Volta Voices January-February 2010 Magazine by Alexander Graham Bell Association for the Deaf and Hard of Hearing

VOICES A AL LE EX XA AN ND DE ER R G GR RA AH HA AM M B BE EL LL L A AS SS SO OC C II AT AT II O ON N F FO OR R T TH HE E D DE EA AF F A AN ND D H HA AR RD D O OF F H HE EA AR R II N NG G

January/February 2010

Connect with LEE WOODRUFF

Best-Selling Author ABC’s GMA Contributor Mother of Four

W W W. A G B E L L . O R G • V O L 17, I S S U E 1

JANUARY/FEBRUARY 2010 VO LU M E 17 ISSUE 1

VOICES V

Features 14

Connect with Lee Woodruff

In Every Issue 2 6 46 56

Want to Write for VV? voices Contributors Directory of Services List of Advertisers

Departments Voices from AG Bell 3 | Volunteerism Is the Pillar of AG Bell’s Success 36 | Tips for Parents: In Case of Emergency VERSIÓN EN ESPAÑOL

Global Policy and Humanitarian Efforts

By Dan Salvucci, M.Ed., Ed.M., CCC-A

By Joanne Travers, MIM

An interview with Lee Woodruff, keynote speaker for the AG Bell 2010 Biennial Convention, and best-selling author and contributor to ABC’s “Good Morning America.”

This article discusses the issues concerning global hearing health policy and the humanitarian efforts being made to help individuals with hearing loss in developing countries.

Endless Possibilities: Highlights of the AG Bell 2010 Biennial Convention By Judy Harrison, M.A., and Dipika Chawla

Learn about the exciting events and programming planned for the upcoming AG Bell 2010 Biennial Convention, June 24-26 in Orlando, Fla.!

20 LOFTees – Where Are They Now? By Wendy Will

Several former LOFTees reflect on their experience in the LOFT program and how profoundly it has affected their lives.

38 | Consejos para los padres: En The New LSLS casos de emergencia By Jennifer Smith 41 | Conversations With Alex Graham 42 | Psychosocial Potential Maximization: Attributes of Reframing

Parent Advocacy in Japan By Janette Oliver, M.Ed., PG Dip. Ed./Aud., M.Aud.S.A (CC), LSLS Cert. AVT, and Donna L. Sorkin, M.A.

Two new parent-driven support groups in Japan hope to fill the information gap for parents seeking knowledge and resources about communication options for their children with hearing loss.

History, Technology and Hospitality Characterize the Volta Bureau By Gary Yates

Learn how AG Bell’s national headquarters, the Volta Bureau, maintains its rich history and hosts visitors seeking information about listening and spoken language.

Judy Horvath, M.S., LSLS Cert. AVEd, discusses what it means to be a Listening and Spoken Language Specialist in today’s environment of spoken language development.

in this issue 5 | AG Bell 2010 Biennial Convention Preview 8 | Soundbites 44 | Around the World

Alex ander Graham Bell A sso c ia t ion for t h e D eaf and Hard of Hearin g

3417 volta pl ace, nw, was hington, dc 20 0 07 • w w w. agbell .org

VOICES Advocating Independence through Listening and Talking

— Adopted by the Alexander Graham Bell Association for the Deaf and Hard of Hearing Board of Directors, November 8, 1998

Ale x ander Gr aham Bell Association for the Deaf and Hard of Hearing

3417 Volta Place, NW, Washington, DC 20007 www.agbell.org | voice 202.337.5220 tty 202.337.5221 | fax 202.337.8314

Volta Voices Staff Production and Editing Manager Melody Felzien Director of Communications and Public Affairs Catherine Murphy Manager of Advertising and Exhibit Sales Garrett W. Yates Design and Layout Alix Shutello and Jake Needham EEI Communications AG Bell Board of Directors President John R. “Jay” Wyant (MN) President-Elect Kathleen S. Treni (NJ) Secretary-Treasurer Christine Anthony, M.B.A., M.E.M. (IL) Immediate Past President Karen Youdelman, Ed.D. (NY) Executive Director Alexander T. Graham (VA) Corrine Altman (NV) Holly Clark (VA) Meredith K. Knueve, Esq. (OH) Donald M. Goldberg, Ph.D. (OH) Catharine McNally (VA) Michael A. Novak, M.D. (IL) Peter S. Steyger, Ph.D. (OR)

Want to Write for Volta Volta Voices? Voices? Submissions to Volta Voices Volta Voices welcomes submissions from both AG Bell members and non-members. The magazine is published six times annually. Its audience consists of individuals who are deaf or hard of hearing, parents of children who are deaf or hard of hearing and professionals in fields related to hearing loss (audiology, speech-language pathology, psychology, otology, social services, education). Visit the Volta Voices page at www.agbell.org for submission guidelines and to submit content. Subjects of Interest n Technology – related to hearing loss, new technology, improvements to or problems with existing technology, or how people are using existing technology, accommodations. n Education – related to public or private schools through post-secondary education, new approaches and teaching methods, legal implications and issues, etc. n Advocacy – information on legislation, hearing health, special or mainstream education, and accessibility. n Health – audiology issues relating to children or adults with hearing loss and/or their families and friends.

Graham Bell Association for the Deaf and Hard of Hearing cannot issue or disseminate reprints, authorize copying by individuals and libraries, or authorize indexing and abstracting services to use material from the magazine. Art Submission Guidelines

Volta Voices prefers digital images over original artwork. When submitting electronic files, please provide them in the following formats: TIF, EPS or JPG (no BMP or GIF images). Digital images must be at least 300 dpi (at size).

n Action – stories about people with hearing loss who use spoken language as their primary mode of communication; deafness need not be the focal point of the article.

Submit Articles/Items to: Volta Voices Alexander Graham Bell Association for the Deaf and Hard of Hearing 3417 Volta Place, NW • Washington, DC 20007 Email: editor@agbell.org Submit online at www.agbell.org

Editorial Guidelines The periodicals department reserves the right to edit material to fit the style and tone of Volta Voices and the space available. Articles are selected on a space-available and relevancy basis; submission of materials is not a guarantee of use. Transfer of Copyright The revised copyright law, which went into effect in January 1978, provides that from the time a manuscript is written, statutory copyright is vested with the author(s). All authors whose articles have been accepted for publication in Volta Voices are requested to transfer copyright of their articles to AG Bell prior to publication. This copyright can be transferred only by written agreement. Without copyright ownership, the Alexander

VOICES Letters to the Editor

Let us know how we are doing. Write a Letter to the Editor, and you could see your comment in the next issue.

Media Kit Visit www.agbell.org and select “About AG Bell” for advertising information.

Volta Voices (ISSN 1074-8016) is published six times a year. Periodicals postage is paid at Washington, DC, and other additional offices. Copyright ©2010 by the Alexander Graham Bell Association for the Deaf and Hard of Hearing, Inc., 3417 Volta Pl., NW, Washington, DC 20007. Postmaster: Send address changes to Volta Voices, Subscription Department, 3417 Volta Pl., NW, Washington, DC 20007, 202/337-5220 (voice) or 202/337-5221 (TTY). Claims for undelivered issues must be made within 4 months of publication. Volta Voices is sent to all members of the association. Yearly individual membership dues are $50. Volta Voices comprises $30 of membership dues. Subscriptions for schools, libraries and institutions are $95 domestic and $118 international (postage included in both prices). Back issues, when available, are $7.50 plus shipping and handling. Articles published in Volta Voices do not necessarily reflect the opinions of the Alexander Graham Bell Association for the Deaf and Hard of Hearing. Acceptance of advertising by Volta Voices does not constitute endorsement of the advertiser, their products or services, nor does Volta Voices make any claims or guarantees as to the accuracy or validity of the advertisers’ offer. PUBLICATIONS MAIL AGREEMENT NO. 40624074 Return Undeliverable Canadian Addresses to: P.O. Box 503, RPO West Beaver Creek, Richmond Hill, ON L4B 4R6

On the cover: Lee Woodruff, the keynote speaker of the AG Bell 2010 Convention. Photo Credit: Stefan Radtke.

VOICES FROM AG BELL

Volunteerism Is the Pillar of AG Bell’s Success

ll of us at AG Bell share a common goal – supporting individuals who are deaf or hard of hearing in their efforts to pursue a spoken language outcome. And as I know you have heard me say time and again, AG Bell’s volunteer corps is the engine that drives AG Bell’s success. From AG Bell’s governance (its board of directors), to the content of our upcoming Biennial Convention, to how we affect change in federal and state public policy, AG Bell relies on the input, ideas and hard work of our volunteers to promote awareness and accessibility of listening and spoken language for the deaf and hard of hearing. Since our governance model was restructured in 2008, AG Bell’s ongoing efforts at volunteer engagement have had two goals. First, to promote opportunities for volunteer participation in AG Bell activities without the expectation that volunteers need to commit to a full term on the board of directors; this way, volunteers can have much more flexibility in how

much time they invest and still feel that they are making a difference. Second, to help identify potential and future members of the board of directors among those volunteers that are able, and willing, to commit more time to the overall governance of AG Bell. It was through this effort that the board of directors was so pleased to select and announce its newest board members for the 2009-2012 term: Patricia “Corrine” Altman is co-president of the AG Bell Nevada Chapter. She and her husband, Arnie, own Rainbow Media Productions, Inc., a video production, photography and event coordination company in Las Vegas, Nev. She is the mother of five children; her eldest two, now adults, were born profoundly deaf and learned to listen and talk. Altman was instrumental in the passage of newborn hearing screening legislation in Nevada, which took effect in 2002. Since 2006, along with a team of volunteers, she has helped

revive the AG Bell Nevada Chapter, which received the Chapter Education Award at the AG Bell 2008 Biennial Convention. With the guidance of the John Tracy Clinic she started and runs a monthly support group for parents of children with hearing loss. Holly Clark is a longtime AG Bell volunteer and is director of human resources at the National Business Aviation Association in Washington, D.C. She is the mother of an adult daughter who was born with a profound hearing loss and who listens and talks. Clark was program chair and a co-presenter at the AG Bell 2006 Biennial Convention, and has served as a facilitator and trainer for AG Bell’s Parent Advocacy Training (PAT) program. Catharine McNally is founder of Keen Guides, which creates downloadable tours of museums, colleges and public venues in different languages and communication modalities, including captioning, sign language and cued speech. She is on

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VOICES FROM AG BELL the board of directors of the National Cued Speech Association and serves as its government liaison. McNally, who lost her hearing at 8 months old, served as a counselor for the 2009 Leadership Opportunities for Teens (LOFT) program and was featured on the cover of the January/February 2009 edition of Volta Voices. These individuals represent the core of the AG Bell community in that they are tireless advocates for those who choose a listening and spoken language outcome. Their contributions to the organization, its mission and its membership are immeasurable and they are outstanding representatives of our volunteer leadership. Remember, each and every one of you can get involved, even if it’s only at a minimal level. This year, we launched our Shared Interest Groups (SIGs) and after just a few short

months we have eight active groups sharing and exchanging information over AG Bell’s “Virtual Voices” network. We see these SIGs as a great opportunity to take AG Bell to the next level in member networking and a great opportunity to increase volunteer participation. Stay tuned to AG Bell Update as new SIGs are announced and visit your member page at www.agbell.org to find out how you can create a SIG yourself. I’ve only touched on the tip of the iceberg on the volunteer opportunities available at AG Bell. There is still much to be done. If you’re not sure how to become involved or would like to find out where we have the most need, please contact AG Bell at info@agbell.org or me directly at jwyant@agbell.org. I am just an email away and would be glad to assist you in finding just the right opportunity at AG Bell.

Also, don’t forget to register now for the AG Bell 2010 Biennial Convention at www.agbell2010convention.org. I look forward to seeing you all there! Sincerely,

Jay Wyant President

QUESTIONS? C O MMEN T S ? C O N C ERN S ? Write to us: AG Bell 3417 Volta Place, NW Washington, DC 20007 Or email us: voltavoices@agbell.org

VOLTA VOICES • JAN UAR Y / F EBRUAR Y 201 0

EDITOR’S NOTE

AG Bell 2010 Biennial Convention Preview

his issue of Volta Voices offers a preview of the AG Bell 2010 Biennial Convention, June 25-28 at the Hilton Orlando Bonnet Creek in Orlando, Fla. Registration is now open, and I can’t wait to show you what’s in store for this year’s Convention. In “Connecting with Lee Woodruff,” Convention Chair Dan Salvucci interviews this year’s keynote speaker. Lee Woodruff, a best-selling author and contributor to ABC’s “Good Morning America,” talks candidly about her daughter’s hearing loss, her and her husband’s, ABC News Correspondent Bob Woodruff’s, work with veterans, and what she’s looking forward to at this year’s Convention. “Endless Possibilities” offers a preview of the educational programming and social highlights of the Convention. “Loftees – Where Are They Now?” is a glimpse into the long-term impact of AG Bell’s Leadership Opportunities for Teens (LOFT) program. The article highlights the achievements of past LOFT participants, who discuss how the program paved the way for their successes. In “The New LSLS,” Judy Horvath, a LSLS Cert. AVEd in Florida, explains what it means to be a Listening and Spoken Language Specialist (LSLS) in today’s era of deaf education. Professionals seeking LSLS certification will want to make sure they attend the Convention to learn more about what it takes to be a LSLS. The most up-to-date information about all of the programs these articles highlight can be found at www.agbell2010convention.org. This issue also offers a glimpse into the international efforts to improve global hearing health care and options. In “Global Policy and VOLTA VOICES • JAN U ARY/FEBRUAR Y 201 0

Humanitarian Efforts,” Joanne Travers discusses the current status of global hearing health care policy and how international policy makers are working to improve diagnosis and treatment for individuals with hearing loss around the world. In “Parent Advocacy in Japan,” you will learn about two parent groups in Japan who are offering support and access to information for the listening and spoken language option. This issue’s columns also provide invaluable information. Dr. Paul Jacobs continues his series on maximizing potential of individuals with hearing loss with a column called “Attributes of Reframing.” Don’t forget to check out the online archive and discussion forum for his column at www.agbell.org. In “Conversations,” AG Bell Executive Director Alex Graham interviews Aaron Rose, a leader of the National Cued Speech Association. “Tips for Parents” provides important considerations about emergency preparedness for children with hearing loss, and “Around the World” introduces you to Miguel Renteria, a 10-year-old

AG Bell Arts & Sciences scholarship recipient who plays the piano. Finally, in “History, Technology and Hospitality,” AG Bell’s resident historian, Gary Yates, reviews updates to AG Bell’s extensive collection of hearing technology and how in 2009, AG Bell hosted a wide array of visitors to its historic headquarters, the Volta Bureau. Thank you for reading. As always, if you have a story idea or would like to submit an article for publication, please contact me at editor@agbell.org with your comments and suggestions. I look forward to seeing you in Orlando,

Melody Felzien Editor, Volta Voices

VOICES FROM AG BELL Voices contributors Dipika Chawla, co-author of “Endless Possibilities” and “SoundBites,” is an editorial assistant at AG Bell. She is a senior in Georgetown University’s School of Foreign Service and is working toward a degree in international culture and politics with a focus on social sciences. Alexander T. Graham, author of “Conversations,” is the executive director of AG Bell. He has a bachelor’s degree from Lynchburg College in Lynchburg, Va., and masters’ degrees in organizational effectiveness and business administration from Marymount University in

Arlington, Va. His late mother had a hearing loss as a result of a childhood illness. He can be contacted at agraham@agbell.org. Judy Harrison, M.A., co-author of “Endless Possibilities,” is AG Bell’s director of programs. She is an experienced teacher of the deaf and an early interventionist specializing in cochlear implants. She currently represents AG Bell on the Joint Committee on Infant Hearing and is the president of the Council on Education of the Deaf. Harrison has a master’s in education of the deaf from Gallaudet University. She can be contacted at jharrison@agbell.org.

Paul Gordon Jacobs, Ph.D., author of “Psychosocial Potential Maximization: Attributes of Reframing,” works for the Institute of Social Participation at La Trobe University in Australia. Profoundly deaf since age 5, Dr. Jacobs is the author of “Neither-Nor: A Young Australian’s Experience with Deafness” (available from Gallaudet University Press). Please visit Dr. Jacobs’ columns and discussion forums online at www.agbell.org/VoltaVoices. Tiffani HillPatterson, author of “Tips for Parents,” is a freelance writer, newspaper copy editor, sports enthusiast and cochlear implant

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awareness advocate. She has a bachelor’s degree in journalism from the University of North Alabama. She lives in Harvest, Ala., with her husband, Ryan, and daughter, Riley, a bilateral cochlear implant user. Patterson can contacted at patterson1723@mac.com. Janette Oliver, M.Ed., PG Dip. Ed./ Aud., M.Aud.S.A (CC), LSLS Cert. AVT, co-author of “Parent Advocacy in Japan,” is vice president clinical applications with Cochlear in Japan. Oliver has helped implement a number of initiatives aimed at improving outcomes for cochlear implant recipients, including the introduction of Cochlear’s HOPE Japan program for professional training in (re)habilitation. Oliver is also a pediatric clinical audiologist and a teacher of the deaf, holding positions with The Shepherd Centre for Deaf Children in Australia and the University of Sydney. She established the position of pediatric clinical specialist with Cochlear Asia Pacific and was responsible for supporting pediatric cochlear implant and (re)habilitation programs across the Asia Pacific region. Dan Salvucci, M.Ed., Ed.M., CCC-A, author of “Connect with Lee Woodruff,” is a teacher and an audiologist. He is the assistant director of the graduate program in deaf education at Smith College in Northampton, Mass. Salvucci has masters’ degrees in education of the deaf and early childhood education and has lectured families and professionals throughout the country on cochlear implants and educational options for children with a hearing loss. Salvucci is chair of the AG Bell 2010 Biennial Convention, a former member of the AG Bell Board of Directors and a past chair of the Option Schools International. Jennifer Smith, author of “The New LSLS,” is the manager of certification and professional programs for AG Bell and the AG Bell Academy for Listening and Spoken VOLTA VOICES • JAN U ARY/FEBRUAR Y 201 0

Language. Prior to joining AG Bell, Smith managed certification preparation and professional development programs for the Society for Human Resource Management. Smith as a bachelor’s degree in psychology from the University of South Florida. She can be reached at jsmith@agbell.org. Donna Sorkin, M.A., co-author of “Parent Advocacy in Japan,” is vice president of consumer affairs at Cochlear Americas where she leads a range of public affairs activities including Cochlear’s HOPE program on (re)habilitation for children and adults and their families. Previously, Sorkin served as executive director of AG Bell and executive director of the Hearing Loss Association of America. Sorkin received a cochlear implant in 1992. She can be reached at dsorkin@cochlear.com. Joanne Travers, MIM, author of “Global Policy and Humanitarian Efforts,” is a social entrepreneur who currently focuses on humanitarian initiatives in developing countries. In 2001, Travers founded Partners for a Greater Voice to provide training and support to parents, teachers of deaf and children with hearing loss in countries

including the Dominican Republic, India and Honduras. Travers received her master’s degree in international management from the University of Denver. She is the parent of two children born with hearing loss. Her eldest wears a cochlear implant and her youngest wears hearing aids. She is a former member of the AG Bell Board of Directors. She can be reached at greatervoice@comcast.net. Wendy Will, author of “LOFTees – Where Are They Now?,” is AG Bell’s youth and family programs manager. Prior to joining AG Bell in 2002, Will enjoyed a 17-year career in fundraising for health care. She has a bachelor’s degree in communication from Southwestern Adventist College. Will can be reached at wwill@agbell.org. Gary Yates, author of “History, Technology and Hospitality Characterize The Volta Bureau,” is manager of advertising and exhibit sales at AG Bell, as well as its resident historian. He has been with AG Bell since 2002. Gary received his bachelor’s degree in political science from the University of Delaware. He can be contacted at gyates@agbell.org.

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www.speakmiracles.org

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SOUND NEWS BITES

CALENDAR OF EVENTS

Three New Members Named to the AG Bell Board of Directors On November 19, 2009, AG Bell announced the appointment of three new members to its Board of Directors for the 2009-2012 term. Patricia “Corrine” Altman, Holly Clark and Catharine McNally were appointed at the recent AG Bell Board of Directors meeting November 7-8, 2009, in Washington, D.C. Altman and Clark are parents of adult children who are deaf or hard of hearing who listen and talk. McNally most recently served as a junior counselor for AG Bell’s Leadership Opportunities for Teens program, and has a profound hearing loss.

AG Bell Academy Updates CE Program The AG Bell Academy for Listening and Spoken Language, the certification body for Listening and Spoken Language Specialists (LSLS), has updated guidelines and resources for Continuing Education (CE) providers. Now, organizations and individuals seeking to have their programs or events pre-approved for LSLS CE credits can do so by visiting the AG Bell

FCC Holds Field Hearing on Broadband Access for People with Disabilities

Photo Credit: AG Bell

“These individuals represent the core of the AG Bell community in that they are tireless advocates for those who choose a listening and spoken language outcome,” said AG Bell President John R. “Jay” Wyant. “Their contributions to the organization, its mission and its membership are immeasurable and they are outstanding representatives of our volunteer leadership.” Visit the newsroom at www.agbell.org to learn more about the new board members or see page 3.

Academy Web site and downloading an application for approval. The benefits of pre-approval include the ability to use the AG Bell Academy logo in a provider’s promotional materials; inclusion of a provider’s event on the AG Bell calendar of events and the AG Bell Academy’s list of approved LSLS CE programs; and increased demand for a course, session or conference. Visit www.agbellacademy.org/ professional-edu.htm to learn more.

From left to right: Elizabeth Spiers (American Association of the Deaf-Blind); Jay Wyant (AG Bell); Dale Hatfield (Silicon Flatirons); Ari Ne’eman (Autistic Self-Advocacy Network); Mark Richert (American Foundation for the Blind); Marlee Matlin; FCC Commissioners Mignon Clyburn, Robert M. McDowell and Michael Copps; and Robert Davila (Gallaudet University).

On November 6, 2009, the Federal Communications Commission (FCC) held a field hearing on broadband access for people with disabilities at Gallaudet University in Washington, D.C., as part of its efforts to gather information from experts and consumers for the development of a National Broadband Plan. FCC Commissioner Michael J. Copps moderated the field hearing, which

6/25-28 2010

Join friends, colleagues and families in Orlando, Fla., June 25-28 for the AG Bell 2010 Biennial Convention. Advance your knowledge and skills, learn about the latest products and services, and expand your network of people committed to listening and spoken language for individuals with hearing loss. For updated information, visit www.agbell2010convention.org.

was attended by Commissioners Robert McDowell and Mignon Clyburn. AG Bell President John R. “Jay” Wyant served on a panel entitled “Experiences, Opportunities and Barriers” with Academy Awardwinning actress Marlee Matlin and representatives from the Autistic Self-Advocacy Network, the American Foundation for the Blind and the American Association of the DeafBlind. The panelists shared the perspectives of their respective communities and emphasized the importance of functionally equivalent access, affordability and digital literacy programs. Visit www.fcc.gov/ live/2009_11_06-workshop.html to see a captioned webinar of the field hearing.

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BITES Sonova Acquires Advanced Bionics On November 9, 2009, Swiss company Sonova, the world’s top manufacturer of hearing systems, announced it will acquire cochlear implant manufacturer Advanced Bionics. The acquisition is expected to be completed within three months. According to a company press release, the acquisition represents a strategic expansion into the area of cochlear implants for Sonova, leveraging its leading position as a global provider of hearing systems. Visit www.sonova.com to read the press release.

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Google Introduces Automated Captioning for YouTube On November 19, 2009, longtime AG Bell member, recipient of the 1998 AG Bell Award of Distinction and Internet pioneer Vint Cerf announced that Google will launch automated captioning based on speech recognition technology for video content on YouTube. The announcement is a significant milestone in the long-running effort to increase accessibility of Internet video content for people with hearing loss.

