Volta Voices July-August 2009 Magazine by Alexander Graham Bell Association for the Deaf and Hard of Hearing

VOICES A L E X A N D E R G R A H A M B E L L A S S O C I AT I O N F O R T H E D E A F A N D H A R D O F H E A R I N G

A PARENTâ&#x20AC;&#x2122;S ROLE In The IEP Preparing PROFESSIONALS to WORK WITH FAMILIES

July/August 2009 7 7 7 !'"%,, /2' s 6/, )335%

J u ly/ A u g u s t 2 0 0 9 V OLU M E 1 6 ISSUE 4

VOICES V

Features 14

ENGLISH VERSION

Expanding the Rights of Children Learning to Listen and Talk By Melody Felzien

Learn more about AG Bell’s Children’s Legal Advocacy program and what parents can do to ensure appropriate educational services for their children who use listening and spoken language.

18 In Every Issue

VERSIÓN EN ESPAÑOL

Ampliación de los derechos de los niños que aprenden a escuchar y hablar Por Melody Felzien

2 Want to Write for VV? 4 Letters to the editor 6 voices Contributors 40 Directory of Services 52 List of Advertisers

Conozca más sobre el programa de Defensa legal para niños de AG Bell (AG Bell’s Children’s Legal Advocacy program) y lo que los padres pueden hacer para asegurar que sus hijos, que escuchan y usan el lenguaje oral, reciban servicios educativos adecuados.

Departments

Voices from AG Bell 3 | Appreciating Our Supporters

Advocacy and Your Child’s Education

By Jay Wyant

Parents are the strongest advocates for their child’s development. This article provides specific tips and how-to’s for working with school districts and educators in your area.

34 | Tips for Parents: Get in the Game

By Beth Cash, R.N.

Preparing Professionals to Foster SocialEmotional Development within the Family Context By Maribeth Nelson Lartz, Ph.D., and Tracy Meehan, M.S.

The importance of a family’s emotional connection is often overlooked when providing early intervention services. This article provides professionals with tools to help children with hearing loss develop a strong social-emotional bond with their parents.

Usher Syndrome and Hearing Loss Compiled by Melody Felzien; Sidebar by Gail MacKinnon

Usher syndrome is a genetic disorder affecting both hearing and vision loss, and is often misdiagnosed. In an effort to expand knowledge about the disorder, this article explains the identification and effects of Ushers.

Special Section: Recognizing the Generosity of Our Donors AG Bell thanks its 2008 supporters and donors.

By Tiffani-Hill Patterson

6 | Conversations With 3 Alex Graham in this issue 5 | Family Advocacy By Melody Felzien

8 | Soundbites 38 | Around the World By Sarah Crum

Alex ander Graham Bell A s s o c i a t i o n f o r t h e D e a f a n d Ha r d o f H e a r i n 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 AS SOCIATION 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 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. (OH) Executive Director Alexander T. Graham (VA) Donald M. Goldberg, Ph.D. (OH) Meredith K. Knueve, Esq. (OH) 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 fi elds 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 fi les, 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 6OLTA 0LACE .7 s 7ASHINGTON $# Email: editor@agbell.org Submit online at www.agbell.org

Editorial Guidelines The periodicals department reserves the right to edit material to fi t 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 offi ces.Copyright ©2009 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 $62 plus $12 for international postage where applicable. Back issues, when available, are $7.50 plus shipping and handling. Articles published in Volta Voices do not necessarily refl ectthe 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

VOICES FROM AG BELL

Appreciating Our Supporters

his edition of Volta Voices recognizes those individuals and organizations that contributed to AG Bell in 2008. I want to thank each and every one of those individuals and organizations for their support. Recently, I received an email that really hit home for me on how much AG Bell impacts individuals who are deaf or hard of hearing who use spoken language, and thought I would pass it on to our readers: â&#x20AC;&#x153;I just wanted to share with AG Bell that I will be graduating from medical school next week and

who helped to make this dream possible and who wanted to share this personal achievement.â&#x20AC;? â&#x20AC;&#x201C;AG Bell member Shehzaad Zaman Reading Shehzaadâ&#x20AC;&#x2122;s note helped reaffi rm why I contribute my time and resources to AG Bell. Although we may not always be able to see it, we do make a diff erence in the lives of children and adults who are deaf or hard of hearing each and every day. His letter mentions some of our key programs such as LOFT (Leadership Opportunities for Teens) and LEAP (Leadership Enrichment Adventure

