed to the mission of the school. I personally benefitted from his advice and admired his own personal courage,” said Ed Peltier. Bob was recently honored for his tireless commitment to the school and the children it serves. Knowing his love for ASD, a large group of Bob’s friends made generous donations in his honor to the new Gallaudet-Clerc Education Center. Two classrooms now bear his name. 41
American School for the Deaf
Non-profit Organization U.S. Postage PAID Hartford, CT Permit No. 4685
FOUNDED IN 1817
139 North Main Street West Hartford, CT 06107 (860) 570-2300 (Voice) (860) 570-2222 (TTY) www.asd-1817.org
MISSION: The American School for the Deaf serves the Deaf and Hard-of-Hearing community as a multi-facteted innovative institution dedicated to the development of intellect and the enhancement of quality of life, producing educated and self-directed citizens. VISION: The American School for the Deaf will be the premier comprehensive center providing education and resources for Deaf and Hard of Hearing individuals, their families and educational partners in Connecticut and beyond.
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