Compiled by: Dipika Chawla and Melody Felzien

Currently, captions can be accessible only if the content supplier actually provides the transcripts. Using speech recognition technology, captions can now be provided automatically, or “machine generated.” The new feature is still in the introductory phase and is limited to content provided by 13 education partners, including universities such as Stanford, Yale and Duke. However, Google spokespersons stated that their intent is to continue to expand the offering of captioning services beyond this initial beta group

SOUND BITES more information on Senator Tom Harkin and his plans for the HELP Committee.

People in the News On October 17, 2009, Dr. T. Alan Hurwitz, president of the National Technical Institute of the Deaf (NTID)/Rochester Institute of Technology and lifetime AG Bell member, was selected to become the 10th president of Gallaudet University. Dr. James T. DeCaro was named interim president of NTID while the institute conducts a national search for a permanent replacement for Hurwitz. Dr. Hurwitz officially took office on January 1, 2010. “Hear and Now,” the award-winning documentary featuring AG Bell members Paul and Sally Taylor, is now available on DVD. The film was made by

their daughter, Irene Taylor Brodsky, who documented her parents’ journey when they both decided to get cochlear implants more than 60 years after they became deaf. “Hear and Now” was shown on HBO and won a Peabody Award and the Audience Award for Best Documentary at the Sundance Film Festival in 2007. Steve Noyce, M.Ed., LSLS Cert. AVEd, an AG Bell member and member of the AG Bell Academy Board of Directors, was recently named the new superintendent of the Utah Schools for the Deaf and Blind (USDB). One of his first steps will be to make sure all of the hearing intervention specialists in the state of Utah are certified Listening and Spoken Language Specialists (LSLS) and fluent in American Sign Language. For more information on USDB, visit www.usdb.org.

as they continue to adjust and enhance the technological capability. To view the official Google blog announcement, visit http://googleblog.blogspot. com/2009/11/automatic-captions-inyoutube.html.

damage. Further studies are in progress to investigate the frequency-specific nature and mechanism of green light cochlear activation. Visit www.ncbi.nlm. nih.gov/pubmed/19725719 to read an abstract of the article.

New Research Study Uses Laser to Activate Inner Ear A new study recently conducted at the Medical University of Hannover and published in the Journal of Biomedical Optics investigated the use of laser light to improve hearing. The researchers successfully used a green laser light to provide localized activation of the cochlea in guinea pigs. This procedure could eventually provide better access to hearing for humans than the use of conventional hearing aids and cochlear implants, whose effectiveness is significantly reduced in noisy environments, and for sounds more complex than speech, such as music. The research team’s findings demonstrate that visible light can effectively and reliably activate the cochlea without any apparent

Senator Tom Harkin Named Chairman of the Senate HELP Committee On September 16, 2009, Senator Tom Harkin was named Senator Ted Kennedy’s successor as chair of the Senate Health Education Labor and Pensions (HELP) Committee, placing Congress’s foremost champion of hearing loss and disability issues at the helm of this important committee. The Senator, whose late brother had a hearing loss, has been a tireless advocate for the rights of people with disabilities. He wrote and was the chief sponsor of the landmark Americans with Disabilities Act (ADA) in 1990, the nation’s first comprehensive civil rights law for people with disabilities, and introduced the ADA Amendments Bill in 2008. Visit www.harkin.senate.gov for

CID Celebrates its 95th Anniversary The Central Institute for the Deaf (CID), located in St. Louis, Mo., recently celebrated its 95th anniversary. Founded in 1914 by St. Louis, Mo., physician Max Aaron Goldstein, CID has taught countless children to listen and talk; trained thousands of teachers, audiologists, administrators and scientists; and conducted a range of applied and basic research in hearing and deafness. CID also provides listening and spoken language deaf education workshops for professionals, consulting for mainstream schools, and curricula and educational assessments for children who are deaf and hard of hearing throughout the world. For more information, visit www.cid.edu. Cochlear Americas Provides Tools for Cochlear Implant (Re)habilitation “Cochlear Implant Rehabilitation: It’s Not Just for Kids,” is designed specifically to help adults who have just received cochlear implants learn to use the new auditory signal and integrate audition naturally into all aspects of communication. The guide was written by Cochlear Americas’ Donna Sorkin, M.A., and Nancy CaleffeSchenck, M.Ed. CCC-A, LSLS Cert. AVT, and addresses questions such as: “How do I know if I might benefit from (re)habilitation?” “What sort of program should I pursue?” “Is there a role for family members in (re)habilitation?” and “Which types of professionals can help?” The guide is available for download and can benefit both adult cochlear implant recipients and the professionals who assist them. Visit www.cochlearamericas.com/PDFs/ AdultRehabilitation.pdf to access the guide. VOLTA VOICES • JAN UAR Y / F EBRUAR Y 201 0

Louisiana Photographer Wins the Dream Bigger Campaign Purple Communications Inc. has announced Tate Tullier, a noted professional photographer from Louisiana who is deaf, as its 2009 Trailblazer of the Year and winner of the Dream Bigger Campaign. Over a five-month period, more than 8,000 members of the deaf and hard of hearing VOLTA VOICES • JAN U ARY/FEBRUAR Y 201 0

On October 30, 2009, more than 215 parents, professionals and adults with hearing loss attended AG Bell Hear Indiana’s 27th Annual Conference on listening and spoken language. In addition, another two dozen attended via webinar. The conference featured keynote speaker and President of the AG Bell Academy for Listening and Spoken Language Donald M. Goldberg, Ph.D., LSLS Cert. AVT, and provided the latest information on spoken language development and literacy for children who are deaf and hard of hearing. Highlights included a panel of children who discussed “What works in the general education setting?; a surprise visit by Rupert, voted favorite contestant of the reality show Survivor”; and opening remarks by former Indianapolis TV anchor Patty Spitler, who had to step down from her TV anchor spot after Meniere’s Disease took almost all her hearing. One of the AG Bell Oregon Chapter’s core projects has been to send children and teens who are deaf or hard of hearing and who use listening and spoken language to Camp Westwind, a weeklong YWCA summer camp on the Oregon coast. The Chapter raises money through grants, private donations and conferences to provide scholarships as well as a young adult camp counselor with hearing loss and a teacher of the deaf to accompany campers. Email agbell.oregon@gmail.com for more information or if you would like to help send kids to camp this summer!

Photo Credit: Kim Puckett

The Wachovia/Wells Fargo Foundation Awards $10,000 to CID The Wachovia/Wells Fargo Foundation has awarded a $10,000 grant to CID to support the school’s professional outreach activities. CID offers curricula, assessment tools, continuing education workshops, consulting and in-services to assist professionals who help children who are deaf and hard of hearing learn to listen, talk and read. The grant will allow CID to continue and expand its programs for children with hearing loss who want to succeed in mainstream education settings. For more information about the Foundation, visit www.wachovia.com/ wachoviafoundation.

CHAPTERS

On May 16, 2009, the AG Bell Oregon Chapter held its spring conference at the Oregon Health & Science University featuring Dr. Dale Atkins, a noted psychologist, as the keynote speaker. This conference allowed many individuals with hearing loss, professionals and families to gather for the latest updates in scientific research, technology and support programs available in Oregon. AG Bell Oregon thanks Cochlear Americas for sponsoring this event. Photo Credit: Purple Communications, Inc.

In addition, Cochlear Americas and the House Ear Institute have collaborated to offer a program called “Sound and WAY Beyond,” an interactive aural (re)habilitation program that allows cochlear implant recipients to practice and perfect their listening skills at home. This self-directed, interactive software (CD-ROM) program includes modules for single syllables, words, sentences, male/female voice identification and environmental sounds. The program includes over 10,000 words and sentences for adults and teens at all skill levels and is additionally designed to enhance telephone skills and the enjoyment of music. To learn more, visit www.cochlearamericas.com/ support/2427.asp.

From left to right: Purple Communications CEO Dan Luis, Traiblazer of the Year Tate Tullier and Purple Communications VP of Marketing Brandon Arthur.

community went online to cast their votes for the winner. He received $10,000 to go toward his organization of choice, the Louisiana School for the Deaf, a Baton Rouge-based school serving over 500 youth who are deaf and hard of hearing. In addition, Tullier received an all expenses-paid vacation to the destination of his choice. Ten other Trailblazer finalists were awarded $1,000 from Purple Communications to be donated to their nonprofit organization of choice. To learn more about

SOUND BITES SHARED INTEREST GROUPS New Shared Interest Group for Parents and Families

This Shared Interest Group (SIG) will provide a forum for parents and families to share ideas, ask questions and offer support. All current AG Bell members can participate in this SIG. To access the Parents and Families SIG: yy Login into www.agbell.org (if you are new to the site, you must first complete a new user registration). yy Select “New! Parents and Families SIG” Questions? Please contact Elizabeth Reed-Martinez, AG Bell director of association relations and administration, at ereed-martinez@agbell.org.

Purple Communications Inc. and the Dream Bigger Campaign, visit www.purple.us/Pages/dreambigger.php.

Advocates for Deaf Education Award over $20,000 in Grants Advocates for Deaf Education (ADE) recently awarded thirteen grants totaling over $20,000 to qualifying children with hearing loss in need of financial assistance. Financial awards in the form of educational scholarships are granted to families and/or individuals for the cost of private deaf education tuition, educational programs and services that promote learning for children with hearing loss, and the purchase of assistive technical devices, such as digital hearing aids, FM systems and cochlear implants. Since its inception in 2003, ADE has awarded more than $140,000 in grants and assisted more than 1,400 children who are deaf or hard of hearing in the greater Cincinnati, Ohio, area. For more information about ADE, visit www.ade-ohvalley.org New Online Resource to Connect Consumers to Hearing Health Professionals The Center for Hearing and Communication (CHC) has launched a new section of their Web site called “Ask the Experts,” where consumers

are put directly in touch with CHC clinicians and other staff members who will answer their questions and direct them to the right resources. Visitors can ask questions about advocacy, assistive technology, access to different resources or anything that relates to hearing health. Response time is typically within 24 hours and information that pertains to general topics will be posted on the site for all visitors to read. Visit www.chchearing.org to learn more.

Oticon Announces Focus on People Award Recipients For 12 years, the Oticon Focus on People Award has honored outstanding people with hearing loss who have worked hard to benefit others with hearing loss around the world. Julius Barthoff, a 100-year-old advocate for the deaf and hard of hearing community who has worn hearing instruments since 1923, received first place in the adult category. Paige Stringer received the advocate award for founding the Global Foundation for Children with Hearing Loss, an organization which provides thousands of children around the world who are deaf and hard of hearing with access to the technology, education and resources. Kristin Grasberger, recipient of the student category, is a freshman at James Madison University who has worked

to change the negative perceptions of disabilities through her music and mentoring of children and teens. Finally, David Woodruff, Au.D., CCC-A, FAAA, received the practitioner award for his work in Southeast Asia treating disadvantaged children who are deaf or hard of hearing. In addition to a $1,000 prize, the awardees also received a $1,000 donation from Oticon, Inc., towards the nonprofit organization of their choice.

Ida Institute Announces Winners of Defining the Audiogram Challenge The Ida Institute has selected Paul Peryman, Ph.D., of the Van Asch Deaf Education Center in Christchurch, New Zealand, and Cindy Pichler, Au.D., of Resurrection Medical Center in Chicago, Ill., as the winners of the Institute’s Defining the Audiogram Challenge. The challenge winners presented innovative approaches to explaining the audiogram, a complex graphical representation of an individual’s hearing loss that is often difficult to understand for most patients with hearing loss and their families. The purpose of the challenge, according to Ida Institute Director Lise Lotte Bundesen, was to emphasize the importance of “explaining the audiogram to empower patients to address their hearing loss from an informed position.” Visit www.idainstitute.com to learn more. Justice Department Releases ADA Employment Video The Justice Department has announced the release of a new 17-minute video aimed at educating employers about the employment provisions of the Americans with Disabilities Act (ADA). “Ten Employment Myths: Information about the Americans with Disabilities Act” uses a question-and-answer format to refute common misconceptions, VOLTA VOICES • JAN UAR Y / F EBRUAR Y 201 0

fears and false assumptions that many employers have about employees with disabilities while highlighting the advantages of hiring qualified persons with disabilities. Those interested in finding out more can call the ADA Information Line at (800) 514-0301 (voice)/(800) 514-0383 (TTY), or access the ADA Web site at www.ada.org.

NTID Releases Speechreading Test DVD The Rochester Institute of Technology (RIT)/National Technical Institute for the Deaf (NTID) has released a new DVD, called “NTID Speechreading: CID Everyday Sentences Test.” The DVD will help audiologists and speechlanguage pathologists determine functional receptive communication ability for those with hearing loss and assist in predicting benefit from speech-language, audiologic therapy, hearing aids or cochlear implants. The “everyday sentences” used for the test originated with the Central Institute for the Deaf (CID) and the Committee on Hearing and Bioacoustics. NTID began using the speechreading test in 1972 to measure lip reading ability. Please email auditecinfo@auditec.com for ordering information. Twenty-Six Charged in Scheme to Defraud VRS Program On November 19, 2009, 26 people were arrested and charged with engaging in a scheme to steal tens of millions of dollars from the Federal Communications Commission’s (FCC) Video Relay Service (VRS) program. A joint FBI, U.S. Postal Inspection Service (USPIS) and FCC Office of Inspector General (FCC-OIG) investigation into a nationwide scheme to defraud the FCC’s VRS program ended in arrests at seven companies in nine different states. For more information, visit www.justice.gov/opa/pr/2009/ November/09-crm-1258.html. VOLTA VOICES • JAN U ARY/FEBRUAR Y 201 0

IN MEMORIAM Robert “Bob” Jackson Flavin, a long-time member of AG Bell and

resident of Arlington, Va., died September 23, 2009, at the age of 53. He is survived by his children, Arthur, Heidi and Richard Flavin; his father, Kenneth Flavin; his two sisters, Susan Vincent and Patricia Rehill; and one grandchild, Mya Ngo. In lieu of flowers, the family requests memorial contributions be made to AG Bell at www.agbell.org. Doris Jane Greve, a long-time National Association of the Deaf volun-

teer, State Department employee and resident of Silver Spring, Md., passed away on August 4, 2009, at the age of 88. She is survived by her cousins Harold Greve and Edna Greve Dewey as well as her step-brother Thomas E. Bailey. In lieu of flowers, the family requests memorial donations be made to AG Bell at www.agbell.org. Technology Watch Oticon Introduces Two Lines of Hearing Instruments Safari, a new line of products by Oticon, Inc., is a family of hearing instruments designed exclusively for hearing loss from infancy through the teen years. The Safari family offers extensive bandwidth to support language development and wireless binaural processing to improve spatial awareness. Localization capabilities and wireless connectivity will provide children with easy access to phones, TVs, and other communication and entertainment devices. In addition, Safari features a built-in, intelligent LED indicator that lets parents, teachers and other caregivers know with certainty if the hearing instrument is functioning properly. Oticon has also added wireless capability to the Vigo family of hearing devices to create a new line of products called Vigo Connect. Vigo Connect’s Bluetooth capabilities work in combination with the Oticon ConnectLine system to allow access to an array of communication and entertainment devices including landline and mobile phones, personal computers and MP3 players. For more information on Oticon’s newest products, visit www.oticonusa.com.

Solar-Powered Hearing Aids Bring Relief to People Around the World Solar-powered hearing aids offer a solution for millions of people with hearing loss in developing nations who cannot afford traditional hearing aids. The World Health Organization (WHO) estimates that more than 30 million hearing aids are needed annually in developing nations, together with services and staff to fit them, but current annual provision is less than 1 million. The aids creator, Howard Weinstein, first developed an analog solar-powered hearing aid costing $100 – a fifth of the price of standard models. To date, Weinstein has sold 10,000 rechargeable hearing aids, 20,000 solar chargers and over 40,000 rechargeable hearing aid batteries to 31 countries. Weinstein recently received the Tech Award Laureate title as well as the Humanitarian Award from the American Academy of Audiology for his work developing and distributing this new technology. As the use of solar-powered hearing aids spreads, this affordable technology has the potential to dramatically improve the quality of life for millions of people around the world as well as in the United States. To learn more, visit www.solarear.com.br/solar/ home.php.

Connect with Lee

Photo Credit: Stefan Radtke

Woodruff By Dan Salvucci, M.Ed.., Ed.M., CCC-A

ee Woodruff – best-selling author, contributor to ABC’s “Good Morning America,” former public relations executive, wife and mother of four – will be the keynote speaker at the AG Bell 2010 Biennial Convention. Woodruff will speak the morning of Saturday, June 26, at the Hilton Orlando Bonnet Creek, followed by a book-signing in the Exhibition Hall. In January 2006, Woodruff’s husband, broadcast journalist and coanchor of ABC’s “World News Tonight” Bob Woodruff, suffered a traumatic brain injury while covering the Iraq War. The experience of that event and the journey that followed on the road to recovery culminated in their first bestseller, “In an Instant.” Woodruff penned her second bestseller in 2009, entitled “Perfectly Imperfect: A Life in Progress,” about the challenges and rewards of contemporary family life. In one chapter, “A Different Ability,” Woodruff talks about discovering that her daughter, Nora, has a hearing loss and how her family worked to ensure Nora had the same opportunities as their other children.

Since the release of her two bestsellers, Woodruff has actively worked with the Bob Woodruff Foundation, which promotes awareness of the needs of injured service members, veterans and their families as they reintegrate into their communities. In addition to her regular on-air duties with “Good Morning America,” Woodruff has appeared on “The Oprah Winfrey Show,” “The Bonnie Hunt Show” and CNN’s “Larry King Live.” Woodruff has also written numerous personal articles about her family and parenting for publications such as “Ladies Home Journal,” “Health,” “Redbook,” “Country Living,” “Parade” and “Family Fun.” Dan Salvucci, chair of the AG Bell 2010 Biennial Convention, recently had an opportunity to interview Woodruff and learn more about her life and her resilience in facing some of life’s toughest challenges with grace and humor. Dan Salvucci: Your daughter, Nora, has a severe hearing loss. Can you share with us your experience learning about your daughter’s condition?

Lee Woodruff: Nora has a moderateto-severe sensorineural hearing loss that was discovered when she was 9 months old when we were living in London. Nora is a twin and when she and her sister, Claire, were born in Maryland in 2000, the mandatory infant auditory screening was just two months shy of going into effect. Nora’s hearing loss was discovered by her general practitioner in London during a routine check-up when she didn’t turn her head toward the little silvery rattle sounds. Once the diagnosis was confirmed, we kicked into gear. She was fitted with hearing aids and we underwent therapy, speech therapy. Therapists came to the house to help Nora and she attended classes at Christopher Place in North London. We read and learned everything we could on the topic. We found the John Tracy Clinic and I took their parent correspondence course. Today, she is in fourth grade and is mainstreamed. She wears hearing aids and her classroom uses an FM system. We also worked with the school to use surround sound speakers as VOLTA VOICES • JAN UAR Y / F EBRUAR Y 201 0

DS: Tell us about other organizations you have been involved with, as far as those that address hearing and language development in children. LW: I have been a big supporter of the John Tracy Clinic in Los Angeles, the Clarke School in New York City and the League for the Hard of Hearing in New York City. DS: What do you think is the most important issue facing children with hearing loss today? LW: I think the biggest challenge today is all of the above – kids need to get early intervention. I can see how much of a difference that made with Nora, the ability to work on her speech and language development and also just to empower her to speak up for herself when she doesn’t hear something or doesn’t understand. Access to hearing technology is critical and it infuriates me that in many cases, hearing aids for children are not covered by insurance – or even the audiological evaluations. DS: What advice do you have for parents of a child newly identified with a hearing loss? LW: As I wrote in “Perfectly Imperfect,” first there is a grief, then a sense of blame, and then you pick yourself up and become a “Warrior Mom.” You go to battle for your child to make sure that everything can be as successful for them as possible. You are determined to give them all the tools to move forward in life. The advice I would give to a parent who has just discovered their child has a hearing loss is take a deep breath and try to imagine life a few years from now. Technology and our abilities in the world of therapy can work miracles. As time passes, you will adjust to all of this. It will seem second nature. The hearing aids that seem so difficult now or the cochlear implant that has been prescribed, all of this will just be part of your child. It will not define your child. V O LTA V O ICES • JAN U ARY/FE BRUARY 201 0

the bob woodruff foundation Following Bob Woodruff’s recovery from a critical brain injury while covering the War in Iraq for ABC News, he and Lee Woodruff founded the Bob Woodruff Foundation to educate the public about the needs of injured service members, veterans and their families as they reintegrate into their communities. The foundation collaborates with experts and organizations at the federal, state and local levels to identify and address issues related to the return of service members from combat to civilian life. Visit www.ReMIND.org to learn more.

DS: Your book, “In an Instant,” is a very personal account of your family’s journey following your husband’s critical injury while covering the war in Iraq. Why did you choose to share that story, and how has sharing that story impacted your family? LW: We wanted to write a book that illuminated the story of how families can make it through very difficult things. In Bethesda Naval Hospital, we saw so many young men, and some women, who had suffered brain injuries from the war. One of Bob’s doctors said to me, “someone needs to write a book about this because there are thousands of soldiers coming through these doors with these injuries and no one out there has any idea this is happening.” So we did. In sharing our story, we hoped to illuminate the stories of so many, civilian and military, who have sustained brain injuries. We also wanted to write an honest account of the difficulties, trauma, fear, grief and healing that accompanies so many journeys like this in life. To me, there was no point in writing the story if it wasn’t going to be unfailingly and searingly honest. We have been so proud of what the book has accomplished not only among those who have served in Iraq and Afghanistan, but among anyone who has gone through a difficult journey and come out the other side. DS: What is it that you want other families to remember most when they hear your story?

Photo Credit: Stefan Radtke

an audio enhancement system in all the classrooms so all the kids could benefit. Nora also gets extra speech therapy in school, but it has recently been cut back because she is doing so well.

LW: I want people to remember that human beings are built to survive; that we can endure just about anything and come out the other side. Faith, family and friends, and the resilience of the human spirit can triumph in almost any situation. I also want to remind people to stop from time to time and just be in the moment. Take 15 seconds to just look around you and feel the power of living in the moment. Cherish the little things. DS: Regarding you and your husband’s extensive work with veterans, what do you see as the most important issue facing our veterans returning from Iraq or Afghanistan? LW: Our injured veterans need access to long term rehabilitative care close to home, [where they’re] surrounded by family and friends and community. They also need help in the areas of re-training and re-employment. All veterans who are returning from these wars need understanding from the community when it comes to integrating back into their towns and overcoming the effects of post-traumatic stress. DS: What are you looking forward to most about the AG Bell Convention? LW: To me, in any kind of gathering, it’s always the people I meet. I’m looking forward to meeting the parents, the kids, the families who are so much like my family and deal with the issues of hearing loss every day. We have one giant common bond in that we have struggled, triumphed, grieved and rejoiced.

Endless Possibilities

Photo Credit: FunTup Productions

Highlights of the AG Bell 2010 Biennial Convention

By Judy Harrison, M.A., and Dipika Chawla

G Bell will hold its 49th Biennial Convention June 25-28, 2010, at the brand new, state-of-the-art Hilton Orlando Bonnet Creek in Orlando, Fla. The Convention is expected to draw over 1,800 people from around the world, including children and adults who are deaf or hard of hearing, their families, and professionals in the fields of hearing health and deaf education. With a focus on the “Endless Possibilities” one has when developing listening and spoken language, the AG Bell Biennial Convention is the only one of its kind to bring together such a diverse audience actively seeking information and resources in hearing health and technology, best practices in education and intervention, and the latest cutting-edge research in the area of hearing loss.