Even in this tight economy, weâ&#x20AC;&#x2122;re not sitting still. We continue to seek additional funding opportunities so that AG Bell is able to grow our portfolio of programs and services. doing my internship at University of Massachusetts Medical School and residency in Physical Medicine & Rehabilitation at the University of California-Davis School of Medicineâ&#x20AC;Śas a profoundly deaf individual and AG Bell member since childhood, it is with the support, generosity and inspiration of many individuals that I have met within the organization through LOFT, LEAP leadership programs, local chapters and national conventions 6 /,4! 6/)#%3 s *5 ,9 !5'534

Program) as well as Chapters and the biennial convention. I hope that you, as a donor and supporter, get the same sense of satisfaction of knowing that your help is what makes these programs possible, as well as the Listening & Spoken Language Symposium, our advocacy on public policy issues and our work with parents of newly identiďŹ ed children with hearing loss. It is because of contributors like you that we are able to make a diff erence in the lives of individuals like Shehzaad.

Even in this tight economy, weâ&#x20AC;&#x2122;re not sitting still. We continue to seek additional funding opportunities so that AG Bell is able to grow our portfolio of programs and services. Right now, we are working to introduce an online version of our popular Parent Advocacy Training (PAT) program and planning a re-launch of the widely acclaimed LEAP. If youâ&#x20AC;&#x2122;d like to help support these eďŹ&#x20AC;orts, consider giving a donation online at www.agbell.org. Please also consider signing up for automatic monthly giving. As always, stay tuned to Volta Voices and AG Bell Update, AG Bellâ&#x20AC;&#x2122;s e-newsletter, for announcements on upcoming programs that will better serve AG Bell members. If you are an AG Bell member, but are not receiving AG Bell Update, log in to your profi le on Virtual Voices via www.agbell.org and select â&#x20AC;&#x153;email preferencesâ&#x20AC;? from the drop down menu. Under â&#x20AC;&#x153;e-newsletter subscription,â&#x20AC;? check the box next to AG Bell Update. Misconceptions in the Media

On a separate note, Iâ&#x20AC;&#x2122;d like to convey my appreciation to those of you who provided feedback regarding my column in the May/June issue of Volta Voices, â&#x20AC;&#x153;Defending the Lines of Communication.â&#x20AC;? I appreciate your supportive comments about the need to respect all modes of communication. Itâ&#x20AC;&#x2122;s my hope that we, as a wider community, can continue to find areas of common ground to collectively, and positively, impact public policy and public perceptions of individuals who are deaf or hard of hearing. An example of an opportunity to positively inďŹ&#x201A;uence public perceptions is by addressing the portrayal

VOICES FROM AG BELL of individuals who are deaf or hard of hearing in the popular media. Images of individuals who are deaf or hard of hearing are few and far between and, when there is an opportunity to portray a character with hearing loss, it seems to perpetuate the “controversy” that continues to define the community in the public-at-large. For example, several months ago, the FOX show “House” featured a character that was deaf. The misconceptions demonstrated in the story line about individuals who are deaf, cochlear implants, Deaf Culture, spoken language, etc., I think all would agree, were detrimental to the public image of individuals with hearing loss. I understand that the theme of the show centers on pushing the limits of medical ethics. However, with the limited opportunities for promoting

public awareness of individuals with hearing loss it’s a shame that most portrayals of these individuals focus on controversy versus the individual’s unique value to society (see the movie “The Family Stone” for an example of the latter). Keep in mind that viewers who watch the show may be potential employers, educators, social workers, medical personnel and others who may rarely, if ever, come into contact with someone who is deaf. Unfortunately, that episode may be the only impression they receive about someone who is deaf or hard of hearing. Organizations and individuals need to work together to educate the public and the media about the significant roles that individuals who are deaf or hard of hearing have in society and how our examples can be highlighted

to positively influence others. I hope we, as a community, can facilitate that effort going forward. 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