Education Program The education component of the Convention features over 80 Concurrent Sessions, 11 Short Courses, and a Research Symposium. Concurrent Sessions, which comprise the bulk of the educational program, are hour-

long presentations designed to inform parents, professionals and adults with hearing loss about trends and current practices in the field of listening and spoken language. Concurrent Sessions are divided into six learning tracks to help you organize your time according to your specific interests (see sidebar). Short Courses, unlike Concurrent Sessions, run 3 ½ hours in length and require participants to pre-register. Participants will have the opportunity to earn continuing education credits from the AG Bell Academy for Listening and Spoken Language and continuing education units from the American Academy of Audiology (AAA) and/or the American Speech-Language-Hearing Association (ASHA). The topics for Short Courses are designed to reflect the nine domains of listening and spoken language (LSL) as identified by the AG Bell Academy. One Short Course, entitled “Adults Aren’t Just Big Babies!,” will provide a new perspective on applying principles of adult learning when working with parents of children with hearing loss. “Bilateral Cochlear Implants: CI Team Perspectives,” will offer detailed insights

into successful management of bilateral cochlear implants, and “LSL Up Your Lesson!” will focus on effective strategies professionals can use to prepare school age children for academic success in a listening and spoken language environment, while highlighting a multilevel literacy model incorporating specific language goals. With important topics like these, Short Courses will provide exceptional learning opportunities you won’t want to miss. Another highlight of the education program is the Research Symposium, entitled “Re-Modeling the Deafened Cochlea for Auditory Sensation: Advances and Obstacles.” The Symposium will discuss what we should expect from scientific research in the areas of cell regeneration and stem cell advancements. The presentations will answer fundamental questions about the current state of research in this field, such as: “What is really being learned in the laboratories and scientific world?” “How can I expect these new advancements to affect me?” and “Am I expecting too much?” AG Bell has the honor of hosting several VOLTA VOICES • JAN UAR Y / F EBRUAR Y 201 0

CONCURRENT SESSION LEARNING TRACKS 1. Living with Hearing Loss. Discover effective strategies and resources for a listening and spoken lan-

guage lifestyle. This learning track is designed to encourage adults with hearing loss and parents of children with hearing loss to share their stories and experiences. Attendees can learn about: yy Support groups and networks. yy Communication technologies and deciding what is right for you or your child. yy Socialization among peers with and without typical hearing. yy Self-advocacy in social and professional settings. yy Employment strategies for job seekers, employees and entrepreneurs. 2. Hot Topics in Hearing Science. Experts will discuss topics in the field of hearing science and current

issues important to families, individuals with hearing loss and professionals, including: yy Binaural and unilateral hearing. yy Criteria for the selection of appropriate hearing technology. yy Music appreciation. yy Executive functioning. yy State of the art diagnostic testing. yy Auditory brain development and auditory neuropathy/dysynchrony. yy Identifying genetic influences on hearing loss. yy New developments in hearing technology and assistive listening devices. 3. Professional Preparation and Development. Any professional who facilitates listening and spo-

ken language development for individuals with hearing loss will benefit from this track. Presenters will focus on: yy Training for in-service professionals as well as pre-service professionals. yy Examination and comparison of different models of professional preparation. yy Panel discussions with leaders in the field. yy Advantages and disadvantages of distance learning education programs. yy The nine domains of knowledge that represent the core competencies of specialists working help others develop listening spoken language. 4. Best Practices: Early Intervention through Pre-School. Geared towards parents and pro-

fessionals, this track provides information on how to maximize a child’s potential in the early stages of intervention and preparation for mainstream education. Topics include: yy Assessment tools and techniques. yy Family intervention and education. yy Auditory and spoken language enrichment in the home. yy Developing a strong reader. yy Collaboration between parents and teachers. yy Transitioning from an Individual Family Service Plan (IFSP) to an Individual Education Program (IEP). yy Diverse learners and families, such as children who are gifted and talented, children with learning challenges, and culturally and ethnically diverse families. 5. Best Practices: Early Elementary and Middle School. This track provides information on

how to maximize a child’s potential during early elementary and middle school, with regards to: yy Assessment tools and techniques. yy Literacy development and enrichment. yy Making the most of itinerant services in the mainstream. yy Collaborating productively with families and educators in the mainstream. yy Strategies for successful transitions (to middle school, high school, post-secondary education or employment). yy Diverse learners and families. 6. Advocacy and Policy. Learn about current issues concerning the deaf and hard of hearing community in

the arena of advocacy and public policy, which include: yy Early Hearing Detection and Intervention (EHDI) programs. yy Strategies for developing an IEP. yy Special accommodations in educational settings. yy Obtaining insurance coverage for cochlear implants and hearing aids. yy Promoting legislation that supports unbiased communication options and services for families. yy Grant writing and fund-raising strategies. yy How individuals with hearing loss can participate in policy initiatives and legislation. VOLTA VOICES • JAN U ARY/FEBRUAR Y 201 0

Photo Credit: FunTup Productions

Endless Possibilities

Participants at the AG Bell 2008 Biennial Convention enjoyed many interesting sessions at the Celebration & Education Theater in the Exhibition Hall.

world-renowned scientists in the field of hearing health and intervention for the Research Symposium, including Andrew Groves, Ph.D., of the department of neuroscience and molecular and human genetics at Baylor College of Medicine in Houston, Texas; Jian Zou, Ph.D., of the department of developmental neurobiology at St. Jude Children’s Research Hospital in Memphis, Tenn.; and Stephan Heller, Ph.D., of the department of otolaryngology – head and neck surgery at Stanford University School of Medicine in Palo Alto, Calif. Finally, AG Bell is planning to offer special sessions geared towards its three main constituencies: parents of children with hearing loss, the professionals that work with them and adults who are deaf and hard of hearing. The Parent Advocacy Training (PAT) program will be reintroduced during the Convention. PAT is specially designed to teach parents how to navigate educational law and policies to ensure a successful academic experience for their children with hearing loss. A

course on professional development and preparation, based on The Volta Review monograph on the same subject (due out June 2010), will also be offered. Adults who are deaf and hard of hearing will be invited to attend a session focused on career development and advancement for individuals with hearing loss.

Network and Connect In addition to its educational component, the Convention provides attendees with great opportunities to meet new people as well as reconnect with old friends and colleagues. The center for this social networking will be the Exhibition Hall, where the Opening General Session and Welcome Reception, Hospitality Lounge, Celebration & Education Theater, and job recruitment area will be located. Poster Sessions will also be hosted in the Exhibition Hall, where attendees can speak with presenters about the latest information and research related to listening and spoken language.

The Child & Teen Program, which requires pre-registration, offers a series of fun activities for children ages 0 to 17, including off-site field trips to SeaWorld Orlando, the Orlando Science Center and DisneyQuest Indoor Interactive theme park. Children under the age of 4 will remain onsite and participate in fun learning activities while their parents participate in educational programming. These are just some of the myriad events and activities planned for AG Bell’s 2010 Biennial Convention. If this is your first time attending, a session called “First Timers’ Orientation” can help you navigate the Convention by providing an overview of the events as well as practical tips to make the most of your time in Orlando. “Endless Possibilities” is the enormous potential of anyone living hearing loss, but it also refers to the attendees of the Convention – with so many opportunities to learn, share and interact with others from around the world, the Convention experience will be one you’ll never forget. VOLTA VOICES • JAN UAR Y / F EBRUAR Y 201 0

Every Child Deserves a Chance ...to Learn...to Grow...

to Hear from the Start AG Bell Financial Aid & Scholarship Programs Can Help.

G Bell offers Arts and Sciences Awards to students, ages 6 to 19, to participate in after school, weekend or summer programs focused on developing skills in the arts or sciences. Programs can be sponsored by museums, nature centers, art or music centers, zoological parks, space and science camps, dance and theater workshops, music, voice and dance lessons, or any other program with a focus on the arts or sciences, including martial arts. Awards cannot be used for programs that offer academic credit, travel or study abroad, recreational or sports camps, or sports programs, including figure skating or gymnastics. 2010 ARTS & SCIENCES AWARDS PROGRAM PROGRAM OPENS: FEBRUARY 1, 2010 PROGRAM DEADLINE: APRIL 9, 2010

Eligibility criteria, program deadlines and applications are available at www.agbell.org. Email requests for an application to financialaid@agbell.org or fax to 202.337.8314.

TEL 202.337.5220 • TTY 202.337.5221 EMAIL financialaid@agbell.org • ONLINE www.agbell.org VOLTA VOICES • JAN U ARY/FEBRUAR Y 201 0

LOFTees – Where Photo Credit: FunTup Productions

Are They Now?

By Wendy Will

ebuting in 1996 at the AG Bell Biennial Convention in Snowbird, Utah, AG Bell’s Leadership Opportunities For Teens (LOFT) program has seen nearly 200 teens participate. Recently, AG Bell, in an effort to determine the long-term impact of the LOFT experience on past participants, contacted alumni of the program. Here’s what four past LOFTees shared about the impact of the LOFT experience on their lives.

Stacey Lim

I’m a member of the inaugural LOFT Class of 1996. There was a great sense of community in our class and our wonderful LOFT counselors were there to lead the way. While LOFT helped me develop better networking skills, one of the most significant things I took from my LOFT experience was to not let hearing loss

stand in the way of my goals. We were taught to be strong advocates by speaking up for ourselves and sharing with others our knowledge and experience with hearing loss. Additionally, I believe LOFT gave me the skills and confidence to grow as a leader within my own community. For instance, in college I started COW4KIDS, a mentoring group for underserved children, and while in my Au.D. program, I served as vice president of the National Association for Future Doctors of Audiology. During LOFT, we discussed different strategies that we could use to build confidence in explaining our needs to make sure we’d understand the people we talk with – and these lessons have served me well. As an audiologist, one of my biggest challenges is completing speech testing during an audiological evaluation; I must be sure that I can hear my patients’ responses. I employ a variety of strategies with each patient to make sure I can understand them, including using an FM system and explaining to the patient what the FM system is and why I need to use it. I became an audiologist because I wanted to share knowledge of hearing loss and aural habilitation. I’m currently seeking a Ph.D. in audiology because I want to teach about hearing loss and aural habilitation approaches to future

speech-language pathologists and audiologists. It is my hope that these students can share this knowledge with the families they serve. Today’s teens with hearing loss should know how important it is to understand and embrace the fact that you are your own best advocate. You know the best about your hearing loss and how it impacts your life, and you are in a great position to educate others about hearing loss. Never hide your hearing loss or be embarrassed by it.

Jessica Levine

The most important things I learned from LOFT 2000 in Philadelphia, Penn., were self-advocacy techniques, effective communication strategies and leadership skills. The best part of LOFT was meeting and forming incredible connections with many amazing teens who are deaf and hard of hearing. We made a point of

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friends who are deaf and hard of hearing and whom I met through LOFT, AG Bell and other organizations. The best advice I could give to teens who are deaf and hard of hearing is to be your own advocate, be assertive and don’t let other people discourage you from accomplishing your goals. Anything is possible if you put your mind to it and tell yourself it will work out.

Ari Sagiv

& Whitney led me to aspire to a career in the field of thermal spray technology. The most difficult challenge that I face to this day is being able to understand people who I cannot hear well. Mainly these are professors or classmates with heavy accents. This is challenging because it is difficult to get the person to acknowledge that he or she has heavy accent without offending him or her. LOFT helped me become a better selfadvocate to deal with these issues. I would tell teens with hearing loss to work hard, maintain a positive outlook and always keep goals in mind no matter how bad things may seem. Be prepared to fight for the services you need, and start thinking about college and what you want to do with your life. Most importantly, have FUN with your life and, of course, apply for LOFT! I guarantee that it will be an exhilarating and life-changing experience.

James Barden My LOFT experience in St. Louis, Mo., in 2002 was incredible – I loved being around new people who shared something in common with me. I had the privilege of getting to know some of the brightest people in the country and I was extremely honored to be a part of it. One of my best friends to this day is fellow LOFTee Erik Nordlof. Meeting so many amazing people who have a hearing loss like myself helped me to become more confident and accepting towards others. It was also wonderful to talk and interact with the facilitators, all of whom are adults who are deaf or hard of hearing and who have succeeded in life by doing what they were teaching us. LOFT taught me how important it is to be a good listener. Before LOFT, I hadn’t realized the value of keeping an open mind and valuing the suggestions or opinions of others, even if you don’t agree with those opinions. For me, the most important factor in selecting a college was getting the services I needed, which included CART. I believe that making a choice based on that has led me in the right direction. Over the course of my undergraduate study, I realized that I love working in a laboratory, especially in my chosen field of thermal spray. My internship at Pratt

Photo Credit: Tajah Coleman-Jones

visiting each other, having several small reunions at AG Bell conventions and keeping in touch using technology. I am still in contact with many LOFT friends to this day – in fact, two of my closest friends from LOFT will be in my wedding party! Having been profoundly deaf since birth, my life has been a journey to better integrate with mainstream society. Over time, I became frustrated with the limitations of hearing aids and received a cochlear implant when I was 14 years old. Suddenly, I was able to hear the “s” and “f” sounds, distinguish my mom’s voice from my dad’s and for the first time I could sing along with music without missing a beat! Before heading to graduate school in 2007, I got my second cochlear implant, which gave me a sense of balance and harmony in the world of sounds. I knew I wanted to give back to individuals with hearing loss and their families. I set my sights on becoming an audiologist and researcher. I graduated from Tufts University in 2006 with a double major in biopsychology and biomedical engineering. Presently, I am a graduate student at Northwestern University in the Doctor of Audiology (Au.D.) program. Three things have motivated me to get my Au.D.: receiving bilateral cochlear implants, my experiences doing auditory research and my love for personal interactions with others. I love helping peers with hearing loss and their parents better understand the auditory system, current research and the technologies available to them. My personal knowledge and experience as an individual with hearing loss and bilateral cochlear implants, coupled with my technical and advocacy expertise, enable me to connect with patients and offer valuable assistance. My biggest challenges have been advocating for myself, staying positive and being determined. Others often tried discouraging me from my dreams, telling me that my hearing loss was too big a barrier. LOFT gave me the tools to deal with these challenges – how to be assertive, how appropriate communication strategies can overcome obstacles and that I can accomplish things when I put my mind to it. Another significant key that helped me through difficult times was having an awesome support group of

Attending LOFT in 2004 in Pittsburgh, Penn., definitely increased my confidence. I learned that there were many peers feeling the same things that I did about school and friendships. Most importantly, I had new friends that I could talk to and rely on for support on a regular basis. I was better able to advocate for myself with the knowledge that new friends across the country were doing the same. LOFT turned out to be the foundation on which I built some of the best friendships I’ve ever had. After LOFT, my network of friendships expanded almost immediately. I developed a new-found confidence in interacting with others. I realized that having a hearing loss actually contributed to the diversity and range of perspectives in my friendships; surprisingly, people highly valued that. Without a hearing loss, I would probably be in a very different place; my hearing

Photo Credit: Catharine McNally

LOFTees – Where Are They Now?

The 2009 class of LOFT enjoyed an excursion at night to the National Mall in Washington, DC.

loss helped me to be very discriminating in my choice of schools. At age 15, I was accepted to Bard College at Simon’s Rock in Great Barrington, Mass. Bard offered small classes and close relationships with professors that, while beneficial for anyone’s education, was also accommodating for my hearing loss. After two years at Bard, I transferred to the University of Massachusetts at Amherst, looking for a wider variety of classes. I love the diversity that UMass-Amherst encourages in its community. Whether they have a hearing loss, speak a different language or are

from a different culture, it is nice to learn in an environment that accommodates – and celebrates – so many differences. The most significant challenge for me has been integrating with other students while being clear about my access needs. Especially in the beginning, there was a tug-of-war between being assertive and advocating for myself and fitting in. LOFT taught me the value of friendship and how it can transcend barriers in communication. Thanks to LOFT, I was able to be open about my needs without feeling singled out.

My hearing loss has undoubtedly guided me towards helping others. Through the experience of being deaf, I have been very fortunate to have been helped by so many people, which instilled in me a desire to return the favor by helping others. For example, I recently completed a summer internship with the Common Ground organization in New York City, which solves homelessness through building affordable and permanent housing. Whether I’m involved in politics, the arts, or nonprofit management, I hope to always help others in need. I think it’s critical for teens with hearing loss to know that they’re not alone. There are many networks available that are full of people who are going through many of the same experiences you are. Whether you connect through AG Bell or through social networking, there are organizations and mediums that can and will support you. LOFT is the co-creation of Donna Dickman, the late former executive director of AG Bell, and Ken Levinson, a longtime AG Bell member, former president of the AG Bell board and LOFT leader to this day.

High school students can benefit! Leadership Opportunities For Teens 2010 June 20-24, 2010 Just prior to the AG Bell 2010 Biennial Convention in Orlando, Fla. LOFT is a four-day program designed to help teens who are deaf and hard of hearing to develop skills in individual leadership, teamwork, understanding group dynamics and communication, public speaking and self advocacy. For more information and to download an application packet, go to www.agbell.org.

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Summer Camps for Hard-of-Hearing and Deaf Students High School Sophomores and Juniors... Come Explore Your Future at Rochester Institute of Technology! Two Sessions: July 17 – 22, 2010 or July 24 – 29, 2010 • Explore the hottest new careers • Discover new friends • Learn how to turn your interests into a future career

Apply Today! Visit www.rit.edu/NTID/EYF2 or call 585-475-6700 (voice/TTY), or toll-free in the U.S. and Canada at 1-866-644-6843 (voice/TTY) Application Deadline: April 30, 2010

RIT Camp for girls entering 7th, 8th or 9th grade in fall 2010 August 1 – 7, 2010

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Register Today! Visit www.rit.edu/NTID/StepstoSuccess2 or call 585-475-7695 (voice/TTY) Registration Deadline: May 31, 2009

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Photo Credit: The Bolesta Center

The New LSLS By Jennifer Smith

he Listening and Spoken Language Specialist (LSLS) program offered by the AG Bell Academy for Listening and Spoken Language continues to grow. In 2009, 74 candidates successfully completed the certification exam and earned designations as a LSLS Cert. AVEd or AVT. The total number of certified LSLS is now 550 worldwide. With the increasing amount of interest in becoming a LSLS in the field of hearing loss, Volta Voices wanted to know what it means to be a LSLS in today’s environment of spoken language development. I sat down with Judy Horvath, M.S., LSLS Cert. AVEd, to discuss what she thinks it means to be a LSLS professional working with today’s children who are deaf or hard of hearing.

JS: Now that you are certified, what are the benefits to working with someone who has a LSLS certification?

Jennifer Smith: What motivated you to apply for LSLS certification and why was certification important for your career?

JH: As more and more children are being identified earlier and with the hearing technology available today, it means making sure the child is developing listening and spoken language appropriately. It is making sure that the children are integrated into natural environments with typical-hearing peers as soon as possible and with supports and services brought to them. With access to sound, equal language levels and the support needed, children with hearing loss experience few restraints; it is our job as LSLS to support and work toward that outcome.

Judy Horvath: I made a commitment over 20 years ago to teach children with hearing loss to listen and speak. I had a childhood friend whose parents were deaf and I was always interested in how they communicated. I loved the idea of working with children and after hearing about how children with hearing loss could learn to listen and speak, I knew that is what I wanted to do. I landed in a four-year undergraduate oral deaf education program and I never have stopped learning and growing in the profession. Pursuing the LSLS designation solidifies that commitment and identifies me as an expert in the field.

JH: It indicates that you are working with an individual who has decided to specialize in the field by demonstrating proficiency in core competencies related to auditory, speech and language development. It ensures that he/she has experience working with children with hearing loss and their families. Lastly, it shows a commitment to maintaining the knowledge, skills and expertise necessary to ensure optimum outcomes for your child. JS: What does being a LSLS mean in today’s environment of communication needs of children with hearing loss?

JS: What skills are necessary for LSLS in order to ensure success with today’s children acquiring spoken language? JH: The techniques are important and they work! One thing I find myself saying

over and over again is “trust the hearing.” It is imperative that we truly believe that the amplification is doing what it is supposed to because it is the best it has ever been. Cochlear implants, digital hearing aids and FM technology provide access beyond what I ever dreamed when I started this work. That means that we can now move forward faster with learning to use it! It is so important to expect the child to hear and respond, to listen, to speak and to understand. In addition, I believe that coaching and empowering parents/caregivers is, and always has been, the most critical. There is no magic clinician, expert, teacher, school or program…it is the parent or caregiver that learns and teaches and advocates! JS: What skill sets are new or emerging and that you think will become necessary for LSLS professionals in the future, and why? JH: There will always be a need for a remedial approach for those children who have fallen behind or for some reason did not get what they needed early on, so having skills to know when and how to remediate is important. Also, with so many children with hearing loss integrated into schools, we must coach teachers and other professionals in mainstream school settings. JS: What professional development strategies should today’s LSLS engage in to ensure continued success? JH: I believe in lifelong learning. Today’s listening and spoken language community should take advantage of conferences and conventions, and should also spend VOLTA VOICES • JAN UAR Y / F EBRUAR Y 201 0

JS: More and more professionals are applying for LSLS Certification. Why do you think that more people are finding certification necessary for their practice? JH: Again, it identifies that person as an expert in the field and there are so many out there. It is nice to see us coming together as a professional community all with the same core competencies and desired outcomes. Building capacity is a great thing. I am thrilled that I can tell a family that wants to move to another area that there is a professional there that can assist them. JS: Is there anything else that you think parents or new professionals should know about the LSLS program or the certification process?

Who is Judy Horvath? Judy Horvath is the clinical director and educational Services Coordinator of the Bolesta Center in Tampa Bay, Fla., and is an adjunct instructor in the communication sciences department of the University of South Florida. Horvath received a bachelor’s degree in deaf education and a master’s degree in special education from Eastern Michigan University in Ypsilanti, Mich., and received additional training in educational leadership. She holds a professional certificate for elementary education, special education – hearing impaired, and educational leadership in Florida. Horvath’s experience helping children with hearing loss develop listening and spoken language include teaching in public school settings, providing therapy in clinical settings and serving as a special education administrator for a large public school district. In addition, she partners with the Florida Department of Education to develop and implement training modules for teachers of the deaf and hard of hearing. Judy is an active member of AG Bell, serving as chair of the Education Program Committee for the AG Bell 2010 Biennial Convention and on the board of AG Bell’s Florida Chapter.

JH: Just remember that the focus should always be on the child and family. What are their needs? This is about positive outcomes for the child. We pursue certification because we want to be better at our craft, we want

Photo Credit: The Bolesta Center

time with other professionals observing and learning from one another. This is a craft that takes practice and time! Also, partnering with school professionals and truly supporting one another is key and we need to know how to best build and cultivate those relationships.

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and

Humanitarian Efforts By Joanne N. Travers, MIM

earing health concerns extend far beyond industrialized nations. Individuals, organizations and strategic working groups are building momentum to support global hearing health care throughout the developing world. The pendulum is swinging as medical and educational professionals strive to promote hearing health policy, combat disease, prevent hearing loss and build programs in (re)habilitation and education for millions of people affected with hearing loss.

Status of Global Policy In developing nations, access to hearing technologies and hearing health care, as well as training in audiology, deaf education and parent support, lag far behind the United States. Two-thirds of individuals affected with hearing loss live in developing countries where people struggle for food, water and basic health care (World Health Organization, 2005). The MRC Institute of Hearing Research estimates that before 2015, more than 700 million people may be diagnosed

Two children practice listening and spoken language with their mother at CASSA in Boca Chica, Dominican Republic.

with hearing loss. The World Health Organization (WHO) estimates that over 78 million children have moderateto-profound hearing loss, and that 50 percent of these cases may have been preventable (WHO, 2005). Lack of vaccinations, diseased waters, limited neo-natal care, noise pollution, over prescription of ototoxic medications, poor otitis media care, head trauma, poor health, AIDS and a host of other related issues likely contribute to even larger numbers of persons affected with hearing loss. Added to these issues are syndromic and non-syndromic genetic causes of deafness (WHO, 2005). Most governments in developing countries estimate populations of hearing loss to be between 3 and 5 percent, and overall disability populations may hover around 10 percent.1 The United Nations Convention on the Rights of Persons with Disabilities promotes awareness of persons with disabilities and has captured the attention of the world. Eight principles guide the 1 These statistics are revealed in country-specific government reports on disabilities, which primarily stem from WHO estimates for populations with disabilities or hearing disabilities specifically.

Convention, including fostering dignity, respect, inclusion, opportunity and participation of people with disabilities. Over 142 countries have signed this treaty and the United States ratified it in July 2009. Momentum is building for policy and support for people with disabilities, including those with hearing loss. Developing countries lack sufficient resources for hearing screening, diagnosis and treatment. Highly trained specialists in hearing health care may not even exist in these locations, and many poor countries rely on humanitarian efforts. Affordable hearing aids are also difficult to find, and humanitarians who donate refurbished aids report that over time, these aids break and get thrown into drawers instead of finding their way to a repair center. In many parts of the world, children under the age of 5 are not offered hearing tests and many public schools will not enroll children with hearing loss. Recent projects in developing countries have highlighted the need for both voluntary and government-developed efforts that foster public awareness and sustainable programs across all levels VOLTA VOICES â&#x20AC;˘ JAN UAR Y / F EBRUAR Y 201 0

Photo Credit: Allison Miniter

Global Policy

Changing Global Policy Medical experts and global leaders in the field continue to make progress. Dr. Andrew Smith, chair of World Wide Hearing, recently hosted a meeting in Brazil regarding the Global Burden of VOLTA VOICES • JAN U ARY/FEBRUAR Y 201 0

Photo Credit: Allison Miniter

of hearing health care (Olusanya et. al., 2007). Thankfully, humanitarian energy is pushing the bar higher and many governments, medical professionals and educators are thinking more about early identification, improved hearing health services and communication (re)habilitation, including listening and spoken language. Policies that promote awareness, encourage humanitarian efforts and foster sustainable health programs can be important tools to advance (re)habilitation services while also helping to stimulate economic growth. The United Nations Millennium Development Project focuses on the “Big Three” diseases (HIV, malaria and tuberculosis; Olusanya, 2007) and on universal primary education. Primary health initiatives tend to focus on the burden of disease as related to mortality, and so hearing loss struggles for attention from global health policy makers. The Universal Primary Education goal states that by 2015, every single child will have access a full course of primary schooling (Millennium Project, 2009). Since over 164 developing nations are mired in disease, poverty and environmental concerns, this task is immense. Policy must coordinate with humanitarian efforts to create sustainable programs. According to Dr. Robert Wagner, President of Geoutreach, an otorhinolaryngology (ear, nose, throat) organization working in Latin America: “Hearing loss is not only a major global health problem, but in many respects it is an under-recognized global health problem with severe economic and social impacts. In developing countries, hearing loss is part of the vicious circle of poverty and poor health that exists. In developed countries, the ability to hear and communicate effectively has an impact and sets these countries on a course of visible economic development.”

A young boy from the CAES school in San Pedros de Macoris, Dominican Republic, enjoys hearing sound in music class.

Disease, indicating a rise in awareness that much more is involved in achieving global health than attacking only the “Big Three.” To this end, a new committee called the Coalition for Global Hearing Loss, comprised of humanitarian audiologists, otorhinolaryngologists and educational habilitation specialists, recently held its first meeting in March 2009 at the AG Bell headquarters, the Volta Bureau, in Washington, D.C. The goal of the coalition is to promote the urgency of hearing health care worldwide as well as collaborate on the special and numerous challenges of the rampant growth of identified hearing loss in developing nations. Of course, there are many regional and international conferences that advance hearing health services and awareness, such as the Pan American Society for Audiologists (PASA), held in Argentina in September 2009, and the International Newborn Hearing Screening conference in Como, Italy, held every two years. The bridging of policy and field experts is a critical relationship that will foster better hearing health services and programs. It is critical for medical and education experts to drive policy and promote the urgency for more humanitarians to respond to the needs in developing countries. Global organizations working to improve the realities of hearing loss populations in developing countries include: Alexander Graham Bell Association for the Deaf and Hard of Hearing (AG Bell) helps families, health care

providers and education professionals understand childhood hearing loss and the importance of early diagnosis and intervention (www.agbell.org). The American Academy of Otolaryngology-Head and Neck Surgery (AAO-HNS) is the world’s largest organization representing specialists who treat the ear, nose, throat and related structures of the head and neck (www.entnet.org). Christian Blind Mission (CBM) is the oldest and largest ministry with the purpose of improving the quality of life for those who are deaf and/or blind living in the world’s most disadvantaged societies. CBM’s aid projects are conducted through over 700 worldwide partnerships with local organizations, including churches and missions (www.cbm.org). The International Federation of ORL Societies (IFOS), deals with otorhinolaryngology (ORL) disease on a global level by supporting continuing medical education, developing a model undergraduate curriculum, initiating CME conferences between World Congresses and recently initiating the Worldwide Action “Hearing for All” (www.ifosworld.org). International Society of Audiologists (ISA) is for all people working in audiology, either in health care or research, and works to connect with all societies working in the field (www.isa-audiology.org). Rehabilitation International (RI) is a global network of approximately 1,000 experts, professionals, advocates and affiliated organizations in nearly 100 nations working together to empower persons with disabilities and provide sustainable solutions for a more inclusive and accessible society. RI has been a key player in the disability field and developed the International Symbol of Access – now the most widely recognized symbol for disability worldwide (www.riglobal.org). Starkey Hearing Foundation is sustained by the efforts of thousands of volunteers and donors around the world. They deliver 50,000 hearing aids annually through more than 100 hearing missions a year in countries stretching from the Americas to Vietnam (www.sotheworldmayhear.org).

Photo Credit: Allison Miniter

Global Policy and Humanitarian Efforts

Diorka Nolesce, the director of CASSA in Boca Chica, Dominican Republic, helps a young girl and her father put on a hearing aid.

The WHO offers two free documents, available online at www.who.org/int – “Primary Ear And Hearing Care Training Resource” and “Guideline for Hearing Aids and Service for Developing Countries.”

WorldWide Hearing Health is an initiative to promote better hearing and hearing loss prevention through the provision of hearing aids and services, focusing on developing countries and underserved communities (www.wwhearing.org). The tide is turning – social entrepreneurs and global leaders are working together to raise awareness for hearing health prevention and treatment. Educators of the deaf, hearing health professionals and parents who participate in international humanitarian initiatives and support global hearing health care can make a difference too. Joanne N. Travers, MIM, founded and directs Partners For A Greater Voice, a nonprofit organization working in developing countries. She is also a member of the Coalition for Global

Hearing Loss. Visit www.greatervoice.com for more information.

References Dr. Richard Wagner, personal quote. Available online at www.geoutreach.org. Accessed November 10, 2009. Millennium Project Commissioned by the UN Secretary General, 2003-2006. Available online at www.unmillenniumproject.org. Accessed November 10, 2009. Olusanya, B.O. (2007). Promoting effective interventions for neglecting health conditions in developing countries. Disability and Rehabilitation, 29(11), 973-976. Olusanya, B.O., Swanepoel, D.W., Chapchap, M.J., Castillo, S., Habib, H., Mukari, S.Z., et al. (2007). Progress toward early detection services for infants with hearing loss. BioMed Centeral Ltd., 7, 14. World Health Organization (WHO). (2005). Preventing chronic disease: A vital investment. Geneva, Switzerland: WHO Global Report.

Notes From Around the World By Joanne Travers, MIM Twenty-five is either a big number or small number, depending on how you look at it. In my school district, 25 students with hearing loss would be considered a huge number! In many communities within developing countries, 25 people with hearing loss is considered a small number. I’ve coordinated and lead 25 international initiatives, and some think that’s a big number. One trip per year would mean 25 years experience in the field, definitely a big number! My 25 years of experience has given me incredible insight to business, marketing, people and the 15 or more countries with which I’ve done business (though not always related to hearing health). I have no doubt I’ll get to 25 countries one day, as the need for hearing health services in developing nations continues to be paramount. More frequent and better diagnosis is bringing to light the millions of people affected with hearing loss worldwide. I founded Partners for A Greater Voice based on the tremendous need for (re)habilitation and parent support worldwide. I would never have entered this field had it not been for my two children who were born with hearing loss, now teenagers in the mainstream. Both use listening and spoken language (LSL) to communicate. When I first started my research internationally, I met with educators from Armenia about the phenomena called “inclusion.” They knew little about LSL practice and had no knowledge of mainstream education for the deaf. I then met an otorhinolaryngologist from Yerevan who wanted to learn about cochlear implants and LSL practice. Soon after, I met with teachers from Ireland who once again knew very little about LSL, though some faintly remember seeing a child wearing hearing aids. During my first visit to the Dominican Republic, educators and parents that I encountered strived for current medical knowledge and LSL support for hundreds of children with hearing loss. A lot is changing in countries around the world. Things seem to be moving in the right direction. Founding Partners for A Greater Voice has been an education and an eye opener. I still ache knowing how much support parents in developing countries lack. Schools, medical institutions, special education teachers and others are desperate for training as well. If I had 25-cent-thoughts to share with philanthropic individuals interested in improving hearing health globally, consider this: – Build a relationship with the community in which you wish to work. – Embrace those that are knowledgeable about the culture and environment. – Meet the needs of the people you are supporting and provide practical knowledge that is not overbearing. There are dozens of experiences I’d like to share, but for now remember that 25 cents goes pretty far in a developing country.

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Build your Listening and Spoken Language Library Today!

Don’t forget to visit AG Bell’s Bookstore in the Exhibition Hall! Convention attendees will receive a 25% discount and FREE shipping on every purchase.

AG Bell offers reading materials recommended by the AG Bell Academy for Listening and Spoken Language for LSLS Cert. AVT and Cert. AVEd written test preparation and for professionals working with children with hearing loss. In addition, the AG Bell bookstore carries a wide selection of books, videos and resource materials on deafness and spoken language for parents of children with hearing loss.

Featured titles include: • Auditory-Verbal Therapy and Practice* • Speech and the Hearing Impaired Child* • Listen to This Volume 1 & 2 Now available on DVD • SMILE – Structured Methods in Language Education • Learn to Talk Around the Clock: An Early Interventionists Toolbox* • Hear & Listen! Talk & Sing! • 50 FAQs About AVT* • Songs for Listening! Songs for Life!* • ABCs of AVT* Now available on DVD • Six Sound Song Book/CD • Copies of a brand new, The Volta Review monograph and of a special Volta Voices issue both focused on Professional Preparation and Development. *These items are recommended for reading by the AG Bell Academy

TEL 202.337.5220 EMAIL PUBLICATIONS@AGBELL.ORG WEB WWW.AGBELL.ORG

Parent Advocacy

By Janette Oliver, BA. M.Ed., PG Dip. Ed., PG Dip Aud., M.Aud.S.A (CC), LSLS Cert. AVT, and Donna L. Sorkin, M.A.

amilies of children with hearing loss around the world must make difficult choices about the management of their child’s hearing loss and the educational options they wish to pursue. Institutional barriers and a lack of comprehensive and unbiased information may limit family choices and participation. The importance of information for families of a newly diagnosed baby has been well documented. Accurate and reliable information enables parents to make informed choices and take an active role in the management of their child’s hearing loss. Information empowers parents and provides them with the means to explore hearing health issues and understand their own family’s needs. A recent survey of parents of young children, who later received a cochlear implant in the United States, found that the majority (62 percent) experienced early intervention advisement services that they characterized as somewhat or very focused on one communication approach. The parents stressed the importance of receiving written information about communication options and also having the ability to network with other parents (Sorkin

& Zwolan, 2008). Other parents – both those who have made the journey already or those who are in the process of finding their way – can often be an empathic source of support and guidance. AG Bell provides critical support for families in the United States and in other English-speaking countries around the world. It is for this reason that the emergence of parent-driven organizations in Japan is very exciting. For two weeks in September 2009, Donna Sorkin, vice president of consumer affairs at Cochlear Americas, worked with the staff of Cochlear Japan to share information regarding successes and challenges in the United States. Janette Oliver, an audiologist and clinical manager for Cochlear Japan, organized a visit that included meetings with two parent groups, clinicians with an interest in early intervention and government officials.

Parent Groups Parent groups can be a powerful force for developing, implementing, and assessing programs and policies to positively affect the hearing health care and education of children with hearing loss. Japan is witnessing the growth of parent-based

Photo Credit: Kaji Kamata

in Japan

Kagawa parents and children at the group’s Summer Day Camp in Takamatsu Forest Park on August 23, 2009.

groups that are actively working to address these issues. One such parent support group has been established in rural Kagawa Prefecture on Shikoku Island. The Kagawa Parent Group for Children with Hearing Loss celebrated its inauguration on May 10, 2009. Forty-six families attended the celebration with the Prefectural Governor for Kagawa and the Mayor of Takamatsu City. The children of these families are mainly in the preschool to elementary school age groups, with 30 percent using cochlear implants and the remainder using hearing aids. The Kagawa Parent Group regards “sharing information” as the keystone of its mission and they hold regular meetings to support and communicate with each other. They also convene study seminars to learn more about hearing loss and educational opportunities. Their goal is to be able to provide information to government and social welfare agencies in order to function as advocates for children with hearing loss. The group is currently setting up a Web site and network to facilitate communication among members and reach out to other parent groups around Japan. VOLTA VOICES • JAN UAR Y / F EBRUARY 201 0

The president of the Kagawa Parent Group, Mr. Koji Kamata, noted, “Our activities are aimed at improving the future for children [with hearing loss]. It is very important for parents to be able to knowledgeably perform our role as decision-makers and advocates for our children.” Seientai for Auditory Verbal Education (translated as Cheers “R” Us) is another parent-directed group founded on March

23, 2008, in Nagasaki, largely as a result of the passion and enthusiasm of Mrs. Chisako Steiger and Dr. Yukihiko Kanda. In the Japanese language, “Seien” literally means “cheering/encouragement/ support” and “tai” is a combat unit. Mrs. Steiger explains the choice of the name. “For us Japanese, it is also a word play referring to Kaientai, the first corporation in the country’s history.” Kaientai was founded by a samurai named Ryoma Sakamoto in 1864. Sakamoto established his entity (Kaientai) as a private navy and shipping firm through which he provided supplies for the revolutionaries challenging the feudal government and seeking change. Seientai is a group comprised primarily of parents of children with hearing loss (70 percent), speech therapists and educators (25 percent), and ear-noseand-throat doctors and adult cochlear implant users (five percent). Its members are from all over Japan and also include a few Japanese families living abroad. The group maintains an active Web site for sharing information, advertis-

ing events and facilitating discussion between members. Seientai for Auditory Verbal Education wants the decision-making of the educational path of children with hearing loss to be to the sole responsibility of the parents. In speaking of Seientai’s mission, a group spokesperson points out that it is “for this purpose that we help ourselves to be better informed of today’s technical and educational possibilities so as to be better equipped with arguments to defend our rights. We want to help establish auditory-verbal education as an option in Japan because this is (or, rather, should be) our choice, but we respect that others may choose differently.” Seientai is passionate about selftraining and study. They hold monthly workshops at a member’s home in Tokyo. In October 2009, they held their first national conference. The two-day event attracted 220 registered participants, primarily parents. In addition, respected specialists from medical, (re)habilitation and education fields

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VOLTA VOICES • JAN U ARY/FEBRUAR Y 201 0

Parent Advocacy in Japan

Parents and volunteers at the Seientai conference reception on October 24, 2009.

attended and shared their knowledge as lecturers and workshop instructors. This was a real landmark event for Seientai and the group is already planning its second conference for next year. When asked what motivated her to become involved, Mrs. Steiger (who herself has two daughters, one of whom uses a cochlear implant and speaks three languages fluently) replied: “These are very personal reasons. First because, as a Japanese person living abroad, I have often experienced the isolation of a linguistic outsider in a community and I don’t want my children to lead a

marginal existence through their lack of mainstream language. Second, I am raising my children in a foreign language and, though I know it was the right decision, miss very much sharing my mother tongue with them. Third, I was so disappointed by the system in France (where we spent five years before moving to Japan in 2007) because parents had no alternative to sign or cued speech and were discouraged from pursuing a purely spoken language option. My experience in America encouraged me with the philosophy, ‘If you don’t reach out, you will never get it!’ The American approach encouraging strong advocacy for children with disabilities had an important effect on my thinking.” Many different services for children with hearing loss and their families

are now offered because parents have learned about their importance and lobbied governments and service providers to offer those services to their children. In Japan, parents and the professionals supporting children with hearing loss are reaching out and striving to learn more about international best practices. Parents also want to fully understand the range of educational options so they can make informed choices. Both the Kagawa Parent Group for Children with Hearing Loss and Sientai are pressing for full disclosure of information and options. With their help, the future possibilities for children in Japan will be greatly expanded!

Reference Sorkin D. & Zwolen T. (2008). Parental perspectives regarding early intervention and its role in cochlear implantation in children. Otology & Neurotology, 29, 137-142.

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VOLTA VOICES • JAN U ARY/FEBRUAR Y 201 0

By Gary Yates

wo constants have always characterized the Alexander Graham Bell Association for the Deaf and Hard of Hearing (AG Bell). First, the advancement of technology to benefit individuals who are deaf or hard of hearing, and second, the steady stream of visitors who come to the Volta Bureau, AG Bell’s historic national headquarters in Washington, D.C., to learn more about and contribute to its mission.

Updating Technology Displays AG Bell is fortunate to display an impressive collection of historic artifacts related not only to Dr. Alexander Graham Bell and the association, but also to the history of assistive listening devices and tools for spoken language development. Display items include hearing trumpets from the early 1800s, vacuum tube hearing aids from the 1920s and ‘30s, transistor hearing aids from the 1950s and ‘60s, and the earliest cochlear implants developed in the 1980s. Upon close examination, AG Bell recently realized that although the displays were impressive, they were not very current. Subsequently, the associa-

tion put out a call for samples of current technology to major assistive listening device manufacturers. The request was met with enthusiasm. AG Bell would like to thank Oticon, Advanced Bionics, Phonak LLC, MED-EL Corporation and Siemens Hearing Instruments for helping bring AG Bell’s historic collection into the 21st century. Visitors to the Volta Bureau can now see for themselves the latest and best technologies currently available to individuals who are deaf or hard of hearing and the evolution of those technologies over the last 100+ years.

AG Bell’s Role as Ambassador As the unofficial resident historian for the Volta Bureau, it is a privilege to meet and give tours to guests who request it. With each visit, I always learn something new about Dr. Bell, the mission of AG Bell and how the association has impacted the lives of those who visit. In 2009, the Volta Bureau welcomed a number of distinguished guests, including Dr. Brent Glass, director of the Smithsonian Institute’s National Museum of American History; Dr. Maribeth Lartz, professor and coordi-

nator of the deaf and hard of hearing program at Illinois State University; Dr. Rod Custer, associate vice president of research, graduate studies and international education at Illinois State University and his wife, Mrs. Custer; and Mr. Christopher Gustafson, president of the International Hearing Society, and his wife, Mrs. Gustafson. In addition, descendents of Dr. Bell’s former associates often come to visit AG Bell. In June, the grandson and grandson-in-law of A.W. Clime, a close associate of Dr. Bell’s from 1910 to 1918, requested a tour of the building and provided AG Bell with several scanned photographs and documents from the family’s collection related to the work of Clime and Bell just prior to World War I. In July, the Volta Bureau hosted an event for the Hitz family reunion. For those unfamiliar with the early history of Dr. Bell and the association, John Hitz played a key role in establishing the Volta Bureau and AG Bell. It was due to Hitz’s suggestion and encouragement that Dr. Bell enlarged his own collection of books and documents related to all aspects of deafness, and created an archival library and clearinghouse of VOLTA VOICES • JAN UAR Y / F EBRUAR Y 201 0

Photo Credit: AG Bell

History, Technology and Hospitality Characterize the Volta Bureau

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Photo Credit: Hitz Family

information to disseminate to interested persons around the world. In addition to being the association’s first superintendent of the library’s collection, Hitz became a close friend and mentor to Helen Keller before he passed away in 1908. However, the family’s contributions did not end with his death. From 1952 to 1963, his grandson, U. S. Supreme Court Justice Harold Hitz Burton, served on the association’s honorary board of directors. As part of the Hitz family week-long reunion in Washington, D.C., over 60 members of Hitz’s family visited the Volta Bureau for a guided tour, followed by a luncheon reception in the original location of the library their ancestor had helped create and manage. While viewing the historical displays, members of the Hitz family were constantly being reminded of the important role John Hitz played in the formation of AG Bell and the impact he had, and will continue to have, on future generations of individuals who are deaf and hard of hearing, their families and the professionals and educators who serve them. Also in July, the Volta Bureau hosted a reception honoring the 20 participants

The Volta Bureau often hosts receptions and events, such as an event for the Hitz family reunion. Here, the Hitz family poses on the steps of AG Bell’s historic headquarters.

of the 2009 Leadership Opportunities for Teens (LOFT) Program held in Washington, D.C. Over 75 AG Bell members, friends and family attended the evening reception in celebration of the LOFT participants.

If you have never been to the Volta Bureau before and you find yourself in the Washington, D.C.-area, why not plan on a visit yourself? Contact me at (202) 204-4683 and I’ll be happy to schedule your private tour.

tips for parents

In case of emergency

Eight ways to make sure your child knows what to do By Tiffani Hill-Patterson

f your home’s smoke alarm goes off, will your child know what to do? If your teen driver is pulled over by the police or in a car crash, how will he or she handle it? To keep children safe during a crisis, teach them what to expect and how to react.

1. Talk about and practice for an emergency. Parents should prepare their children for home emergencies. One way to do this may be through experience books, which can help teach your children how to react in a crisis. These are typically used for young children who are still learning to read. Experience books use photos or drawings about an event or situation. For example, take photos of your child near your fire alarms, following your exit path and at your emergency meeting spot. Then print the photos and add them to a photo book. Discuss the book with your child and make sure he or she understands the plan. “Experience books can be extremely motivating because your child is the star of the book, and they can easily connect with the subject matter,” says Tina Morris, an Orange Park, Fla., mother of a 4-year-old boy with bilateral cochlear implants.

2. Make use of alerting devices. Paul Farrell, an audiologist and associate director for Audiology Professional Practices at the American SpeechLanguage-Hearing Association, recommends the use of alerting devices. “A

wide range of products are capable of alerting a person with hearing loss to the potential dangers in their surroundings. Everything from fire alarms that flash and shake you from sleep, to sound monitors that vibrate and alert you to a baby’s cry or a doorbell ring,” says Farrell. Melissa Chaikoff of Atlanta, Ga., recently purchased new alarm clocks for her daughters, who both use bilateral cochlear implants. “The clocks are also smoke alarms that shake their beds and flash ‘FIRE’ on the screen,” Chaikoff says. “The clocks work with our alarm system.” Suzanne Jones, an audiologist at the HEAR Center at Children’s Hospital in Birmingham, Ala., urges parents to teach children to use these devices at a young age. “You don’t want to wait until they’re ready to go to college. Start introducing them now.” Alerting devices are also important on the job. When teens with hearing loss enter the workplace, it’s crucial they let their supervisor know what they need to stay safe, such as visual fire alarms, flashing lights on forklifts, text telephones or other special equipment. “They should tell the boss what they need and that these items are covered by the Americans with Disabilities Act [ADA],” says Patricia Trautwein, an audiologist and director of the Education & Bionic Ear Association at Advanced Bionics. “A lot of times employers aren’t as familiar with ADA, so they rely on workers to let them know what they need.”

3. Prepare for a middleof-the-night crisis. If an emergency happens at night, make sure your child’s sound processors or hearing aids are within reach.

Angie Mucci of Wichita, Kan., says, “My daughter is 7, and her cochlear implants are stored in a location where she can reach them. If she had to get up in the middle of the night, she could put them on herself.” If your child is not capable of putting on his or her hearing devices, make sure you can get to them quickly. “Not being able to hear is not a big deal in the middle of the night if you have a light source,” Mucci adds. “My daughter has a small camp lantern near her bed. If the power goes out, she has access to this so she won’t be without both sight and sound.”