Letters to the Editor As a family member and mental health counselor who works with a wide variety of families and children who are deaf or hard of hearing and who use a variety of methods and languages for effective communication, I want to thank you and commend you for Jay Wyant’s column “Defending the Lines of Communication” in the May/June 2009 issue. I believe AG Bell’s wise leadership on these matters is an excellent model for all to follow. Louise A. Montoya, MA, LPC, ACS, CSC Mental Health Therapist, Coordinator Philadelphia, PA As the second longest editor of The Volta Review, I enjoyed your article about the 100th anniversary of this classic periodical on the education of children who are deaf and hard of hearing. Thanks for reminding your readers of the role The Volta Review earned over all those years. I must confess however, I was a bit disappointed that no reference was made to the “Bibliography on Deafness.” This selected index of The Volta Review and the American Annals of the Deaf, from the first year of their inceptions to 1976, has proven an invaluable resource for professionals, teachers and parents. In a real sense, for the student in a teacher training program, the parent who wants to learn about the reputations of different schools and professionals around the world who look to the past to learn from others’ successes and failures, this volume must have saved many hours of seeking out the riches of these two classic publications. I do know from many contacts with colleagues throughout the world that, at least when it was published, it was viewed as a substantial contribution. It might be appropriate to include a note about the “Bibliography on Deafness” in the next issue of Volta Voices. George Fellendorf, Ed.D. Former AG Bell Executive Director Keene, New Hampshire

VOLTA VOICES • JU LY /A U GU ST 2009

EDITOR’S NOTE

Family Advocacy

fter a child has been diagnosed with a hearing loss, parents spend countless hours searching for resources to ensure their child succeeds with the chosen method of communication. However, with all the attention focused on the child, parents often overlook the resources that may empower them to help their child. This issue of Volta Voices focuses on family advocacy to provide parents and professionals with the tools they need to advocate for the right services in their communities for a child who is deaf or hard of hearing and uses listening and spoken language. In “Expanding the Rights of Children Learning to Listen and Talk,” Bruce Goldstein with AG Bell’s Children’s Legal Advocacy program discusses the rights and educational services children with hearing loss are legally entitled to, and what parents can do if their child is not receiving appropriate services. In addition, the article announces a lawsuit AG Bell has initiated in Georgia that would set legal precedent for the follow-up testing of infants who do not pass the initial newborn hearing screening test. Beth Nash, chair of the North Carolina Chapter of AG Bell advocacy committee, provides parents with specific tips for working with local school districts and educators in “Advocacy and Your Child’s Education.” This article provides a road map for creating a customized Individualized Education Plan (IEP) for your child’s education needs. In “Preparing Professionals to Work within the Family Context,” Maribeth Lartz and Tracy Meehan discuss the importance of the parent-child relationship and how early interventionists can play a key role in developing VOLTA VOICES • JU LY/AUGUST 2009

this relationship. By focusing on the social-emotional bond of the family in addition to spoken language development, professionals can ensure parent and child build a strong relationship that will help the child’s long-term development. Rounding out our family advocacy features, Tiffani Hill-Patterson discusses how sports can help children with hearing loss hone their listening abilities, stay active and make friends, and build their own advocacy and vocabulary skills in “Tips for Parents.” Continuing a regular feature highlighting causes of hearing loss, this issue includes an overview on Usher syndrome. This genetic cause of hearing loss results in both hearing and vision loss, and is often misdiagnosed. Read about the causes and treatments for Usher syndrome and about one family’s experience navigating the challenges of this disorder in “Usher Syndrome and Hearing Loss.” In “Around the World,” we introduce you to Kara Mongell, a 16-year-old living in North Andover, Mass. Read about Mongell’s journey in making the

decision to obtain a cochlear implant and about her participation in an ambassador’s program, which will take her to Japan this summer. Finally, on a somber note, AG Bell Executive Director remembers longtime member and friend Neil Dickman in “Conversations.” Neil, as he was known around AG Bell headquarters, was the husband of the late Donna Dickman, AG Bell’s executive director from 1986 to 1998. 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. Best regards,

Melody Felzien Editor, Volta Voices

Voices contributors Beth Cash, R.N., author of “Advocacy and Your Child’s Education,” is chair of the North Carolina Chapter of AG Bell’s advocacy committee. As chair, Cash answers parents’ questions regarding Individualized Education Plan (IEP) issues, provides support at IEP meetings and provides parent advocacy training for local support groups. In addition, Cash is a leader for the local HITCH-UP (Hearing Impaired Children and Toddlers Have Unlimited Potential) support group in Albemarle, N.C., and one of three parents on the Best Practice Committee for Deaf and Hearing Impaired at the North Carolina Department of Public Instruction. Cash lives in Stanly County, N.C., with her sons Benjamin, age 12, and Daniel, age 10, who is deaf and uses bilateral cochlear implants. Sarah Crum, author of “Around the World” and “SoundBites,” is a student intern at AG Bell. She is a sophomore at Georgetown University working toward a degree in American Musical Culture. Crum plans to pursue a career in journalism. Alexander T. Graham, author of “Conversations,” is the executive director of AG Bell. Before joining AG Bell in October 2007, Graham served as the executive director for the Society of Competitive Intelligence Professionals. Graham’s experience includes managing financial, human resource and strategic planning programs as well as membership, marketing, government/public affairs and

conference development. In addition to earning a Bachelor of Arts degree in Political Science from Lynchburg College in Lynchburg, Va., Graham has a Master of Science degree in organizational effectiveness and a Master of Business Administration degree from Marymount University in Arlington, Va. His late mother had a hearing loss as a result of a childhood illness. Tiffani HillPatterson, author of “Get in the Game: How children with cochlear implants can benefit from playing sports,” is a freelance writer, newspaper copy editor, sports enthusiast and cochlear implant awareness volunteer. She graduated from the University of North Alabama in Florence, Ala., with a degree in journalism. She lives in Harvest, Ala., with her golf pro husband, Ryan, and 7-year-old daughter, Riley, a bilateral cochlear implant user who plays soccer and softball. Maribeth Nelson Lartz, Ph.D., co-author of “Preparing Professionals to Work within the Family Context,” is professor and coordinator of the Deaf and Hard of Hearing Teacher Preparation Program at Illinois State University. She is the Principal Investigator for a U.S. Department of Education personnel preparation grant that prepares early intervention professionals to work with young children with hearing loss and their families. Dr. Lartz received her bachelor’s and master’s degrees from the University of Texas at Austin and a Ph.D. in Early Childhood Special Education from the University of Illinois at UrbanaChampaign. Prior to working at Illinois State University, Dr. Lartz was

a classroom teacher of children with hearing loss in Texas. Her maternal grandparents were profoundly deaf. Gail MacKinnon, author of “Living with Usher Syndrome,” is a member of AG Bell, mother to two young boys, one of whom uses bilateral cochlear implants, and a parent advocate. She sits on the Freetown-Lakeville Special Education Parent Advisory Committee, recently joined the Clarke School East Steering Committee and is a member of the Coalition for Usher Syndrome Research. She holds a bachelor’s degree in management from Bridgewater State College. Mackinnon and her family reside in Lakeville, Mass., where she works for Ocean Spray Cranberries, Inc. Tracy Meehan, M.S., co-author of “Preparing Professionals to Work within the Family Context,” is a faculty instructor at Illinois State University. She is the project coordinator for a U.S. Department of Education personnel preparation grant that prepares early intervention professionals to work with young children with hearing loss and their families. Meehan received her bachelor’s degree from Southern Methodist University in Dallas, Texas, and her master’s degree from National Lewis University in Evanston, Ill. She is also credentialed in Illinois as an early intervention service provider serving children with hearing loss and their families. Meehan’s career includes work in education for the deaf and hard of hearing at a variety of levels, such as a classroom teacher, itinerant teacher, special education administrator and private educational consultant.

VOLTA VOICES • JU LY /A U GU ST 2009



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 2010 AG Bell Biennial Convention

JUNE 25-28, 2010 HILTON BONNET CREEK HOTEL ORLANDO, FLORIDA

SOUND NEWS BITES AG Bell/Virginia DOE Workshop Promotes Success with Spoken Language Outcomes On April 3-4, AG Bell partnered with the Virginia Department of Education, Partnership for People with Disabilities at Virginia Commonwealth University and Radford University to hold a workshop for Virginia educators who work with students who are deaf or hard of hearing. The workshop, “Optimizing Auditory Learning for Students with Hearing Aids and/or Cochlear Implants,” focused on providing support for students who are deaf or hard of hearing and use spoken language in the Virginia public school systems, ages preschool through high school. The content of the workshop was based on the AG Bell Academy’s nine domains of listening and spoken language. AG Bell was able to provide all participants with a copy of the “Talk Around the Clock Toolkit,” which was well-received and is currently available through AG Bell’s bookstore. AG Bell hopes to pilot more programs like this one across the country by working with other local or regional agencies and state departments of education.

AG Bell Holds Briefing for Congressional Staff On Thursday, April 30, AG Bell held a briefing in the U.S. Capitol for key congressional staffers and public policy staff from other associations about the hearing health and education crisis facing our nation’s children with hearing loss, and what public policy makers can do to alleviate this challenge in our public early childhood intervention programs and K-12 schools.