4. FM systems aren’t just for school. FM systems can be used to maintain contact during shopping or social excursions. If your child is old enough, you could browse the DVD aisle while he or she is two aisles over looking at video games. These devices broadcast sound directly into a child’s cochlear implant processor or hearing aids, cutting down on background noise and allowing the child to hear more clearly from a distance. “Sometimes FM systems have a longer range outside,” Jones says, “so if a child is old enough to ride bikes in the neighborhood, you could use an FM system to keep in touch with her.” Test the system first before allowing your child to go it alone.

5. Teach kids to use their other senses. Many children with hearing loss sometimes compensate by developing sharper visual and tactile senses.

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Photo Credit: iStockphoto

When your child is not wearing hearing devices, make sure these other senses are engaged. Karen Putz, a Chicago-area mom with hearing loss whose husband and three children also have hearing losses, urges parents to help their children develop their senses of sight and touch. “Teach kids to do more things visually if they can’t do it through sound. Teach them to be observant. It’s also important to show kids concepts as a way to teach them awareness.” For example, Putz says she taught her children the difference between hot and cold by using a bowl of very warm water and a bowl of ice-cold water. “That’s how I taught them that the oven is hot,” she says. “Think of creative ways to break down concepts so kids can understand.” Visual cues give children another way to use their senses. Cochlear implants and hearing aids cannot be worn at the pool or in the bathtub, so visual cues can help you communicate in these situations. Dee Sollenberger, a Trumbull, Conn., mom of a son with cochlear implants, says, “We’ve maintained a small repertoire of signs such as ‘stop,’ ‘wait,’ ‘don’t run,’ ‘time to go’ and ‘calm down.’ These have proven useful when he’s a distance away where his hearing may be limited. Also, they’re useful with our other son who can hear perfectly. Who hasn’t wanted to speak to their child across the room, the football field or in a noisy situation?”

Parents should discuss safe driving habits with their teen before handing off the keys to the car.

7. Rehearse traffic scenarios before giving up the keys. While all teens need practice before driving alone, teens with hearing loss face extra challenges such as road noise, sound localization and recognizing traffic sounds. Abby Brimhall, a bilateral cochlear implant user and Utah State University senior, says, “When I first learned to drive, I almost hit so many cars changing lanes and I missed a lot of warning sirens. I had to learn to recognize car horns, sirens, tires screeching and other

traffic noises. Parents of teen drivers should point out different car noises and help them localize those sounds.” Patti Clark of Fort Collins, Colo., practiced scenarios with her 15-yearold son who uses bilateral cochlear implants. Her tips on what teens should do in case of a crash or if they get pulled over include: yy Remain in the car and gather license, registration and proof of insurance. (Make sure your teen knows exactly what these look like and where they are kept.) yy Immediately tell the officer you are deaf and show them your implants or hearing aids. yy Tell the officer you might have a hard time hearing instructions. yy In case of a wreck, ask to phone a parent as soon as possible.

8. Keep in touch on the go. Cell phones, especially those with texting features, offer those with hearing loss an easy way to keep in touch during an emergency. With today’s smart phones, weather bulletins and other emergency information can be sent straight to your teen’s phone. Tiffani Hill-Patterson writes about parenting, fitness and health. She is author of Sound Check Mama, a blog about her daughter’s hearing loss and cochlear implants. Contact her at patterson1723@mac.com or http://tiffanihillpatterson.com.

6. Alert emergency responders to special needs. Have you seen stickers on neighbors’ windows that let firefighters know a pet is inside? Some cities have a similar system that identifies homes where residents with special needs live. Sollenberger’s town has such a system. “There is a sticker on our front window with a tracking number. Police or firefighters would be able to access the system in an emergency and would find out there is a deaf person in the home who wears cochlear implants.” Contact your city council to see if your town participates in such a system.

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Consejos para los padres

En casos de emergencia

Ocho maneras de asegurarse de que su hijo sepa cómo actuar Por Tiffani Hill-Patterson

i la alarma de incendio de su hogar se activa, ¿su hijo sabe qué hacer? Si al conducir su hijo adolescente es detenido en la carretera por la policía o sufre un accidente automovilístico, él o ella ¿cómo manejarían la situación? A fin de garantizar la seguridad de los niños o adolescentes durante una situación crítica, enséñeles qué deben esperar y cómo deben reaccionar.

1. Conversar y practicar para casos de emergencia. Los padres deben preparar a sus hijos para los casos de emergencia que pueden ocurrir en el hogar. Una forma de hacerlo es a través de libros con contenido práctico, que pueden enseñar a sus hijos cómo reaccionar durante una situación crítica. Estos libros comúnmente se utilizan para los niños pequeños que aún están aprendiendo a leer. Los libros de contenido práctico utilizan fotografías o dibujos relacionados con un incidente o una situación. Por ejemplo, tome fotografías de su hijo cerca de la alarma de incendio, el recorrido hacia la salida y el lugar de reunión en caso de emergencia. Luego imprima las fotos y agréguelas a un álbum de fotografías. Hable sobre el libro con su hijo y asegúrese de que entiende el plan. “Los libros de contenido práctico pueden ser sumamente estimulantes, ya que el niño es la estrella en el libro y puede relacionar el contenido fácilmente”, indica Tina Morris, de Orange Park, Florida, madre de un niño de 4 años con implantes cocleares bilaterales.

2. Utilizar dispositivos de alerta. Paul Farrell, audiólogo y director adjunto de Prácticas profesionales de audiología en la American SpeechLanguage-Hearing Association (Asociación Americana de Habla, Lenguaje y Audición), recomienda el uso de dispositivos de alerta. “Existe una amplia variedad de productos que pueden alertar a una persona con pérdida de la audición con respecto a los posibles peligros que la rodean. Desde alarmas de incendio con indicadores luminosos intermitentes que lo despiertan mediante vibraciones hasta monitores de sonido que vibran y lo alertan ante el llanto de un bebé o el sonido del timbre de la puerta”, sostiene Farrell. Melissa Chaikoff de Atlanta, Georgia, recientemente compró unos relojes nuevos con alarma para sus dos hijas, que utilizan implantes cocleares bilaterales. “Los relojes también cumplen la función de alarma de incendio; hacen vibrar las camas e indican “INCENDIO” en la pantalla”, manifiesta Chaikoff. “Los relojes funcionan junto con nuestro sistema de alarma”. Suzanne Jones, audióloga del HEAR Center (Centro HEAR) del Hospital de Niños de Birmingham, Alabama, insta a los padres a que les enseñen a sus hijos a utilizar estos dispositivos a una edad temprana. “Usted no debe esperar hasta que ellos estén listos para ingresar al colegio. Comience a enseñárselos ya”. Los dispositivos de alerta también son importantes en el trabajo. Cuando los adolescentes con pérdida de la audición ingresan al lugar de trabajo, es fundamental que informen a su

supervisor lo que necesitan para su seguridad, tal como alarmas de incendio visuales, luces intermitentes en los montacargas, teléfonos de texto u otro equipo especial. “Deben informar a su superior qué necesitan y que estos artículos están contemplados en Americans with Disabilities Act (Ley de Estadounidenses con Discapacidades, ADA)”, indica Patricia Trautwein, audióloga y directora de Education & Bionic Ear Association at Advanced Bionics (Asociación de Oído Biónico y Educación en Biónica Avanzada) “Muchas veces los empleadores no están demasiado familiarizados con la ley, de modo que confían en que los trabajadores les comuniquen lo que necesitan”.

3. Prepararse para una situación crítica en medio de la noche. Si ocurre una emergencia a la noche, asegúrese de que los procesadores de sonido o audífonos del niño estén a su alcance. Angie Mucci de Wichita, Kansas, manifiesta: “Mi hija tiene 7 años y sus implantes cocleares se encuentran guardados en un lugar de fácil acceso para ella. Si tuviera que levantarse en medio de la noche, podría colocárselos ella misma”. Si su hijo no puede colocarse solo los dispositivos auditivos, asegúrese de tener rápido acceso a éstos. “No poder escuchar no constituye un gran problema en el medio de la noche si cuenta con un medio de iluminación”, agrega Mucci. “Mi hija tiene una pequeña linterna de campamento al lado de la cama. Si se corta la luz, tiene acceso a la linterna, de modo que pueda ver a pesar de no escuchar”. VOLTA VOICES • JAN UAR Y / F EBRUAR Y 201 0

4. Los sistemas de modulación de frecuencia (FM) no son sólo para la escuela. Los sistemas FM pueden utilizarse para mantener el contacto durante un paseo con amigos o cuando va de compras. Si su hijo es bastante grande, usted puede detenerse a mirar el sector de DVD mientras él o ella se encuentra a dos pasillos de distancia, mirando los videojuegos. Estos dispositivos transmiten sonido directamente al audífono o al procesador del implante coclear de su hijo, reduciendo el sonido de fondo y permitiendo que el niño escuche con mayor claridad cuando se encuentra a cierta distancia. “A veces los sistemas FM tienen un alcance mayor en el exterior”, indica Jones, “de modo que si el niño es bastante grande para andar en bicicleta en el vecindario, usted podría utilizar uno de estos sistemas para mantenerse en contacto con él o ella”. Pruebe el sistema antes de permitir que el niño se aleje solo.

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5. Enseñar a los niños a utilizar los otros sentidos. A veces, muchos niños con pérdida de la audición compensan esta dificultad desarrollando un sentido de la visión o del tacto más agudo. Cuando su hijo no utiliza dispositivos auditivos, asegúrese de que utilice estos otros sentidos. Karen Putz, de Chicago, es una madre con pérdida de la audición cuyo esposo y tres hijos también padecen la misma dificultad, e insta a los padres a que ayuden a sus hijos a desarrollar el sentido de la visión y el tacto. “Enséñeles a los niños a hacer más cosas a través del sentido de la visión si no pueden hacerlo mediante la audición. Enséñeles a que estén atentos. También es importante mostrarles a los niños los conceptos, como método para enseñarles a que tomen conciencia”. Por ejemplo, Putz manifiesta que enseñó a sus hijos la diferencia entre “caliente” y “frío” mediante el uso de un cuenco con agua muy caliente y otro con agua helada. “Así les enseñé que el

horno está caliente”, agrega. “Piense en maneras creativas de explicar los conceptos de modo que los niños puedan entender”. Las señales visuales ofrecen a los niños otra manera de utilizar sus sentidos. Los implantes cocleares y los audífonos no pueden utilizarse en la piscina o en la bañera, de modo que las señales visuales pueden ayudarlo a comunicarse con ellos en estas situaciones. Dee Sollenberger, de Trumbull, Connecticut, madre de un niño con implantes cocleares, declara: “Hemos conservado un pequeño repertorio de señales tales como “detenerse”, “esperar”, “no correr”, “hora de irse” y “tranquilízate”. Estas señales han resultado útiles cuando él se encuentra a una cierta distancia, donde su audición puede estar limitada. Además, también son útiles para nuestro otro hijo que puede escuchar perfectamente. ¿Quién no ha deseado hablar con su hijo cuando se encuentra en el otro extremo de la habitación, en la cancha de fútbol o en un ambiente donde hay mucho ruido?”

6. Alertar al personal de los servicios de emergencia sobre las necesidades especiales. ¿Ha visto calcomanías en las ventanas de los vecinos para informar a los bomberos que hay una mascota en la casa? Algunas ciudades cuentan con un sistema similar que identifica las residencias donde viven personas con necesidades especiales. La localidad de Sollenberger cuenta con un sistema así. “Hay una calcomanía en la ventana del frente con un número de seguimiento. La policía y los bomberos podrían tener acceso al sistema en un caso de emergencia y descubrirían que hay una persona sorda en la casa, que utiliza implantes cocleares”. Comuníquese con el concejo municipal para averiguar si su localidad participa en un sistema como éste.

7. Ensayar las situaciones hipotéticas al conducir antes de entregarle las llaves a su hijo. Si bien todos los adolescentes necesitan practicar antes de conducir solos, los

adolescentes con pérdida de la audición se enfrentan a otros desafíos adicionales, como el ruido de la carretera, la localización del sonido y el reconocimiento de los sonidos del tráfico. Abby Brimhall, estudiante del último año en la Universidad Estatal de Utah con implantes cocleares bilaterales, declara: “Cuando aprendí a conducir por primera vez, casi choco a muchos automóviles al cambiar de carril y no escuché muchas de las sirenas de advertencia. Tuve que aprender a reconocer las bocinas de los automóviles, las sirenas, el chirrido de los neumáticos y otros ruidos típicos del tráfico. Los padres de adolescentes que conducen deben indicarles los diferentes ruidos de los automóviles y ayudarlos a localizar esos sonidos”. Patti Clark, de Fort Collins, Colorado, practicó algunas situaciones hipotéticas con su hijo de 15 años que utiliza implantes cocleares bilaterales. Sus consejos sobre qué deben hacer los adolescentes en el caso de un accidente automovilístico o al ser detenidos en la carretera incluyen: yy Permanecer en el vehículo y buscar la licencia, el registro y el compro-

bante del seguro. (Asegúrese de que su hijo adolescente conozca estos artículos con precisión y dónde se guardan). yy Comunicar de inmediato al oficial que es sordo y mostrarle los implantes o audífonos. yy Comunicar al oficial que es posible que tenga dificultad para escuchar las instrucciones. yy En el caso de un accidente automovi lístico, solicitar llamar por teléfono a uno de los padres lo antes posible.

8. Mantenerse comunicado cuando está lejos. Los teléfonos celulares, especialmente aquellos con funciones de mensajes de texto, ofrecen a las personas con pérdida de la audición un medio fácil para mantenerse comunicadas durante una emergencia. Con los teléfonos inteligentes actuales puede enviar informes meteorológicos y otra información sobre situaciones de emergencia directamente al teléfono de su hijo adolescente.

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Although Sprint IP, Fed IP, Sprint IP using IM, VRS and CapTel can be used for emergency calling, such emergency calling may not function the same as traditional 911/E911 services. By using Sprint IP, Fed IP, Sprint IP using IM, VRS and CapTel for emergency calling, you agree that Sprint is not responsible for any damages resulting from errors, defects, malfunctions, interruptions or failures in accessing or attempting to access emergency services through Sprint IP, Fed IP, Sprint IP using IM, VRS and CapTel; whether caused by the negligence of Sprint or otherwise. Other restrictions apply. For details, see www.sprintrelay.com/800i. ©2010 Sprint. Sprint and the logo are trademarks of Sprint. CapTel is a registered trademark of Ultratec, Inc. Other registration marks are the property of their respective owners.

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VOICES FROM AG BELL

Conversations With Alex Graham

Alex Graham: Why are you involved as a leader in NCSA? Aaron Rose: I was born profoundly deaf, but was not diagnosed until I was 18 months old. I was fitted with bilateral hearing aids and exposed to Cued Speech at age 19 months. I began cueing expressively at 2 years old. At the age of 3, I tested to be 18 months behind in language. When I was age 7, I received a cochlear implant and continued to use Cued Speech as way to maximize my speech and language development. My initial involvement with NCSA was somewhat accidental. I served as a counselor at various Cued Speech camps. A board vacancy opened up at NCSA and a friend asked me if I would be interested in joining the board. I said yes not really knowing what I would be getting into. AG: What do you think will be the result of your service on the organization’s board? AR: My hope is that I will be able to work with other NCSA members to increase awareness as to the benefits of Cued Speech in terms of spoken VOLTA VOICES • JAN U ARY/FEBRUAR Y 201 0

language and literacy development. My own experience is a great example. I believe that Cued Speech significantly facilitated my rapid language development – I learned the equivalence of six years of language within a three-year period. At 6 years old, I was reading at a third to fourth grade level. I feel strongly that the more educators of the deaf and speech-language pathologists who know about the results of Cued Speech, the more they will want to include Cued Speech in their arsenal of techniques and approaches. Another area where I hope to have an impact is pursuing research that will really demonstrate the value of Cued Speech to overall language development. Although costly, valid research studies are necessary to change mindsets and practices.

Who is Aaron Rose?

Photo Credit: Aaron Rose

hrough my work with AG Bell, I am fortunate to meet a number of up-and-coming young leaders within the listening and spoken language community. During the 2009 Listening & Spoken Language Symposium in St. Louis, Mo., AG Bell hosted a number of vendors and organizations with similar missions in our exhibit hall. Aaron Rose, who represented the National Cued Speech Association (NCSA), provided information and materials to attendees that included more than 300 listening and spoken language professionals. In between sessions and the bustling activities of exhibits, I was able sit down for an interesting conversation with Aaron.

AG: What is your educational background? AR: My mom was told after my initial diagnosis that I was likely not to graduate from high school and more than likely would not use spoken language. Today I am a graduate of New Hanover County Public Schools in Wilmington, N.C., and I have a bachelor’s degree in marine sciences with a concentration in meteorology from North Carolina State University in Raleigh, N.C. AG: So are you a marine biologist? AR: No, actually I am back in school at the Washington University School of Medicine in St. Louis, Mo., pursuing a master’s degree in deaf education. I realized along the way that my true calling was to help others the way my family and I have been helped. I think the peer aspect will give me a huge advantage in working with families and kids. Who better to understand and encourage kids regardless of their communication modality than someone who has been down this road?

Aaron Rose is a secondyear graduate student in deaf education at Washington University School of Medicine in St. Louis, Mo. He received a bachelor’s degree in marine sciences with a concentration in meteorology from North Carolina State University and has participated in research ranging from phytoplankton cultivation to methane emissions to internal wave generation in the South China Sea. His passions include surfing, sailing and skiing. In addition to serving as director of camps and affiliates on the board of NCSA, Aaron also serves as editor-in-chief of the “On Cue Newsletter,” an NCSA publication. Aaron currently lives in Chicago, Ill., with his fiancée, Mary-Beth.

Psychosocial potential maximization

Attributes of Reframing By Paul Jacobs, Ph.D.

he threat of social exclusion is always present when one is deaf. The world can be unforgiving towards people who are deaf. You cannot control how others think or behave, but you can control how you think. This article contains proactive thinking strategies. In the last edition, you were asked about a particularly unpleasant incident related to your child’s deafness. This was designed to make you think about Reframing. How did you feel? Humiliated? Angry? Reframing is a cognitive skill that significantly influences an individual’s psychic makeup, how they perceive the world and, more importantly, how they behave. The key idea is “It’s not what happens to you, but how you view it.” Studies have shown that individuals who reframe negative experiences are better able to create positive outcomes for others and themselves. How you are feeling in any given event significantly decides your behavior. Below is a thought map of how individuals commonly react to circumstances.

Figure 1: Activating Event and Consequences A ➞ C If “A” means the Activating event and “C” means the emotional Consequence(s), reactive thinking views the Activating event (A) as causing the emotional consequence (C). For example, a woman once said to me, “The reason you don’t understand this is because you are deaf.” I could have reacted to her ignorant statement (A) with righteous fury (C): “You’re a stupid bigot!” Regretful consequences would have likely ensued for both of us.

Without question, activating events, such as hurtful criticism, the discovery of a child’s deafness or a relationship breakdown, can be traumatic. But, on a base level, actual events have nothing to do with emotions. That’s not to blissfully ignore traumatic experiences, but to say that you are not a passive pawn to happenstance. The woman’s statement – the Activating event (A) – cannot be controlled. But my behavior – the Consequence(s) (C) – can be controlled. Reframing unpleasant or threatening circumstances requires critical thinking. In between “A” and “C” is “B” – the Belief system (Figure 2). The interpretation of the Activating event (A) by the Belief system (B) determines the Consequence(s) (C).

Figure 2: Activating Event, Belief System and Consequences A ➞ B ➞C Instead of going straight from A to C, stop at B to critically evaluate A. At first, I viewed the woman’s statement as an insult. But I stopped and reframed. Injustice is usually the consequence of ignorance – not vindictiveness. Having reframed the situation, I focused on proactive rather than reactive Beliefs. Remember: Beliefs cause outcomes or Consequences. I was assertive and replied, “That was a hurtful thing to say. Why would my deafness prevent me from understanding this concept?” She saw her error of judgment and apologized immediately. For me, A did not cause C: B caused C. Following the A-B-C sequence, the Belief system (B) determines feelings. Irrational feelings therefore create nega-

tive behavioral outcomes. Reframing these beliefs, however, increases the likelihood of proactive feelings and/or positive consequences. The following thought processes were adopted from The Relaxation and Stress Reduction Workbook (1982) by Martha Davis, Matthew McKay and Elizabeth Eshelman. Placed in a deafness context, I show an irrational Belief and the corresponding rational Belief for the same issue. 1. Irrational: I must be loved, appreciated or approved by each significant person I meet. My deafness is not a disability and people should accept this. Rational: Some people will love, appreciate and approve of me. Not everyone understands that my deafness can sometimes be limiting. 2. Irrational: I should be completely competent, perfect and achieve with every opportunity. Otherwise, I am worthless. Rational: My strengths make me a worthy person. My weaknesses make me human. 3. Irrational: People are discriminatory towards people who are deaf. This is unjust. Rational: Some people are discriminatory towards people who are deaf. That’s life. 4. Irrational: I am sick of being different. I am hopeless because I am deaf. Rational: Some people do/will appreciate my difference. Not all my weaknesses are related to deafness. 5. Irrational: Society is to blame for my unhappiness, not me. Rational: There will be periods when I am unhappy. The world can sometimes be tough but I am responsible for my own happiness.

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6. Irrational: My deafness exposes me to dangerous, unpleasant and frightening experiences. Life is easier for hearing people. Rational: This is the best age in which a person with deafness can live, despite some difficulties. Many hearing people have worse lives than mine. 7. Irrational: Strangers should make an effort to accommodate my deafness. I can ignore difficult or unpleasant tasks/problems. Rational: It’s nice when strangers make an effort to accommodate my deafness, but I don’t expect it. Confronting tasks/problems create proactive outcomes. 8. Irrational: Having a partner makes me feel normal and not “deaf.” Otherwise I am not a complete person. Rational: What is “normal”? Personal development is a life-long process. 9. Irrational: I can’t do anything right because of my deafness. This is the reason for my problem(s) now. Rational: I can address my deafnessrelated problems when they arise. Many of my problems may not be related to deafness. 10. Irrational: I must ease the suffering of other people who are deaf. I am betraying my deafness if I don’t. Rational: I can help other people who are deaf if required. Others are ultimately responsible for themselves. Reframing is purposefully shifting from Irrational to Rational beliefs. Ablebodied people with typical hearing are also prone to irrational thinking. The Belief system, therefore, has nothing to do with deafness. Your thoughts, not deafness, determine your reality. It is not what happens to us, but how we view the circumstances we are dealing with. Irrational Beliefs can place unnecessary pressure on others and yourself. They can also lead to misinterpretations of reality and self-defeating thoughts. Misinterpretations of reality are a major cause of anger and irritation. For example, the thought “Society is to blame for my unhappiness” will likely put VOLTA VOICES • JAN U ARY/FEBRUAR Y 201 0

people off or, worse, make them pity your deafness and unhappiness. Also, thinking “Strangers should make an effort to accommodate my deafness” will lead to trouble when nobody helps you. Rational Beliefs, or proactive selftalk, acknowledge the issue and take on personal accountability. Rational Beliefs reframe thinking in a realistic, flexible or proactive manner. Rational Beliefs are crucial for conflict resolution. For example, asking someone to face you to assist speech-reading. Reframing is a skill that takes practice to master. It requires a presence of mind and the ability to watch, observe and then respond. Reframing is the fifth of eight themes that create Psychosocial Potential Maximization. The exercise discussed is your practical application of Reframing.

Exercise: List five recent negative life experiences. Draw two columns. Write irrational/reactive beliefs in one column, reframe, then write rational/proactive beliefs in the other. Use this article as a guide. The following question prepares you for the next column’s theme of Persistence.

Question: How many single words can you list about Tucson, Arizona? Write as many as possible (e.g., Wildcats, desert, etc.), however reasonable or far-fetched.