CALENDAR OF EVENTS AG Bell President Jay Wyant moderated the briefing and panelists Teresa Caraway, Ph.D., CCC-SLP, LSLS Cert. AVT, CEO of Hearts for Hearing in Oklahoma City, Okla.; Kathleen Treni, president-elect of AG Bell; and Donald M. Goldberg, Ph.D., LSLS Cert. AVT and president of the AG Bell Academy, discussed the importance of supporting professional development and educational solutions in addressing the needs of the next generation of children with hearing loss. Staffers from the offices of key congressional leaders were present, as well as representatives from the American Speech-Language Hearing Association (ASHA), American Academy of Audiology (AAA), National Association of the Deaf (NAD), Hearing Industries Association (HIA) and many AG Bell members and supporters. Captioning and ASL interpreting services were provided. Special thanks goes to AG Bell member and former president of the board Michael Tecklenburg with House Speaker Nancy Pelosi’s office for arranging the meeting space.

7/23-25

Study Finds Hearing Loss Not Properly Documented by Physicians A study examining the electronic medical records of 100 people consecutively diagnosed with substantial bilateral hearing loss by Massachusetts Eye and Ear Infirmary showed that 36 percent of records did not have the results indicated, only 28 percent of the patients’ primary care physicians were notified of the results and 36 percent of records incorrectly noted

may also help highlight a child

AG Bell will host its 2009 Listening & Spoken Language Symposium at the Union Station Marriott July 23-25 in St. Louis, Mo. The theme for the 2009 Symposium is “Executive Function” (EF). Vital to the development of problem solving, social competence and academic readiness, EF is a cognitive or thinking process that influences and controls behavior such as working memory, organizational strategies and inhibition. Understanding EF can help professionals identify where cognitive breakdowns occur, and or adult’s areas of strength and talent. Symposium attendees will also have the opportunity to explore techniques and strategies in applying EF to their respective practices. Continuing Education Units (CEUs) will also be offered. For more information about the event or to register, visit www.listeningandspokenlanguage. org or call (866) 337-5220.

VOLTA VOICES • JULY /AU GU ST 2009

BITES Compiled by: Melody Felzien and Sarah Crum

Photo Credit: AG Bell

submission. The deadline for proposals is September 1, 2009. Audiologists interested in participating should contact at George Lindley, Ph.D., at (800) 5263921, ext. 2806, or gal@oticonusa.com.

(From L to R): Jay Wyant, Teresa Caraway, Kathleen Treni and Donald M. Goldberg prepare for the AG Bell briefing in the U.S. Capitol to begin.

the patient had typical hearing. The article, “Medical Documentation of Patients’ Hearing Loss by Physicians,” was published in the Journal of General Internal Medicine in April 2009. The results provide evidence that severe hearing loss is often underreported by patients and not properly documented by physicians. The full article can be found online at www.springerlink.com/ content/l7756224175662l1.

Cochlear Americas Offers New Online Community Cochlear Americas announced the creation of “Cochlear Community,” a Web site featuring information about hearing loss and the ability to connect with others who are deaf or hard of hearing. The site’s main focus is on those who have, or could benefit from, cochlear implant technology, but it is also a resource for all individuals who are deaf and hard of hearing. The main “Community” section provides users with the opportunity to connect with other individuals and share experiences about living with a hearing loss. Other features include a “Support Center,” which offers product VOLTA VOICES • JU LY/AUGUST 2009

support for Cochlear products, including troubleshooting and user guides, and an area for insurance help, which provides frequently asked questions and guidance about obtaining insurance coverage for cochlear implants. For more information, visit www.cochlearcommunity.com.

Oticon Announces New Initiative to Support Pediatric-Focused Research Oticon Pediatrics announced a new initiative to promote and support pediatric-focused clinical research. The Oticon Pediatrics Research Initiative will provide support for U.S.-based audiologists who work with children with hearing loss in hospital, educational, private practice and other clinical settings. Audiologists must be conducting research that optimizes hearing care and solutions for children who are deaf or hard of hearing. Depending on the nature of the research project, support may include provision of hearing aids and FM systems, funding for study expenses and/or assistance in research design and Institutional Review Board (IRB)

Study Finds Tectorial Membrane Plays Significant Role in Hearing Process According to new research from the National Institute on Deafness and Other Communication Disorders (NIDCD), the tectorial membrane, which lies above small sensory cells in the inner ear, could have a larger role in the hearing process than previously believed. In order for humans to hear, sound vibrations travel through the ear canal to the cochlea, causing fluid in the ear to move and a wave to form along the basilar membrane. Hair cells on top of this membrane travel and bump into a second membrane, the tectorial membrane, which lies above. Using nanotechnology techniques, Richard Chadwick, Ph.D., and Nuria Gavara, Ph.D., calculated the stiffness of the collagen fibers running throughout the tectorial membrane and discovered that the distance between the individual fibers of the cochlea changes and the larger the gap between them, the better the ear can distinguish between lower and higher frequencies. For more information about this research, visit www.nidcd.nih.gov/ research/scientists/chadwickr.asp. CSD Launches Transition Program for Students Communication Service for the Deaf (CSD) and the Oklahoma Department of Rehabilitation’s Deaf and Hard of Hearing Unit has recently launched a “School-toWork” transition program to help students