Quote: “We do not see things as they are. We see them as we are.” – The Talmud

Sources: Davis, M., Eshelman, E. R & McKay, M. (1982). The Relaxation and Stress Reduction Workbook 2nd Ed. Oakland, CA: New Harbinger Publications. Editor’s Note: Dr. Jacobs’ column is complemented by an online blog, available at www.agbell.org. The next issue of his column, “Persistence,” will be published in February 2010, exclusively on AG Bell’s Web site. AG Bell encourages you to discuss this and future columns with Dr. Jacobs through AG Bell’s online community.

kid's zone

Around the World By Dipika Chawla

Photo Credit: Renteria Family

hen 10-year-old Miguel Renteria first came into the world at Memorial Hospital in South Bend, Ind., he was not expected to live. Born prematurely at 23 weeks and weighing just 1 pound, 5 ounces, the doctors informed his parents, Colleen and Jesse, that his chances of survival were slim. In spite of all this, Miguel proved he could beat the odds and lived. However, even after Miguel’s parents knew he would live, his struggle was not yet over. Just hours after he was born, Miguel failed the newborn hearing screening and was diagnosed with a bilateral, severe-to-profound hearing loss. When he was 6 months old, Colleen and Jesse took their son to their local hearing clinic to have him tested again, and soon decided that he should be fitted with his first set of binaural hearing aids. After consulting with audiologists and speech-language pathologists at Memorial Hospital, Miguel’s parents felt that he could only reach his full potential by learning to listen and talk. Miguel has been using listening and spoken language since then, and now he is thriving in a mainstream educational setting, where he also receives speech therapy. Rising above his hearing loss, he has developed a unique and outgoing personality and embraces social interactions with his family and peers. Most people cannot even tell from his speech that he is severely deaf. Today, he is a happy and healthy fourth grader at Hay Primary Center, just five short miles from where he was born. He currently lives in South Bend, Ind., with his parents, older brother Estephan and younger sister Isabella. “Miguel is a fun-loving boy with a zest for life,” says Colleen. “He loves to talk and loves

Miguel Renteria performs at a piano recital. An AG Bell Arts and Sciences scholarship helped pay for Miguel’s lessons.

being the center of attention. He loves to wear suits and to have people tell him he looks handsome!” Though hearing loss can be a severe obstacle for children when learning to develop literacy and language skills, Miguel has excelled when it comes to his schoolwork, even progressing above and beyond his grade level. In fact, his favorite subject is reading and he enjoys spelling as well. “He loves knowing everything!” says Colleen. “He loves books about facts – the ‘Ripley’s Believe It or Not’ series is one of his favorites.”

Last year, Miguel received an Arts and Sciences scholarship from AG Bell, which the Renterias use to pay for his weekly piano lessons. According to Colleen, playing the piano and performing in recitals has done wonders for Miguel’s self esteem, especially at times when he might be struggling academically. “Practicing music trains him to listen and strive to do his best,” she says. Miguel also loves to play baseball, swim, ride bikes and play video games with his friends. He enjoys traveling to go on camping trips or road trips with his whole family. VOLTA VOICES • JAN UAR Y / F EBRUAR Y 201 0

Photo Credit: Renteria Family

In order to ensure that her son achieved a successful spoken language outcome, Colleen attended all of Miguel’s speech therapy classes and created additional hearing activities for him. For instance, when playing with flashcards, Colleen would have him write the words under the pictures, which also helped to build a strong foundation of reading and writing skills. They also played role-playing games that required a lot of speech and went on many walks where Colleen would tell Miguel to listen for and identify different sounds, like birds chirping or other children playing. In addition, Colleen took free online courses through the John Tracy Clinic and attended conferences on hearing loss in order to stay as informed as possible. Her advice to other parents of children who are deaf or hard of hearing is to be informed and involved. “You and only you are your child’s advocate. Find out everything you can. Never let anyone tell you ‘no,’ and meet everyone involved with your child.”

The Renterias enjoy camping and spending time together as a family.

Although Miguel is a candidate for cochlear implants, right now he is not interested in getting the procedure. “I gave him the choice because he is 10 years old and it is his body,” says Colleen. Perhaps most impressive is Miguel’s fortitude and bright attitude in the face

of his hearing loss. He currently aspires to become a doctor when he grows up. Colleen is proud of her son’s achievements and optimistic mindset. “He doesn’t ask for any special treatment…he has to work twice as hard and does not ever complain. I admire my son.”

For Single-Sided Deafness

Finally hear what you’ve been missing. Do you have single-sided deafness or know someone who does? Ask about TransEar®. Your hearing healthcare provider can help you decide. For more information about single-sided deafness visit www.transear.com or call 1.888.382.9327

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Directory of Services

Directory of Services n Alabama Alabama Ear Institute, 300 Office Park Drive, Suite

210, Birmingham, AL 35223 • (205-879-4234 – voice) • (205-879-4233-fax) – www.alabamaearinstitute.org AEI Auditory-Verbal Mentoring Program - Training in spoken language development utilizing the A-V approach w/ continuing education workshops & mentoring by LSLS Cert AVTs. AEI Summer Institute in AuditoryVerbal Therapy- two-week immersion in A-V approach - Workshops and practicum experience w/instruction and coaching by LSLS Cert AVTs. The Alabama School for Hearing: pre-school utilizing auditory/oral classroom approach - Auditory-Verbal therapy also provided. AEI: Education, research and public policy.

n Arizona Desert Voices, 3426 E. Shea Blvd., Phoenix, AZ

85028 • 602-224-0598 (voice) • 602-224-2460 (fax) • info@desertvoices.phxcoxmail.com (email). Emily Lawson, Executive Director. Oral school for deaf and hard-of-hearing children from birth to nine years of age. Programs include Birth to Three therapy, Toddler

Group, and full day Educational Program. Other services include parent education classes, speech and language evaluations, parent organization and student teacher placements. Desert Voices is a Moog Curriculum school.

n California Auditory Oral School of San Francisco, 1234

Divisadero, San Francisco, CA 94115 • 415-921-7658 (voice) • 415-921-2243 (fax) • Offers auditory-oral day classes for toddlers, PreKindergarten and K-2 levels with daily individual therapy. Also consultation and itinerant teacher of the deaf services; aural rehabilitation for children and adults; family education groups; and workshops. Our experienced staff includes credentialed teachers of the deaf and speech therapists, all with specialized training in CI technologies. Contact Janet Christensen, M.A., at jan@auditoryoralsf.org.

The Alexander Graham Bell Association for the Deaf and Hard of Hearing is not responsible for verifying the credentials of the service providers below. Listings do not constitute endorsements of establishments or individuals, nor do they guarantee quality.

Auditory-Verbal Services, 10623 Emerson

Bend, Tustin, CA 92782 • 714-573-2143 (voice) • email KarenatAVS@aol.com • Karen Rothwell-Vivian, M.S.ED. M.A. CCC-A. LSLS-Cert.AVT. Listening and Spoken Language Specialist - Certified Auditory-Verbal Therapist providing Auditory-Verbal Therapy and both audiological and educational consultation for children from infancy through college age. Auditory Rehabilitation is also provided for adults. Extensive expertise with amplification, cochlear implants, and FM systems.

Auditory-Verbal Therapy Services, 980 E.

Mountain Street, Pasadena, CA 91104 • 626-798-3903 (voice) • bsackett_certavt@live.com (e-mail). Beatriz Sackett, M.S. Ed., LSLS Cert AVT, bilingual English and Español. Offering Auditory-Verbal Therapy services to children ages six and above and their families. Services provided to children with hearing aids and/or cochlear implants. Llámeme para hablar de su hijo(a) y de cómo la terapia Auditiva-Verbal les podría ayudar.

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Directory of Services Children’s Choice for Hearing and Talking, CCHAT Center – Sacramento, 11100 Coloma

Road, Rancho Cordova, Ca 95670 • 916-361-7290 (voice). Laura Turner, Principal. An auditory/oral day school educating children and their families from birth through early elementary grades. Other programs include adult cochlear implant support, parentinfant program, on-site audiological services and mainstreaming support services. The school is staffed with credentialed teachers, licensed speech-language pathologists and a licensed audiologist. Echo Horizon School, 3430 McManus Avenue, Culver City, CA 90232 • 310-838-2442 (voice) • 310838-0479 (fax) • 310-202-7201 (tty) • www.oraldeafed. org/schools/echo/index.html • www.echohorizon.org • Vicki Ishida, Echo Center Director. Private elementary school, incorporating an auditory/oral mainstream program for students who are deaf or hard of hearing. Daily support by credentialed DHH teachers in speech, language, auditory skills and academic follow-up. HEAR Center, 301 East Del Mar Blvd., Pasadena,

CA 91101 • 626-796-2016 (voice) • 626-796-2320 (fax) • Specializing in audiological services for all ages. Auditory-Verbal individual therapy, birth to 21 years.

HEAR to Talk, 547 North June Street, Los Angeles,

CA 90004 • 323-464-3040 (voice) • Sylvia@hear2talk. com (e-mail) • www.hear2talk.com • Sylvia Rotfleisch, M.Sc.A., CED, CCC, Certified Auditory-Verbal Therapist®, LSLS Cert. AVT, Licensed Audiologist,

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California NPA Certified. Trained by Dr. Ling. Extensive expertise with cochlear implants and hearing aids. InSight Cinema - The Audience is Reading,

2800 28th Street, Suite 380, Santa Monica, CA 90405 • 310-452-8700 (voice) • 310-452-8711 (fax) • www. insightcinema.org • The “Go To” place for all forms of captioned entertainment - blockbuster movies, live theatre, opera, museums, lectures and much more in your area! InSight Cinema is a non-profit organization dedicated to bringing Captioned Entertainment Experiences to the 31 million deaf and hard-of-hearing patrons in the U.S. Captioning the Imagination of Audiences Nationwide. Jean Weingarten Peninsula Oral School for the Deaf, 3518 Jefferson Avenue, Redwood City, CA

94062 • 650-365-7500 (voice) • jwposd@jwposd.org (e-mail) • www.oraldeafed.org/schools/jwposd (website) • Kathleen Daniel Sussman, Executive Director; Pamela Musladin, Principal. An auditory/oral program where deaf and hard of hearing children listen, think and talk! Cognitive based program from birth through mainstreaming into 1st or 2nd grade. Students develop excellent language, listening and social skills with superior academic competencies. Cochlear Implant Habilitation, mainstream support services and Family Center offering special services for infants, toddlers and their families.

John Tracy Clinic, 806 West Adams Blvd., L.A., CA 90007 • 213-748-5481 • 800-522-4582 (parents) • www.jtc.org • Since 1942, free worldwide Parent Distance Education Program and onsite comprehensive audiological, counseling and educational services for families with children ages birth thru 5 years. Intensive 3-week Summer Sessions (ages 2-5) with Sibling Program. Online and on-campus options for accredited Master’s and Credential in Deaf Education. Lets Talk About It 207 Santa Anita Street, #300, San Gabriel, CA • 91776 - 626-695-2965 (voice) • bklauss.avt@gmail.com (email) • Bridgette Klaus, M.S. Ed., LSLS Cert. AVT. Providing auditory-verbal therapy for children with a hearing loss and their families. Services for individuals with hearing aids and/ or cochlear implants, infancy through adulthood. Listen and Learn, 4340 Stevens Creek Blvd., Suite

107, San Jose, CA 95129 • 408-345-4949 • Marsha A. Haines, M.A., CED, Cert. AVT, and Sandra Hamaguchi Hocker, M.A., CED • Auditory-verbal therapy for the child and family from infancy. Services also include aural habilitation for older students and adults with cochlear implants. Extensive experience and expertise with cochlear implants, single and bilateral. Mainstream support services, school consultation and assessment for children in their neighborhood school. California NPA certified.

Directory of Services No Limits Speech and Language Educational Center and Theatre Program, 9801 Washington

Blvd., 2nd Floor, Culver City, CA 90232 • 310-280-0878, 800-948-7712 • www.nolimitsspeaksout.org • Free individual auditory, speech and language therapy for dhh children between the ages of five-and-eighteen as well as a biweekly literacy program, computer training, weekly parent classes and a nationwide theatrical program. Oralingua School for the Hearing Impaired,

North Campus – 7056 S. Washington Avenue, Whittier, CA 90602 • 562-945-8391 (voice) • 562-945-0361 (fax) • info@oralingua.org (email) • www.oralingua. org (website) South Campus – 221 Pawnee Street, San Marcos, CA 92078 • 760-471-5187 (voice) • 760-5914631 (fax) Where children are listening and talking. An auditory/oral program serving children from infancy to 10 years. Audiological, Speech, Itinerant, AVI Therapy, and other related Designated Instructional Services available. Contact Elisa J. Roche, Executive Director.

Training and Advocacy Group for Deaf & Hard of Hearing Children and Teens (TAG),

11693 San Vicente Blvd. #559, Los Angeles, CA 90049, 310-339-7678, tagkids@aol.com, www.tagkids. org. Leah Ilan, Executive Director. Offers free group meetings for ddh children and teens from 5th grade through high school to provide socialization and advocacy training. Half-day workshops for high school seniors are given to

West Coast Cued Speech Programs, 348 Cernon St., Suite D, Vacaville, CA 95688 • 707-4484060 (voice/TTY) • www.cuedspeech.org • A resource center serving deaf and hard-of-hearing children and their families. Cued Speech training available to schools/agencies.

Rocky Mountain Ear Center, P.C. • 601 East Hampden Avenue, Suite 530, Englewood, CO 80113 • 303-783-9220 (voice) • 303-806-6292 (fax) • www. rockymountainearcenter.com (website). We provide a full range of neurotology and audiology services for all ages, ranging from infants to seniors. Using a multidisciplinary approach, our board-certified otologist and doctors of audiology test and diagnose hearing, balance, facial nerve and ear disorders and we provide full-service hearing aid, cochlear implant and BAHA services. We offer medical and surgical treatment as well as language therapy and support groups, and are actively involved in various research studies.

n Colorado

n Connecticut

Bill Daniels Center for Children’s Hearing, The Children’s Hospital - Colorado, Depart ment of Audiology, Speech Pathology and Learning Services, 13123 East 16th Avenue,

CREC Soundbridge, 123 Progress Dr., Wethersfield, CT 06109 • 860- 529-4260 (voice/TTY) • 860-257-8500 (fax) • www.crec.org/soundbridge (website). Dr. Elizabeth B. Cole, Program Director. Comprehensive audiological and instructional services, birth through post-secondary, public school settings. Focus on providing cutting-edge technology for optimal auditory access and listening in educational settings and at home, development of spoken language, development of self advocacy – all to support each individual’s realization of social, academic and vocational potential. Birth to Three, Auditory-Verbal Therapy, integrated preschool, intensive day program, direct educational and consulting services in schools, educational audiology support services in all settings, cochlear implant mapping and habilitation, diagnostic assessments, and summer programs.

prepare students for college or employment. Groups are held in schools during weekdays and in the community during the weekends. The sessions are each two hours long with 8-12 participants. Parent workshops and special extracurricular outings are also offered throughout the school year.

B030 Aurora, CO 80045 • www.thechildrenshospital. org (website) • 720-777-6531(voice) • 720-777-6886 (TTY). We provide comprehensive audiology and speech-language services for children who are deaf or hard-of-hearing (ages birth through 21years). Our pediatric team specializes in family-centered care and includes audiologists, speech-language pathologists, a deaf educator, family consultant, and clinical social worker. Individual, group and parent educational support and programs are designed to meet each family desire for their preference of communication needs. We also provide advanced technology hearing aid fitting and cochlear implant services.

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Directory of Services New England Center for Hearing Rehabilitation (NECHEAR), 354 Hartford

Turnpike, Hampton, CT 06247 • 860-455-1404 (voice) • 860-455-1396 (fax) • Diane Brackett. Serving infants, children and adults with all degrees of hearing loss. Speech, language, listening evaluation for children using hearing aids and cochlear implants. Auditory-Verbal therapy; Cochlear implant candidacy evaluation, pre- and post-rehabilitation, and creative individualized mapping. Post-implant rehabilitation for adults with cochlear implants, specializing in prelingual onset. Mainstream school support, including onsite consultation with educational team, rehabilitation planning and classroom observation. Comprehensive audiological evaluation, amplification validation and classroom listening system assessment.

Clarke (Jacksonville Campus), 9857 St.

Augustine Rd., Jacksonville, FL 32257 • 904/8809001 (voice/TTY)• info@clarkeschools.org, • www. clarkeschools.org • Susan G. Allen, Director. Serving families with children with hearing loss, services include early intervention, toddler, preschool, PreK/ kindergarten, primary, parent support, individual listening, speech and language services, and cochlear implant habilitation and mainstream support.

Orange County Auditory-Oral Program for the Hearing Impaired, Kaley Elementary School,

1600 East Kaley St., Orlando, FL 32806 • 407-897-6420 (voice) • 407-897-2407 (fax) • www.eak.ocps.k12.fl.us • Available to residents of Orange and Lake Counties. We have self-contained classes PreK (3 & 4 yrs) to 5th grade with partial and full-time mainstream options.

n Florida Bolesta Center, Inc, 7205 North Habana Avenue,

Tampa, FL 33614 • 813-932-1184 (voice) • 813-9329583 (fax) • jhorvath@bolestacenter.org (email) • www. bolestacenter.org (website) • Non-profit Listening and Spoken Language Center dedicated to teaching children who are deaf and hard of hearing to listen and speak. No family turned away based on ability to pay. Services provided to families, professionals, and school districts. Specializing in auditory-verbal therapy, educational outreach, and professional development programs. Kids and professionals immersion and summer programs available. Talk to us about our success with late implanted children! Contact Judy Horvath, LSL Cert. AVEd.

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n Georgia Atlanta Speech School – Katherine Hamm Center, 3160 Northside Parkway, NW Atlanta, GA

30327 - 404-233-5332 ext. 3119 (voice/TTY) 404-2662175 (fax) scarr@atlspsch.org (email) http://www. atlantaspeechschool.org (website) A Listening and Spoken Language program serving children who are deaf or hard of hearing from infancy to elementary school age. Children receive language-rich lessons and highly individualized instruction in a nurturing environment. Teachers and staff work closely with parents to instill the knowledge and confidence children

need to reach their full potential. Early intervention programs, audiological support services, auditory-verbal therapy, mainstreaming opportunities, and independent educational evaluations. Established in 1938. Auditory-Verbal Center, Inc - Atlanta, 1901

Century Boulevard, Suite 20, Atlanta, GA 30345, 404-633-8911 (voice) • 404-633-6403 (fax) • listen@ avchears.org (email) • www.avchears.org (website). Auditory-Verbal Center, Inc - Macon, 2720 Sheraton Drive, Suite D-240, Macon, GA 31204 • 478-471-0019 (voice). A comprehensive Auditory-Verbal program for children with hearing impairments and their families. Home Center and Practicum Site programs provide intensive A-V training for families and professionals. Complete audiological services for children and adults. Assistive listening devices demonstration center. Georgia Relay, 866-787-6710 (voice) • garelay@ hamiltonrelay.com (email) • www.georgiarelay.org (website). Georgia Relay provides services that enable people who are deaf, hard of hearing, deaf-blind and speech impaired to place and receive calls via a standard telephone. Free specialized telephones are available to applicants who financially and medically qualify through the Georgia Telecommunications Equipment Distribution Program (TEDP). Georgia Relay is easily accessed by dialing 7-1-1 and is overseen by the Georgia Public Service Commission.

D I R E C T O R Y

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S E R V I C E S

Directory ofUniversity Services of Michigan Cochlear Implant

SoundWorks for Children, 18 South Main Street, Topsfield, MA 01983 • 978-887-1284 (voice) • soundworksforchildren@verizon.net (e-mail) • n Idaho Jane E. Driscoll, MED, Director. Satellite program servingEducational Southern Maine. Katelyn for Driscoll, MED, and Idaho Services the Deaf Program Coordinator. comprehensive 1450 Main AStreet, Gooding, IDnon-profit 83330 • the Blind, program dedicated to •the 208 934 4457 (V/TTY) 208development 934 8352 (fax)of• auditoryisdb@isdb. oral skills(e-mail). in children who are deaf idaho.gov IESDB serves birthortohard-of-hearing. 21 year old Specializing in cochlear implant habilitation youth with hearing loss through parent-infant, and on-site, offering a fullprograms. continuum of inclusionary support and outreach Options include auditory/oral models from preschool through high school. Early programs for children using spoken language birth Intervention services social/self-advocacy groups through second grade. and Audiology, speech instruction, for mainstreamed students are offered at our Family auditory development, and cochlear implant Center. Summer programs, in-service training, and habilitation is provided. consultation available.

n Illinois n Michigan

Alexander Graham Bell Montessori School Monroe County Program for Hearing (AGBMS), www.agbms.org • 847-297-4660 Ida, MI Impaired Children, 3145 Prairie St., (voice) • agbms1@comcast.net (email). 48140-9778 • 734-269-3875 • Alternatives in Education(voice/TTY) for the Hearing 734-269-3885 (fax) ••www.aehi.org whitman@ida.k12.mi.us (website) • 847Impaired (AEHI)

(e-mail) •(voice) www.misd.k12.mi.us • Kathleen 297-3206 • info@aehi.org (email) • 2020Whitman, E. Supervisor. Auditory/oral program, fullIlcontinuum Camp McDonald Road, Mount Prospect, 60056 • of services, birth to 25 years. Staff: 21. 847-297-4660. AGBMS is a Montessori school educating children ages 3-12 who are deaf or hard of hearing or Redford Union Oral Program have other communicative challengesfor in aChildren mainstream 18499 of Beech with Hearing environment withImpairments, hearing peers. Teacher Deaf/Daly Rd. Redford, MI 48240 • 313-242-3510 (voice) • Speech/Language Pathologist/ Reading Specialist/ 313-242-3595 (fax) emphasize • 313-242-6286 (tty)development • Dorothea Classroom Teachers language B. French, Director. Auditory/oral day program and literacyPh.D., utilizing Cued Speech. serves 80acenter students/250 teacher consultant AEHI, training center for Cued Speech, assists students.educators, Birth to 25 years of age. parents, or advocates in verbal language development for children with language delays or who do not yet substantially benefit from auditory technology.

Program, 475 Market Place, Building 1 Suite A,

Ann Arbor, MI 48108 • 734-998-8119 (voice/tty) • Child’s Voice School, 180 Hansen Court, Wood 734-998-8122 (fax) • www.med.umich.edu/oto/ci/ Dale, IL 60191, 595-8200 (630) (website) • Terry(630) Zwolan, Ph.D.(voice) Director • 595-8282 (fax) - info@childsvoice.org(email). (email) Ahttp://www. zwolan@med.umich.edu multidisciplinary childsvoice.org (website). Michele Wilkins, Ed.D., program that provides audiology, speech-language LSLS Cert. and AVEd., Executive Director. A Listening pathology, medical services to children with and SpokentoLanguage children birth to age 8. severe profoundprogram hearingfor impairment. Services Cochlearpre-operative implant (re) habilitation, audiology services include determination of candidacy, and mainstream support services provided. Early surgical management, post-operative programming intervention for birth to age three with parent-infant and audiological management, speech-language and toddler and classes and home based services offered. evaluations provision of Auditory-Verbal therapy, Parent Support/Education classes provided. Child’s and educational outreach and support provided Voice is a Moog school. of Michigan by a joint grant Curriculum from the University Department of Otolaryngology and the State of n I ndiana Michigan - our Sound Support program: www.med.umich.edu/childhearinginfo/. St. Joseph Institute for the Deaf – Indianapolis, 9192 Waldemar Road, Indianapolis,

n Minnesota IN 46268 • (317) 471-8560 (voice) • (317) 471-8627

(fax) • www.sjid.org; Northeast Metro touellette@sjid.org #916 Auditory /(email) Oral • Teri Ouellette, M.S. Director. Joseph for 701Ed., West CountySt. Road “B”,Institute Roseville, Program,

the Deaf – Indianapolis, a campus of(voice). the St. The Joseph Minnesota 55113 • 651-415-5399 Instituteofsystem, serves hearing impaired children, mission the program is to provide an intensive birtheducation to age six.toAuditory-oral programs include oral children with impaired hearing. early intervention, toddlerare andprovided preschoolinclasses, Centered-based services a least cochlear implant and dailycombining speech restrictive public rehabilitation school environment, therapy. Challenging speech, personal development oral specific early intervention services within the and academicsetting programs offeredpre-school in a nurturing mainstream for are students through environment. age. (SeeBirth Kansas, Missouri other kindergarten to 3and services andforparent/child campusare information) groups tailored to meet identified needs. Parent and professional workshops are offered. Referrals are through the local school district in which the family live.