Credit: State of Georgia House of Representatives

SOUND BITES CHAPTERS

People in the News

Kevon London, a 6-year-old student in the Atlanta Speech School’s Katherine Hamm Center, led Georgia’s State House of Representatives in the Pledge of Allegiance on February 26, 2009. Kevon was introduced by state representative Kathy Ashe. The legislative session was broadcast live from the Georgia State Capitol, so Kevon’s classmates and teachers were able to cheer him on.

AG Bell congratulates member Catharine McNally and her partners for winning the George Washington University Business Plan Competition. McNally’s team received $20,000 in seed money for their work developing Keen Guides, which offers customized video tours of museums, universities and cultural institutions in multiple spoken languages and modalities, such as captioning, Cued Speech and American Sign Language, for those with disabilities. The award money will be used to help build their business. Volta Voices recently featured Keen Guides on the cover of its January/February 2009 issue. For more information about Keen Guides, visit www.keenguides.org.

The Georgia Chapter of AG Bell hosted its 3rd Annual Talk/ (L to R) State Representative Kathy Ashe, Walk/Run on Saturday, May 16, at Kevon London and State House Speaker Atlanta Academy in Roswell, Ga., Glenn Richardson pose after Kevon recites with over 200 people participating the Pledge of Allegiance. in a 5K race and a 1-Mile Fun Run. The event aimed to raise awareness for early intervention and included a variety of food from local vendors, an obstacle course for the children to complete as well as clowns, face painting, fire trucks and police cars, and the Chick-fil-A cow. On May 9, more than 550 people attended Hear Indiana’s 6th Annual Talk/ Walk/Run, sponsored by Peyton Manning Children’s Hospital at St. Vincent in Indianapolis, Ind. The event raised $45,000 to support children who are deaf and hard of hearing who use listening and spoken language, their families and the professionals who support them. Get Connected – Join AG Bell’s Social Networking Communities. AG Bell is pleased to offer online communities for members

and supporters through popular social networking Web sites, including Facebook, Twitter, LinkedIn and YouTube. With lively discussions and announcements about association activities and initiatives, these social networking groups can enhance and improve your AG Bell experience. Visit www.agbell.org to find direct links to AG Bell’s social networking sites.

Azariah Tan Peng Chay, who

was featured in Volta Voices’ “Around the World” section in November 2005, was recently awarded the VSA Arts 2009 International Young Soloists Award for piano. Tan was diagnosed with a moderate-tosevere hearing loss at age 4. In April, he performed at the Kennedy Center Family Theater with the other Young Artist award finalists. VSA Arts is a nonprofit organization that strives to create a society where all people with disabilities can enjoy the arts. For more information, visit www.vsarts.org.

who are deaf and hard of hearing develop employment skills and receive career guidance. The program, designed to give tools, resources and guidance to teachers, parents and students, is incorporated as part of a student’s Individualized Education Plan (IEP). This allows transition specialists to work with and motivate students to pursue community jobs, post-secondary education opportunities or other community support programs and services. For more information, contact CSD of Oklahoma at 800-717-1958 (voice), 888-252-1017 (TTY), 605-367-5958 (fax) or csdoklahoma@c-s-d.org.

VOLTA VOICES • JU LY /A U GU ST 2009

State-of-the-Art Hearing Test Facility Simulates Real World Sound The Center for Hearing and Communication (formerly the League for the Hard of Hearing) announced the opening of the Listening Studio, a breakthrough innovation for people with hearing loss. The Listening Studio is an audio and video installation acoustically designed to simulate an array of real-life listening environments. Working in this unique setting, audiologists at the Center for Hearing and Communication provide people with hearing loss the opportunity to maximize the benefit they receive from hearing aids and cochlear implants by experiencing a variety of listening situations that occur in real life. The studio was featured in the May 15 edition of The New York Times. For more information, visit www.lhh.org.