Northern Voices, 1660 West County Road B,

Roseville, MN 55113-1714 • 651-639-2535 (voice) • 651-639-1996 (fax) • director@northernvoices.org n Kansas (e-mail) • Kristina Blaiser, Executive Director. Northern Voices is a nonprofit earlyDeaf education center St. Joseph Institute for the - Kansas focused on creating a positive environment 8835 Monrovia, Lenexa, KSwhere 66215 • City Campus, children with hearing and their families 913-383-3535 (voice) loss • 913-383-0320 (fax) learn to communicate use of spoken • www.sjid.orgthrough • Jeannethe Fredriksen, M.S., language. Ed., Director Our goal is for students St. to become fluent oral • jfredriksens@sjid.org. Joseph Institute for communicators and to join their hearing peers in a the Deaf - Kansas City, a campus of the St. Joseph traditional classroom at their neighborhood schools. Institute system, serves hearing-impaired children, birth to age 6. Auditory-oral programs include intervention, toddler and preschool classes, nearly Mississippi cochlear implant rehabilitation and daily speech DuBard School forspeech, Language Disorders, therapy. Challenging personal development The of Southern 118 College andUniversity academic programs areMississippi, offered in a nurturing Drive #10035, Hattiesburg, MS 39406-0001 environment. (See Indiana, and Missouri for •other 601-266-5223 (voice) • dubard@usm.edu (e-mail) • campus information). www.usm.edu/dubard • Maureen K. Martin, Ph.D., CCC-SLP, CED, Director • The school is a clinical n Maryland division of the Department of Speech and Hearing Sciences and serves birth toAuditory/ age 13 in The Hearing andchildren Speechfrom Agency’s itsOral state-of-the-art facility. collaboratively MetroWorking Drive, Baltimore, MD Center, 5900 with 22 •public districts,• (TTY) the school specializes 21215 (voice)school 410-318-6780 410-318-6759 • in(fax) coexisting language disorders, learning disabilities/ 410-318-6759 • Email: hasa@hasa.org • Website: dyslexia and speech disorders, such as apraxia, www.hasa.org. Jill Berie, Educational Director, Olga through non-graded, program. The Polites, its Clinical Director,11-month Heather Eisgrau, Teacher Association Method, as refined, andeducation expanded by of the Deaf/Director. Auditory/Oral and the late Dr. Etoile for DuBard and staffchildren of the school, therapy program infants andthe young who isare thedeaf basis of theofcurriculum. Comprehensive or hard hearing. Self-contained, state-ofevaluations, individual therapy, services the-art classrooms located in theaudiological Gateway School and professional development programs also approved by the Maryland State Department ofare available. Education.AA/EOE/ADAI Additional services include speech-language therapy, family education and support, pre- and postcochlear implant habilitation, collaboration

VVOICES OLTA V OIC E S • MY A/RFC H/ A P R I L • JAN UAR EBRUAR Y 2009 201 0 44 VOLTA 50

Directory of Services and support of inclusion, audiological management and occupational therapy. The Hearing and Speech Agency’s Auditory/Oral preschool program, “Little Ears, Big Voices” is the only Auditory/Oral preschool in Baltimore. In operation for more than five years, it focuses on preparing children who are deaf or hard of hearing to succeed in mainstream elementary schools. Applications for all Auditory/Oral Center programs are accepted year-round. Families are encouraged to apply for scholarships and financial assistance. HASA is a direct service provider, information resource center and advocate for people of all ages who are deaf, hard of hearing or who have speech and language disorders.

n Massachusetts Auditory-Verbal Communication Center (AVCC), 544 Washington Street, Gloucester, MA,

01930 • 978-282-0025 (phone) • avcc@avcclisten.com (e-mail) • www.avcclisten.com • Listening and Spoken Language Specialists: James G. Watson, MSc, CED, Cert. AVT, and Lea D. Watson, MS, CCC-SLP, Cert. AVT. AVCC is a husband-wife team offering parent guidance for infants and preschoolers, school support, adult therapy, world-wide consultation for programs, distance (online) therapy for families, supervision and training (online) for professionals aiming at certification from the AG Bell Academy for Listening and Spoken Language.

Clarke (Boston Campus), 1 Whitman Road, Canton,

n Michigan

MA 02021 • 781-821-3499 (voice) • 781-821-3904 (tty) • info@clarkeschools.org, www.clarkeschools.org. Cara Jordan, Director. Serving families of young children with hearing loss, services include early intervention, preschool, kindergarten, parent support, cochlear implant habilitation, and mainstream services (itinerant and consultation).

Monroe County Program for Hearing Impaired Children, 3145 Prairie St., Ida, MI 48140-

9778 • 734-269-3875 (voice/TTY) • 734-269-3885 (fax) • whitman@ida.k12.mi.us (e-mail) • www.misd.k12.mi.us • Kathleen Whitman, Supervisor. Auditory/oral program, full continuum of services, birth to 25 years. Staff: 21.

Clarke (Northampton Campus), 47 Round Hill Rd, Northampton, MA 01060 • 413-584-3450 (voice/ tty) • info@clarkeschools.org, www.clarkeschools.org. Bill Corwin, President. Early intervention, preschool, day and boarding school through 8th grade, cochlear implant assessments, summer programs, mainstream services (itinerant and consultation), evaluations for infants through high school students, audiological services, and graduate-teacher-education program.

Redford Union Oral Program for Children with Hearing Impairments, 18499 Beech Daly Rd.

SoundWorks for Children, 18 South Main

Northeast Metro #916 Auditory / Oral Program, 701 West County Road “B”, Roseville,

Redford, MI 48240 • 313-242-3510 (voice) • 313-2423595 (fax) • 313-242-6286 (tty) • Dorothea B. French, Ph.D., Director. Auditory/oral day program serves 80 center students/250 teacher consultant students. Birth to 25 years of age.

n Minnesota

Street, Topsfield, MA 01983 • 978-887-8674 (voice) • soundworksforchildren@verizon.net (e-mail) • Jane E. Driscoll, MED, Director. A comprehensive, non-profit program dedicated to the development of auditoryverbal skills in children who are deaf or hard-ofhearing. Specializing in cochlear implant habilitation and offering a full continuum of inclusionary support models from preschool through high school. Early Intervention services and social/self-advocacy groups for mainstreamed students are offered at our Family Center. Summer programs, in-service training, and consultation available.

Minnesota 55113 • 651-415-5399 (voice). The mission of the program is to provide an intensive oral education to children with impaired hearing. Centered-based services are provided in a least restrictive public school environment, combining oral specific early intervention services within the mainstream setting for students pre-school through kindergarten age. Birth to 3 services and parent/child groups are tailored to meet identified needs. Parent and professional workshops are offered. Referrals are through the local school district in which the family live.

PSSST! Have you heard? GREAT THINGS ARE HAPPENING AT TUCKER-MAXON! STUDENTS WITH HEARING LOSS • Learn in small, collaborative classrooms with typically hearing peers. •

Average 17 months of language growth per school year.

•

Progress by at least 1 grade level per school year, on average, in reading, writing, and math.

�� Early Intervention • Preschool • Elementary • On-site Audiology and Speech/Language Pathology 2860 SE Holgate Blvd. • Portland, OR 97202 • Phone: 503.235.6551 • TTY: 503.235.1711 • tminfo@tmos.org

WWW.TMOS.ORG

VOLTA VOICES • JAN U ARY/FEBRUAR Y 201 0

Directory of Services Northern Voices, 1660 W. County Road B, Roseville,

MN, 55113-1714, 651-639-2535 (voice), 651-639-1996 (fax), director@northernvoices.org (email), Kristina Blaiser, Executive Director. Northern Voices is a non-profit early education center focused on creating a positive environment where children with hearing loss and their families learn to communicate through the use of spoken language. Our goal is for students to become fluent oral communicators and to join their hearing peers in a traditional classroom at their neighborhood schools. Northern Voices is a Moog Curriculum School.

n Mississippi DuBard School for Language Disorders, The University of Southern Mississippi, 118 College Drive #10035, Hattiesburg, MS 39406-0001 • 601-2665223 (voice) • dubard@usm.edu (e-mail) • www.usm. edu/dubard • Maureen K. Martin, Ph.D., CCC-SLP, CED, Director • The school is a clinical division of the Department of Speech and Hearing Sciences and serves children from birth to age 13 in its state-of-the-art facility. Working collaboratively with 22 public school districts, the school specializes in coexisting language disorders, learning disabilities/dyslexia and speech disorders, such as apraxia, through its non-graded, 11-month program. The Association Method, as refined, and expanded by the late Dr. Etoile DuBard and the staff of the school, is the basis of the curriculum. Comprehensive evaluations, individual therapy, audiological services and professional development programs also are available. AA/EOE/ADAI Magnolia Speech School, Inc., 733 Flag Chapel

Rd., Jackson, MS 39209 • 601-922-5530 (voice) • 601-922-5534 (fax) • sullivandirector@comcast.net (e-mail) • www.oraldeaf.org • Anne Sullivan, M.Ed. Family Services (age 0 to 3 served free), Auditory/oral classrooms, association method classroom, audiological services, mainstream services, evaluations and outpatient services available in an 11-month school year.

n Missouri CID – Central Institute for the Deaf, 825 S.

Taylor Avenue, St. Louis, MO 63110 314-977-0132 (voice) • 314-977-0037 (tty) • lberkowitz@cid.edu (email) • www.cid.edu (website) Lynda Berkowitz/Barb Lanfer, co-principals. Child- and family-friendly learning environment for children birth-12; exciting adapted curriculum incorporating mainstream content; Family Center for infants and toddlers; expert mainstream preparation in the CID pre-k and primary programs; workshops and educational tools for professionals; close affiliation with Washington University deaf education and audiology graduate programs. The Moog Center for Deaf Education, 12300

South Forty Drive, St. Louis, MO 63141 • 314-692-7172 (voice) • 314-692-8544 (fax) • Betsy Moog Brooks, Director of School and Family School • bbrooks@ moogcenter.org (e-mail) • Services provided to children who are deaf and hard-of-hearing from birth to 9 years of age. Programs include the Family School (birth to 3), School (3 to 9 years), Audiology (including cochlear implant programming), mainstream services, educational evaluations, parent education and support groups, professional workshops, teacher education and student teacher placements.

The Moog School at Columbia, 3301 West Broadway, Columbia, MO 65203 • 573-4461981(voice) • 573-446-2031 (fax) • Judith S. Harper, CCC SLP, Director • jharper@moogschool.org (e-mail). Services provided to children who are deaf and hard-of hearing from birth to kindergarten. Programs include the Family School (birth to 3). School (3 years to

kindergarten). Mainstream services (speech therapy/ academic tutoring) ,educational evaluations, parent education, support groups, and student teacher placements. The Moog School—Columbia is a Moog Curriculum School. St. Joseph Institute for the Deaf – St. Louis, 1809 Clarkson Road, Chesterfield, MO 63017;

(636) 532-3211 (voice/TYY); (636) 532-4560 (fax); www.sjid.org; mdaniels@sjid.org, Mary Daniels, M.A., Principal • mdaniels@sjid.org. An independent, Catholic auditory-oral school serving hearing impaired children birth through the eighth grade. Auditoryoral programs include early intervention, toddler and preschool classes, K-8th grade, I-Hear tele-therapy services, on-site audiology clinic, full evaluations, mainstream consultancy, summer education and student teacher placements. Mainstream academic accreditations (ISACS and NCA). Approved private agency of Missouri Department of Education. (See Indianapolis and Kansas for other campus information)

n Nebraska Omaha Hearing School for Children, Inc.

1110 N. 66 St., Omaha, NE 68132 402-558-1546 ohs@hearingschool.org An OPTIONschools Accredited Program offering auditory/oral education for birth to three, preschool and K – 3rd grades. Serving Omaha and the surrounding region.

n New Hampshire HEAR in New Hampshire, 11 Kimball Drive,

Suite 103, Hooksett, NH 03106 • 603-624-4464 (voice) • www.HEARinNH.org • Lynda S. French, Director. New Hampshire’s only auditory-oral school for children who are deaf or hard of hearing. HEAR in NH serves children with all degrees of hearing loss from infancy through high school. Programs offered include parent/child play groups, preschool, pre-kindergarten, kindergarten and itinerant services for children in their community schools. Summer services, parent education/support, speech/language services and professional workshops are available.

n New Jersey HIP and SHIP of Bergen County Special Services - Midland Park School District, 41

E. Center Street, Midland Park, N.J. 07432 • 201-3438982 (voice) • kattre@bergen.org (email) • Kathleen Treni, Principal. An integrated, comprehensive preK-12th grade auditory oral program in public schools. Services include Auditory Verbal and Speech Therapy, Cochlear Implant habilitation, Parent Education, and Educational Audiological services. Consulting teacher services are available for mainstream students in home districts. Early Intervention services provided for babies from birth to three. SHIP is the state’s only 7-12th grade auditory oral program. CART (Computer Real Time Captioning) is provided in a supportive, small high school environment. The Ivy Hall Program at Lake Drive, 10 Lake

Drive, Mountain Lakes, NJ 07046 • 973-299-0166 (voice/tty) • 973-299-9405 (fax) • www.mtlakes.org/ld. • Trish Filiaci, MA, CCC-SLP, Principal. An innovative program that brings hearing children and children with hearing loss together in a rich academic environment. Auditory/oral programs include: early intervention, preschool, kindergarten, parent support, cochlear implant habilitation, itinerant services, OT, PT and speech/language services. Self-contained to full range of inclusion models available.

Speech Partners, Inc. 26 West High Street,

Somerville, NJ 08876 • 908-231-9090 (voice) • 908231-9091 (fax) • nancy@speech-partners.com (email). Nancy V. Schumann, M.A., CCC-SLP, Cert. AVT. Auditory-Verbal Therapy, Communication Evaluations, Speech-Language Therapy and Aural Rehabilitation, School Consultation, Mentoring, Workshops.

Summit Speech School for the HearingImpaired Child, F.M. Kirby Center is an exclusionary

auditory-oral/auditory-verbal school for deaf and hard of hearing children located at 705 Central Ave., New Providence, NJ 07974 • 908-508-0011 (voice/TTY) • 908-508-0012 (fax) • info@summitspeech.org (email) • www.summitspeech.org (website) • Pamela Paskowitz, Ph.D., CCC-SLP, Executive Director. Programs include Early Intervention/Parent Infant (0-3 years), Preschool (3-5 years) and Itinerant Mainstream Support Services for children in their home districts. Speech and language, OT and PT and family support/family education services available. Pediatric audiological services are available for children birth-21 and educational audiology and consultation is available for school districts.

n New Mexico Presbyterian Ear Institute – Albuquerque, 415 Cedar Street SE, Albuquerque, NM 87106 • 505-224-7020 (voice) • 505-224-7023 (fax) • Contact: Bettye Pressley, Executive Director. A cochlear implant center, auditory/ oral school for deaf and hard-of-hearing children and parent infant program. Serves children from infancy to early elementary school years. Comprehensive audiology, diagnostic and speech therapy services. Presbyterian Ear Institute is a Moog Curriculum School.

n New York Anne Kearney, M.S., LSLS Cert. AVT, CCCSpeech Language Pathology, 401 Littleworth

Lane, Sea Cliff, Long Island, NY 11579 • 516-671-9057 (voice). Auditory/Oral School of New York, 2164 Ralph Avenue & 3321 Avenue “M,” Brooklyn, NY 11234 • 718-531-1800 (voice) • 718-421-5395 (fax) • info@ auditoryoral.org (e-mail) • Pnina Bravmann, Program Director. A premier auditory/oral early intervention and preschool program servicing hearing impaired children and their families. Programs include: StriVright Early Intervention (home-based and center-based), preschool, integrated preschool classes with children with normal hearing, multidisciplinary evaluations, parent support, Auditory-Verbal Therapy, complete audiological services, cochlear implant habilitation, central auditory processing (CAPD) testing and therapy, mainstreaming, ongoing support services following mainstreaming. Center for Hearing and Communication (formerly the League for the Hard of Hearing), 50 Broadway, 6th Floor, New York, NY

10004 • 917 305-7700 (voice) • 917-305-7888 (TTY) • 917-305-7999 (fax) • http://www.chchearing.org (website). Florida Office: 2900 W. Cypress Creek Road, Suite 3, Ft. Lauderdale, FL 33309 • 954-601-1930 (Voice) • 954-601-1938 (TTY) • 954-601-1399 (Fax). A leading center for hearing and communication services for people of all ages who are hard of hearing or deaf. Comprehensive array of services include: audiology, otology, hearing aid evaluation, fitting and sales, communication therapy, cochlear implant training, assistive technology consultation, emotional health and wellness, public education, support groups and Mobile Hearing Test Units. Visit http://www.chchearing.org

52 VOLTA VOICES • JAN UAR Y / F EBRUAR Y 201 0

Directory of Services to access our vast library of information about hearing loss and hearing conservation. For more information or to make an appointment, contact us at info@ chchearing.org. Clarke (New York Campus), 80 East End

Avenue, New York, NY 10028 • 212/585-3500 (voice/ tty) • info@clarkeschools.org, www.clarkeschools.org Meredith Berger, Director. Serving families of children with hearing loss, services include early intervention, preschool, evaluations (NY state approved Committee on Preschool Education Services; early intervention, Audiology, PT, OT and speech), hearing aid and FM system dispensing and related services including occupational and physical therapy in a sensory gym and speech-language therapies.

Cleary School for the Deaf, 301 Smithtown Boulevard, Nesconset, New York 11767 • 631-588-0530 (voice/TTY) • 631-588-0016 (fax) • www.clearyschool. org • Kenneth Morseon, Superintendent; Ellen McCarthy, Principal. A state-supported program serving hearing impaired children birth to 21. Auditory/oral programs include Parent-Infant Program (school and home based) for children birth to 3, Auditory-Oral Reverse Inclusion Preschool Program for children 3 to 5 and Transition Program for children with cochlear implants who have a sign language base. Auditory/oral programs include daily individual auditory-based speech and language therapy, daily speech push-in, annual and on-going audiological and speech-language evaluations and parent training/ support. The mission of the Reverse Inclusion AuditoryOral Preschool Program is to best prepare children to enter kindergarten in their own school district. Classes consist of children with hearing loss and their normal hearing peers. Lexington School for the Deaf, 26-26 75th

Street, Jackson Heights, NY 11370 • 718-350-3300 (voice/tty) • 718-899-9846 (fax) • www.lexnyc.org • Dr. Regina Carroll, Superintendent, Ronni Hollander, Principal - rhollander@lexnyc.org (email). A statesupported program serving hearing impaired children in the Greater New York area from infancy through age 21. Auditory-Oral programs include the Deaf Infant Program (ages 0-3), Preschool classes (ages 3-6) and early Elementary classes. Auditory-Oral programs include daily speech, listening and language services, ongoing audiological support, coordination with hospital implant centers, evaluations and parent support. The school’s academic program follows the New York State standards. Music/Dance, Physical Education (and swimming), Art, Library, as well as technology are part of the school schedule. Long Island Jewish Medical Center: Hearing & Speech Center, 430 Lakeville Road, New Hyde

Park, NY 11042 • 718-470-8910 (voice) • 718-470-1679 (fax). Long Island Jewish Medical Center: Hearing & Speech Center. A complete range of audiological and speech-language services is provided for infants, children and adults at our Hearing and Speech Center and Hearing Aid Dispensary. The Center participates in the Early Intervention Program, Physically Handicapped Children’s Program and accepts Medicaid and Medicare. The Cochlear Implant Center provides full diagnostic, counseling and rehabilitation services to individuals with severe to profound hearing loss. Support groups for parents of hearing impaired children and cochlear implant recipients are available.

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Mill Neck Manor School for the Deaf, GOALS (Growing Oral/Aural Language Skills) Program, 40 Frost Mill Road, Mill Neck, NY 11765

• 516-922-4100 (voice) • Mark R. Prowatzke, Ph.D., Executive Director, Francine Bogdanoff, Assistant Superintendent. Publicly-funded integrated preschool program, serving Deaf and hard of hearing children (ages 3-5) on Long Island. Literacy-based program with auditory/oral approach, curriculum aligned with NY State Preschool Standards, art, music, library, audiology, speech, language therapy, related support services and family programs.

Nassau BOCES Program for Hearing and Vision Services, 740 Edgewood Drive, Westbury,

NY 11590 • 516-931-8507 (Voice) • 516-931-8596 (TTY) • 516-931-8566 (Fax) • www.nassauboces.org (Web) • JMasone@mail.nasboces.org (Email). Dr. Judy Masone, Principal. Provides full day New York State standards - based academic education program for children 3-21 within district-based integrated settings. An auditory/oral or auditory/sign support methodology with a strong emphasis on auditory development is used at all levels. Itinerant services including auditory training and audiological support are provided to those students who are mainstreamed in their local schools. Services are provided by certified Teachers of the Hearing Impaired on an individual basis. The Infant/Toddler Program provides centerand home-based services with an emphasis on the development of auditory skills and the acquisition of language, as well as parent education and support. Center-based instruction includes individual and small group sessions, speech, parent meetings and audiological consultation. Parents also receive 1:1 instruction with teacher of the Deaf and Hard of Hearing on a weekly basis to support the development of skills at home. Comprehensive audiological services are provided to all students enrolled in the program, utilizing state of the art technology, FM assistive technology to maximize access to sound within the classroom, and cochlear implant expertise. Additionally, cochlear implant mapping support provided by local hospital audiology team will be delivered on site at the school. New York Eye & Ear Cochlear Implant and Hearing & Learning Centers, (formerly Beth

Israel/New York Eye Ear program). New Location: 380 Second Avenue at 22nd Street, New York, NY 10010 • 646-438-7801 (voice). Comprehensive diagnostic and rehabilitative services for infants, children and adults including audiology services, amplification and FM evaluation and dispensing, cochlear implants, auditory/oral therapy, otolaryngology and counseling.

n North Carolina BEGINNINGS For Parents of Children Who Are Deaf or Hard of Hearing, Inc., 3714-A

Benson Drive, PO Box 17646, Raleigh, NC 27619 • 919-850-2746 (voice) • 919-850-2804 (fax) • raleigh@ ncbegin.org (e-mail) • Joni Alberg, Executive Director. BEGINNINGS provides emotional support, unbiased information, and technical assistance to parents of children who are deaf or hard of hearing, deaf parents with hearing children and professionals serving those families. BEGINNINGS assists parents of children from birth through age 21 by providing information and support that will empower them as informed decision makers, helping them access the services they need for their child, and promoting the importance of

early intervention and other educational programs. BEGINNINGS believes that given accurate, objective information about hearing loss, parents can make sound decisions for their child about educational placement, communication methodology and related service needs. CASTLE- Center for Acquisition of Spoken Language Through Listening Enrichment,

5501-A Fortunes Ridge Drive, Suite A, Durham, NC 27713 • 919-419-1428 (voice) • www.uncearandhearing. com/pedsprogs/castle An auditory/oral center for parent and professional education. Preschool and Early intervention services for young children including Auditory Verbal parent participation sessions. Hands-on training program for hearing-related professionals/ university students including internships, two week summer institute and Auditory Verbal Modules.

n Ohio Auditory Oral Children’s Center (AOCC),

5475 Brand Road, Dublin, OH 43017 • 614-5987335 (voice) • auditoryoral@columbus.rr.com (email) • http://auditoryoral.googlepages.com (website). AOCC is a non-profit auditory and spoken language development program for children with hearing loss. We offer a blended approach by combining an intensive therapy-based pre-school program integrated into a NAEYC preschool environment. Therapy is provided by an Auditory-Verbal Therapist, Hearing –Impaired Teacher, and Speech Language Pathologist. Birth to three intervention, and parent support services are also available. Millridge Center/Mayfield Auditory Oral Program, 950 Millridge Road, Highland Heights,

OH 44143-3113 • 440-995-7300 (phone) • 440-9957305 (fax) • www.mayfieldschools.org • Louis A. Kindervater, Principal. Auditory/oral program with a ful continuum of services, birth to 22 years of age. Serving 31 public school districts in northeast Ohio. Early intervention; preschool with typically developing peers; parent support; individual speech, language, and listening therapy; audiological services; cochlear implant habilitation; and mainstreaming in the general education classrooms of Mayfield City School District.

Ohio Valley Voices, 6642 Branch Hill Guinea Pike, Loveland, OH 45140513-791-1458 (voice) • 513-7914326 (fax) • mainoffice@ohiovalleyvoices.org (e-mail) www.ohiovalleyvoices.org (website). Ohio Valley Voices teaches children who are deaf and hard of hearing how to listen and speak. The vast majority of our students utilize cochlear implants to give them access to sound, which in turn, allows them to learn and speak when combined with intensive speech therapy. We offer birth-to-age three program, a preschool through second grade program, a full array of on-site audiological services, parent education and support resources.

n Oklahoma Hearts for Hearing, 3525 NW 56th Street,

Suite A-150, Oklahoma City, OK. • 73112 • 405548-4300 • 405-548-4350(Fax) • Comprehensive hearing healthcare program which includes pediatric audiological evaluations, management and cochlear implant mapping. Auditory-Verbal therapy, cochlear implant habilitation, early intervention, pre-school, summer enrichment services and family support workshops are also provided. Opportunities for family, professional education and consultations are provided. www.heartsforhearing.org

Directory of Services INTEGRIS Cochlear Implant Clinic at the Hough Ear Institute, 3434 NW 56th, Suite 101,

Oklahoma City, OK 73112 • 405-947-6030 (voice) • 405945-7188 (fax) • Amy.arrington@integris-health.com (email) • www.integris-health.com (website) • Our team includes board-certified and licensed speech-language pathologists, pediatric and adult audiologists, as well as neurotologists from the Otologic Medical Clinic. Services include hearing evaluations, hearing aid fittings, cochlear implant testing and fittings, newborn hearing testing, and speech/language therapy. The Hearing Enrichment Language Program (HELP) provides speech services for children and adults who are deaf or hard of hearing. Our speech-language pathologists respect adults’ and/or parents’ choice in (re) habilitation options that can optimize listening and language skills.

n Oregon Tucker-Maxon Oral School, 2860 S.E. Holgate,

Portland, OR 97202 • 503-235-6551(voice) • 503-2351711 (TTY) • tminfo@tmos.org (e-mail) • www.tmos. org (website) • Established in 1947, Tucker-Maxon is an intensive auditory-oral school that co-enrolls children with hearing loss and children with normal hearing in every class. Each class is taught by a regular educator or early childhood specialist and a teacher of deaf children. Programs for children with hearing loss start at birth and continue through 5th grade. Tucker-Maxon provides comprehensive pediatric audiology evaluations, cochlear implant management, habilitation and mapping, early intervention, and speech pathology services.

n Pennsylvania Bucks County Schools Intermediate Unit #22, Hearing Support Program, 705 North

Shady Retreat Road, Doylestown, PA 18901 • 215-3482940 x1240 (voice) • 215-340-1639 (fax) • kmiller@ bucksiu.org • Kevin J. Miller, Ed.D., CCC-SP, CED, Supervisor. A publicly-funded program serving local school districts with deaf or hard of hearing students (birth -12th Grade). Services include itinerant support, resource rooms, audiology, speech-language therapy, auditory-verbal therapy, C-Print captioning, and cochlear implant habilitation. Center for Childhood Communication at The Children’s Hospital of Philadelphia, 3405

Delaware County Intermediate Unit # 25, Hearing and Language Programs, 200 Yale

Avenue, Morton, PA 19070 • 610-938-9000, ext. 2277 610938-9886 (fax) • mdworkin@dciu.org • Program Highlights: A publicly funded program for children with hearing loss in local schools. Serving children from birth through 21 years of age. Teachers of the deaf provide resource room support and itinerant hearing therapy throughout Delaware County, PA. Services also include audiology, speech therapy, cochlear implant habilitation (which includes LSLS Cert. AVT and LSLS Cert. AVEd), psychology and social work.

DePaul School for Hearing and Speech,

6202 Alder Street, Pittsburgh, PA 15206 • (412)9241012 (voice/TTY) • ll@depaulinst.com (email) • www. speakmiracles.org (website). Lillian r. Lippencott, Outreach Coordinator. DePaul, western Pennsylvania’s only auditory-oral school, has been serving families for 101 years. DePaul is a State Approved Private School and programs are tuition-free to parents and caregivers of approved students. Programs include: early intervention services for children birth to 3 years; a center-based toddler program for children ages 18 months to 3 years; a preschool for children ages 3-5 years and a comprehensive academic program for grades K-8. Clinical services include audiology, speech therapy, cochlear implant mapping/habilitation services, physical and occupational therapy, mainstreaming support, parent education programs and support groups. AV services are also available.

Western Pennsylvania School for the Deaf,

300 East Swissvale Avenue, Pittsburgh, PA 15218 • 412-244-4207 (voice) • 412-244-4251 (fax) • vcherney@ wpsd.org (e-mail) • www.wpsd.org.The Western Pennsylvania School for the Deaf is a non-profit school with high academic expectations. WPSD, located in Pittsburgh since 1869, has provided quality educational services, cutting-edge technology and a complete extracurricular program to deaf and hard-of-hearing children from birth through grade 12. Serving over 250 day and residential students, from more than 100 school districts and 30 counties, WPSD is the largest comprehensive center for deaf education in the state. For more information: wpsd.org

n South Carolina

Civic Center Boulevard, Philadelphia 19104 • (800) 551-5480 (voice) • (215) 590-5641 (fax) • www.chop. edu/ccc (website). The CCC provides Audiology, SpeechLanguage and Cochlear Implant services and offers support through CATIPIHLER, an interdisciplinary program including mental health and educational services for children with hearing loss and their families from time of diagnosis through transition into school-aged services. In addition to serving families at our main campus in Philadelphia, satellite offices are located in Bucks County, Exton, King of Prussia, and Springfield, PA and in Voorhees, Mays Landing, and Princeton, NJ. Professional Preparation in Cochlear Implants (PPCI), a continuing education training program for teachers and speech-language pathologists, is also headquartered at the CCC.

The University of South Carolina Speech and Hearing Center, 1601 St. Julian Place,

Clarke (Philadelphia Campus), 455 South Roberts Rd., Bryn Mawr, PA 19010 • 610-525-9600 (voice/tty) • info@clarkeschools.org, www.clarkeschool. org. Judith Sexton, Director. Serving families with young children with hearing loss, services include early intervention, preschool, parent support, individual auditory speech and language services, cochlear implant habilitation, audiological services, and mainstream services (itinerant and consultation).

n South Dakota

Columbia, SC 29204 • 803-777-2614 (voice) • 803253-4143 (fax) • Center Director: Danielle Varnedoe, daniell@sc.edu (e-mail). The center provides audiology services, speech-language therapy, adult aural rehabilitation therapy and Auditory-Verbal therapy. Our audiology services include comprehensive evaluations, CAPD evaluations, and cochlear implant evaluations and programming. The University also provides a training program for AVT and cochlear implant management for professional/ university students. Additional contacts for the AVT or CI programs include: Nikki Burrows (803-777-2669), Wendy Potts (803-777-2642) or Cheryl Rogers (803777-2702).

South Dakota School for the Deaf (SDSD),

2001 East Eighth Street, Sioux Falls, SD 57103 • 605-367-5200 (V/TTY) • 605-36705209 (fax) •sdsd@ sdbor.edu (e-mail). Serving children and youth with hearing loss by offering services on site and through its outreach program. Academic option includes auditory/

oral program for students using spoken language and are preschool through third grade. SDSD utilizes the Sioux Falls School District Curriculum and prepares students to meet state standards. Instructional support in other areas is available as dictated by the IEP, including parent/child education, speech language pathology, auditory training and special education. Arranges for dual enrollment of students in their local schools to expand curricular and social options. Outreach staff provides support to families with newborns and children through the ages of 2 years and continues to work with the families and school district personnel of older students who are either remaining in or returning to their local districts. Any student in South Dakota with a documented hearing loss can take advantage of services offered through SDSD, including audiological testing, speech evaluation, and triennial multidisciplinary assessment.

n Tennessee Memphis Oral School for the Deaf, 7901 Poplar Avenue, Germantown, TN 38138 • 901-7582228 (voice) • 901-531-6735 (fax) • www.mosdkids.org (website) • tschwartz@mosdkids.org (email). Teresa Schwartz, Executive Director. Parent-infant program, auditory/oral day school (ages 2 to 6), speech-language and cochlear implant therapy, mainstream services. Vanderbilt Bill Wilkerson Center - National Center for Childhood Deafness and Family Communication, Medical Center East South

Tower, 1215 21st Avenue South, Nashville, TN 372328718 • 615-936-5000 (voice) • 615-936-1225 (fax) • nccdfc@vanderbilt.edu (email) • www.mc.vanderbilt. edu/VanderbiltBillWilkersonCenter (web). Tamala Bradham, Ph.D., Director. The NCCDFC Service Division is an auditory learning program serving children with hearing loss from birth through 21 years. Services include educational services at the Mama Lere Hearing School at Vanderbilt as well as audiological and speech-language pathology services. Specifically, the Service Division includes audiological evaluations, hearing aid services, cochlear implant evaluations and programming, speech, language, and listening therapy, educational assessments, parentinfant program, toddler program, all day preschool through kindergarten educational program, itinerant/ academic tutoring services, parent support groups, and summer enrichment programs.

n Texas Bliss Speech and Hearing Services, Inc., 12700 Hillcrest Rd., Suite 207, Dallas, TX 75230 • 972387-2824 • 972-387-9097 (fax) • blisspeech@aol.com (e-mail) • Brenda Weinfeld Bliss, M.S., CCC-SLP/A, Cert. AVT®. Certified Auditory-Verbal Therapist® providing parent-infant training, cochlear implant rehabilitation, aural rehabilitation, school visits, mainstreaming consultations, information, and orientation to deaf and hard-of-hearing children and their parents. Callier Center for Communication Disorders/UT Dallas, Callier-Dallas Facility,

1966 Inwood Road, Dallas, TX, 75235 • 214-905-3000 (voice) • 214-905-3005 (tty) • Callier-Richardson Facility: 811 Synergy Park Blvd., Richardson, TX, 75080 • 972-883-3630 (voice) • 972-883-3605 (tty) • eloyce@utdallas.edu (email) • www.callier.utdallas.edu • Nonprofit organization, hearing evaluations, hearing aid dispensing, assistive devices, cochlear implant evaluations, psychology services, speech-language pathology services, child development program for children ages 6 weeks to 5 years.

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Directory of Services The Center for Hearing and Speech, 3636 West Dallas, Houston, TX 77019 • 713-523-3633 (voice) • 713-874-1173 (TTY) • 713-523-8399 (fax) info@centerhearingandspeech.org (email) www.centerhearingandspeech.org (website) CHS serves children with hearing impairments from birth to 18 years. Services include: auditory/oral preschool; Audiology Clinic providing comprehensive hearing evaluations, diagnostic ABR, hearing aid and FM evaluations and fittings, cochlear implant evaluations and follow-up mapping; Speech-Language Pathology Clinic providing Parent-Infant therapy, AuditoryVerbal therapy, aural(re) habilitation; family support services. All services offered on sliding fee scale and many services offered in Spanish. Denise A. Gage, M.A., CCC, Cert. AVT© - Certified Auditory-Verbal Therapist, Speech-Language Pathologist, 3111 West

Arkansas Lane, Arlington, TX 76016-0378 • 817-4600378 (voice) • 817-469-1195 (metro/fax) • denise@ denisegage.com (email) • www.denisegage.com • Over 25 years experience providing services for children and adults with hearing loss. Services include cochlear implant rehabilitation, parent-infant training, individual therapy, educational consultation, onsite and offsite Fast ForWord training.

Speech and Hearing Therapy Services, North Dallas • 214-458-0575 (voice) • speechandhearingtherapy@ yahoo.com (e-mail) • www.speechandhearingtherapy. com (website) • Tammi Galley, MA, CCC-SLP, Aural Habilitation Specialist. Comprehensive Aural Habilitation therapy, specializing in pediatric populations, cochlear implant habiltation, parent-infant/child and individual therapy, Auditory-Verbal therapy, auditory/oral, or total communication offered with strong emphasis on auditory skill development. Home visits or office visits. Sunshine Cottage School for Deaf Children,

103 Tuleta Dr., San Antonio, TX 78212 • 210-824-0579 • 210-826-0436 (fax). Founded in 1947, the auditory/ oral school promotes early identification of hearing loss and subsequent intervention, working with parents and children from infancy through high school. Audiological services include diagnostic hearing evaluations for children of all ages, hearing aid fitting, cochlear implant programming and habilitation, maintenance of soundfield and FM equipment in the classroom. Programs include the Newborn Hearing Evaluation Center, Parent-Infant Program, Hearing Aid Loaner and Scholarship Programs, and Educational Programs (three years of age through 12th grade mainstream), Speech Pathology, Counseling, and Assessment Services. For more information visit www.sunshinecottage.org.

The Department of Communicative Disorders and Deaf Education offers an interdisciplinary graduate training program in Speech-Language Pathology, Audiology, and Deaf Education that emphasizes auditory learning and spoken language for young children with hearing loss. Utah Schools for the Deaf and the Blind, 742 Harrison Boulevard, Ogden, UT 84404 • 801/6294714 (voice) for the Associate Superintendent for the Deaf • 801/629-4701 (tty) • www.usdb.org (website) • A state-funded program for children with hearing loss (birth through high school) serving students in various settings including local district classes throughout the state and residential options. Audiology, speech instruction, auditory verbal development and cochlear implant habilitation provided.

n Virginia Chattering Children, Richmond Center,

1307 Lakeside Avenue, Richmond, VA 23228 • 804-290-0475 (voice) • NOVA Center, 1495 Chain Bridge Road, Suite 100, McLean, VA 22101 • www.chatteringchildren.org (website) • adavis@ chatteringchildren.org (email). Chattering Children, Empowering hearing-impaired children through spoken communication. Infants through school age. Parent-Infant Program, AV Therapy, mainstream support. SPEAK UP (an auditory oral school). Familycentered conversational approach. In-service training and an internship program for graduate students. NoVa Center: 1495 Chain Bridge Road, Suite 100, McLean, VA 22101 (Metro DC area), Tel: (571) 633-0770. Richmond Center: SPEAK UP auditory-oral school and auditoryverbal therapy: 1307 Lakeside Ave Richmond VA 23228. Tel: (804) 290-0475. Contact Anne Davis, Executive Director, Anne Davis, adavis@chatteringchildren.org.

Listen Hear Audiology, 1101 S. Arlington Ridge Rd. #117, Arlington, VA 22202 • 202-997-4045 (voice) • listenhearaudiology@yahoo.com (e-mail) • www. listenhear.net • Rachel Cohen, Au.D., CCC-A • Auditory/ oral services provided to children or adults who are hard-of-hearing or deaf using preferred methodology (Auditory/oral, Cued, TC, or ASL) when needed. Auditory (re)habilitation is provided in your home/ natural environment or at my office. Birth through geriatric cochlear implant habiliation, aural (re)habilitation, assistive listening device information, parent-infant training and consultation.

n Washington Listen and Talk – Education for Children with Hearing Loss, 8610 8th Avenue, NE, Seattle,

WA, 98115 • 206-985-6646 (voice) • 206-985-6687 (fax) • hear@listentalk.org (e-mail) • www.listentalk. org (website). Maura Berndsen, Educational Director. Family-centered program teaches children with all degrees of hearing loss to listen, speak, and think in preparation for inclusion in neighborhood schools. Services include early intervention (0 to 3 yrs), Auditory-Verbal therapy (3 to school age), blended preschool/pre-K classes (3 to 5 yrs), and consultations. A summer program is offered in addition to services provided during the school year. The Listen For Life Center at Virginia Mason, 1100 9th Ave. MS X10-ON Seattle, WA 98111

• 206-223-8802 (voice) • 206-223-6362 (tty) • 206223-2388 (fax) • lsnforlife@vmmc.org (email) • www. vmmc.org/listen (website) • Non-profit organization offering comprehensive diagnostic and rehabilitation services from infancy through senior years. Audiology, otolaryngology, hearing aids, implantable hearing aids, cochlear implants, communication classes, assistive listening devices, Aural Rehabilitation, counseling, support groups, school consultations, professional training workshops, community days, library.

n Wisconsin Center for the Deaf and Hard of Hearing,

10243 W. National Avenue, West Allis, WI 53227 414604-2200(Voice) 414-604-7200 (Fax) www.cdhh.org (Website) Amy Peters Lalios, M.A., CC-A, LSLS, Cert. AVT® as well as five LSLS Cert. AVEds. Nonprofit agency located in the Milwaukee area provides comprehensive auditory programming to individuals with hearing loss, from infants to the elderly. The Birth to Three program serves children from throughout Southeastern Wisconsin, including education in the home, toddler communication groups, and individual speech therapy. AV Therapy is also provided to school-age children locally as well as through an interactive long-distance therapy program. Pre- and post-cochlear implant training is provided for adults and communication strategies and speechreading is offered to individuals as well as in small groups.

n Utah Sound Beginnings of Cache Valley, Utah State University, 1000 Old Main Hill, Logan, UT

84322-1000 • 435-797-0434 (voice) • 435-797-0221 (fax) • www.soundbeginnings.usu.edu • lauri.nelson@usu.edu (email) • Lauri Nelson, Ph.D., Sound Beginnings Director • todd.houston@usu.edu (email) • K. Todd Houston, Ph.D., CCC-SLP, LSLS Cert. AVT, Graduate Studies Director. A comprehensive auditory learning program serving children with hearing loss and their families from birth through age five; early intervention services include home- and center-based services, parent training, a weekly toddler group, pediatric audiology, and Auditory-Verbal Therapy. The preschool, housed in an innovative public lab school, provides self-contained Auditory-Oral classes for children aged three through five, parent training, and mainstreaming opportunities with hearing peers.

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Directory of Services INTERNATIONAL

List of Advertisers

n Australia

Advanced Bionics...................................................................................Inside Back Cover

Telethon Speech & Hearing Centre for Children WA (Inc), 36 Dodd Street, Wembley WA

6014, Australia • 61-08-9387-9888 (phone) • 61-089387-9888 (fax) • speech@tsh.org.au • www.tsh.org.au • Our oral language programs include: hearing impairment programs for children under 5 and school support services, Talkabout program for children with delayed speech and language, audiology services, Ear Clinic for hard to treat middle ear problems, Variety WA Mobile Children’s Ear Clinic, newborn hearing screening and Cochlear Implant program for overseas children. University of Newcastle, Graduate School.

GradSchool, Services Building, University of Newcastle, Callaghan, NSW, 2308, Australia • 61-2-49218856 (voice) • 61-2-49218636 (fax) • gs@newcastle.edu.au (email) • www.gradschool.com.au (website). Master of Special Education distance education through the University of Newcastle. Program provides pathways through specialisations in Generic Special Education, Emotional Disturbance/Behaviour Problems, Sensory Disability, Early Childhood Special Education. The Master of Special Education (Sensory Disability Specialisation) is available through the Renwick Centre and is administered by the Australian Royal Institute for Deaf and Blind Children. Program information and application is via GradSchool: www.gradschool.com.au, +61249218856, or email gs@newcastle.edu.au.

n Canada Montreal Oral School for the Deaf, 4670

St. Catherine Street, West, Westmount, QC, Canada H3Z 1S5 • 514-488-4946 (voice/ tty) • 514-488-0802 (fax) • info@montrealoralschool.com (email) • www. montrealoralschool.com (website). Parent-infant program (0-3 years old). Full-time educational program (3-12 years old). Mainstreaming program in regular schools (elementary and secondary). Audiology, cochlear implant and other support services.

Saskatchewan Pediatric Auditory Rehabilitation Center (SPARC), Room 21, Ellis

Hall, Royal University Hospital, Saskatoon, SK, S7N 0W8, Canada • 306-655-1320 (voice) • 306-655-1316 (fax) • lynne.brewster@usask.ca (e-mail) • www.usask. ca/healthsci/sparc • Rehabilitative services including Auditory-Verbal Therapy for children with hearing impairments. (Birth through school age).

Children’s Hearing and Speech Centre of British Columbia (formerly, The Vancouver Oral

Centre for Deaf Children), 3575 Kaslo Street, Vancouver, British Columbia, V5M 3H4, Canada, 604-437-0255 (voice), 604-437-1251 (tty), 604-437-0260 (fax) - www. childrenshearing.ca (website). Our auditory-oral program includes: on-site audiology, cochlear implant mapping, parent-infant guidance, auditory-verbal therapy, music therapy, preschool, K, Primary 1-3; itinerant services.

n England

Auditory-Oral School of San Francisco........................................................................... 46 Auditory-Verbal Center, Inc (Atlanta)................................................................................. 5 Central Institute for the Deaf ........................................................................................... 47 Clarke School for the Deaf .............................................................................................. 49 DePaul School for Hearing and Speech .......................................................................... 7 DuBard School for Language Disorders . ........................................................................ 3 Ear Technology Corporation............................................................................................ 45 Fontbonne University ....................................................................................................... 48 Harris Communications.................................................................................................... 25 Jean Weingarten Peninsula Oral School for the Deaf.................................................... 37 John Tracy Clinic .............................................................................................................. 50 Moog Center for Deaf Education............................................................................... 32, 43 National Technical Institute for the Deaf/RIT.............................................................. 9, 23 National Cued Speech Association . .............................................................................. 55 Oticon Pediatrics ....................................................................................Inside Front Cover St. Joseph Institute for the Deaf....................................................................................... 35 Sorenson Communications ............................................................................................ 31 SoundAid Hearing Aid Warranties .................................................................................... 4 Sound Clarity, Inc. ............................................................................................................ 39 Sprint Relay . ..................................................................................................................... 40 Sunshine Cottage School for Deaf Children..................................................................... 6 Tucker-Maxon Oral School............................................................................................... 51 AG Bell 2010 Biennial Convention .................................................................. Back Cover

The Speech, Language and Hearing Centre,

Christopher Place, 1-5 Christopher Place, Chalton Street, Euston, London NW1 1JF, England • 0114-207-383-3834 (voice) • 0114-207-383-3099 (fax) • info@speechlang. org.uk (e-mail) • www.speech-lang.org.uk • Assessment, nursery school and therapeutic centre for children under 5 with hearing impairment or speech/language difficulties.

AG Bell – Academy .......................................................................................................... 33 AGBell – Bookstore .......................................................................................................... 29 AGBell – Financial Aid....................................................................................................... 19

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We’ve Been in Your Shoes Advanced Bionics has answers for helping your child hear their best.

You want your hearing-impaired child to learn, play, grow, and talk right along with their normalhearing peers. Cochlear implants can bring the rich world of sound to your child and help them develop the language skills needed to succeed in life. With Advanced Bionics’ Connect to Mentor program, you can learn more about cochlear implants and have all your questions answered by someone who’s really been there—the parent of a child with a cochlear implant.

Connect to a mentor of your very own today by visiting bionicear.com/ctm or calling the Bionic Ear Association at 866-844-HEAR (4327)

oin friends, colleagues, advocates and families

in Orlando, Fla., June 25-28, 2010, for an exciting experience. Advance your knowledge and skills, learn about the latest products and services, and expand your network of people committed to listening and spoken language for all children with hearing loss.

endless possibilities Advocating Independence through Listening and Talking!

Attend the AG Bell 2010 Biennial Convention JUNE 25-28, 2010 HILTON ORLANDO BONNET CREEK HOTEL ORLANDO, FLORIDA