Program Provides Monthly Hearing Aid Subscription New Perceptions in Hearing Inc., announced the national release of a monthly subscription program designed to make digital hearing aids more affordable to individuals with hearing loss. The new subscription service will allow anyone to be fitted with digital hearing aids with an initial activation fee, and to pay a monthly subscription fee afterwards comparable to the cost of a cell phone. After 48 months, the hearing aids belong to the subscriber regardless of whether or not they renew. Hearing evaluations and fittings are provided by local hearing health care providers. For more information, contact New Perceptions in Hearing at www.hearingaidsforlife.com or (877) 234-3277.

Advanced Bionics Launches Web Site for Prospective Cochlear Implant Recipients Advanced Bionics is connecting cochlear implant recipients and candidates from across the country through its new â&#x20AC;&#x153;Connect to Mentorâ&#x20AC;? Web site. The new site allows cochlear implant candidates to contact volunteer â&#x20AC;&#x153;mentorsâ&#x20AC;? and communicate directly with hearing professionals. Candidates can search the site for mentors, who include recipients of cochlear implants as well as parents and relatives of children with implants. Each mentor has a profile complete with a personal photo and facts, such as favorite sound, interests (i.e., cell phone user, traveler, musician), hometown, age they received the implant, severity of hearing loss and how they can help cochlear implant candidates. For more information, visit www.BionicEar.com/CTM.

Transforming Lives The possibilites for children who are deaf and hard of hearing are endless. At Clarke every child is given the opportunity to ďŹ&#x201A;ourish.

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HEARING LOSS 101: RESOURCES FOR PARENTS

VOLTA VOICES â&#x20AC;˘ JU LY/AUGUST 2009

www.clarkeschools.org

SOUND BITES IN MEMORIAM

Photo credit: AG Bell

R. Neil Dickman, a longtime AG Bell

member and husband to the late Donna Dickman, former AG Bell executive director, died at his home in Georgetown on May 20, 2009 at the age of 70. He was known for his generous spirit, philanthropic endeavors, upbeat outlook on life and off-beat humor. Dickman was born in Bronxville, N.Y., and earned a bachelor’s degree from the University of North Carolina at Chapel Hill and a law degree from the University of Virginia. He spent most of his professional career as a lawyer in Washington, D.C., government. Dickman is survived by his son, Eric, his sister, Meigs Freeman, and many In memoriam; Robert Neil Dickman, 1939–2009. Pictured with Donna others whose lives he touched. Several Dickman, date unknown. members of the AG Bell staff attended Dickman’s memorial service. In lieu of flowers, the family asks that donations be made to AG Bell at www.agbell.org, or the Westside Club, 1341 Wisconsin Avenue, Washington, DC 20007. Thomas R. Behrens, a pioneer of newborn hearing screening methods and procedures, died March 25, 2009, at the age of 78. Born in Switzerland in 1931, Behrens was a special education teacher in Zurich when he discovered that his oldest daughter was deaf. Shortly thereafter, he and his family moved to Chicago so he could earn a Ph.D. in Speech Language Pathology and Psychology of Deafness from Northwestern University. In 1973, Behrens started working for the Department of Education in the Office of Special Education Programs, where he began the effort to implement hearing screening programs for newborns. Behrens is responsible for the exploration of using otoacoustic emissions as part of the newborn hearing screening procedure and for persuading the American Academy of Pediatrics to create an early hearing detection and intervention program to help improve federally mandated newborn hearing screening follow-up in all states. Much of his work was done behind the scenes and he never sought recognition for his efforts. Behrens is survived by his wife, Sophia, two daughters, Susanne and Anne, and six grandchildren. Clarification: The May/June issue of Volta Voices, featured an “In

Memoriam” for Connie Rahill/Cahill. While she was known as Connie Rahill by many and in the AG Bell community, the obituary obtained by Volta Voices cited her married name, Cahill (from TheState.com). Volta Voices apologizes for the confusion. Program Acknowledges Businesses That Support People with Disabilities “Disabilities At Work,” a new national program, aims to acknowledge and reward businesses that support people with disabilities. Once endorsed by a service provider, government agency,

business leadership network or nonprofit organization dedicated to advancing the causes of the disability community, businesses are granted the right to display the “Disabilities At Work” logo on their Web sites, products and window decals. For more information, visit www.DisabilitiesAtWork.org.

AG Bell Announces the Recipients of the 2009 Helen Hulick Beebe Auditory-Verbal Practice Scholarship This year, AG Bell awarded 10 scholarships of $1,000 each to support professional development critical to the success of auditory-verbal practice. These scholarships, made possible by grants from the Helen Beebe Speech & Hearing Center, honor the legacy of Helen Hulick Beebe, one of the pioneers of the auditory-verbal approach and an internationally known speech-language pathologist and educator of the deaf. It was a passion of Beebe’s to train professionals so they may continue on in supporting a listening and spoken language outcome for those children. This year’s recipients are: yy Brittany Dendle, M.S., CCC-SLP, LSLS Cert. AVT Candidate yy Emily Lund, M.S., CCC-SLP, LSLS Cert. AVT Candidate yy Erin McSweeney, M.Cl.Sc., S-LP (C), LSLS Cert. AVT Candidate yy Joy Wilmouth, M.S., CCC-SLP, LSLS Cert. AVT Candidate yy Mary Jane Johnson, M.Ed., LSLS Cert. AVEd Candidate yy Molly Moosman, M.S., CCC-SLP, LSLS Cert. AVT Candidate yy Shana Smith, M.A., CFY-SLP, LSLS Cert. AVT Candidate yy Taylor Sands, M.S., CCC-SLP, LSLS Cert. AVEd Candidate yy Victoria Spoon, M.S., CCC-SLP, LSLS Cert. AVT Candidate yy Young Deok Park, M.S., LSLS Cert. AVT Candidate

TECHNOLOGY WATCH MED-EL Software Updated for Older Hearing Devices Software updates for MED-EL Corporation’s MAESTRO software for cochlear implant speech processors VOLTA VOICES • JU LY /A U GU ST 2009

allow users of older models to access current sound coding technology. The technology processes the structure detail of sound, leading to improved musical sounds and better understanding of speech in noisy environments. For more information, visit www.medel.com.

Oticon, Inc., Releases Wireless Adapter Oticon, Inc., has released ConnectLine, a wireless system that connects Oticon’s line of hearing aids to TVs and landline phones. The ConnectLine TV adapter connects to the audio output of any TV, allowing users to enjoy audio without increasing the TV’s volume output. The ConnectLine phone adapter turns any landline phone into

VOLTA VOICES • JU LY/AUGUST 2009

a cordless Bluetooth phone without interfering with the ability of other household members to answer or use the phone. For more information about the ConnectLine wireless system, visit www.oticonusa.com.

Phonak Unveils New Hearing Aid Models Phonak has recently upgraded three hearing aid models — Exelia Art, Audeo Yes IX and Naida IX — to provide better performance and connectivity. For more information about the specific features of the new models, visit www.phonak-us.com. In addition, Phonak has completed its junior product portfolio. The Nios micro BTE is now available for children

with mild to moderately-severe hearing loss, and offers feedback elimination, frequency compression and adaption to FM systems. For more information, visit www.phonak-us.com.

Phonak Offers Wireless Connectivity Phonak has introduced two new products that provide wireless connectivity to TVs and cell phones. Click’nTalk is a mobile phone link that connects to hearing aids, providing stability, good digital sound quality and ease of use. iCom TV package uses a Bluetooth transmitter to wirelessly connect a hearing device to the TV. For more information, visit www.phonak-us.com.

Expanding xpanding the Rights ights of Children Learning to 0HOTO #REDIT &UN4UP 0RODUCTIONS

Listen and Talk By Melody Felzien

G Bell founded the Childrenâ&#x20AC;&#x2122;s Legal Advocacy (CLA) program to support the rights of children with hearing loss who are seeking a listening and spoken language outcome. Th eCLA program supports these children by providing legal advice to their parents about how to obtain appropriate services in their local school systems and communities. According to Bruce Goldstein, Esq., the programâ&#x20AC;&#x2122;s legal counsel, â&#x20AC;&#x153;CLA works to bring test cases in order to set precedents that expand the rights of children with hearing loss to learn to listen and speak. It is a resource for parents and professionals to consult for assistance in securing appropriate services and programs.â&#x20AC;? Volta Voices recently sat down with Mr. Goldstein to find out how parents and professionals can advocate for the legal rights of access and professional services for children with hearing loss who are learning to listen and talk.

Volta Voices: What kinds of services are states required, by federal law, to provide?

VV: Where can parents fi nd services required by their state for school and intervention programs?

Bruce Goldstein: Th eIndividuals with Disabilities Education Improvement Act (IDEIA) is a federal law that entitles every child with an educational disability to receive a free, appropriate public education (FAPE). In this context, â&#x20AC;&#x153;appropriateâ&#x20AC;? means an educational approach designed to meet the unique needs of the child. Students with disabilities are provided with an annual Individualized Education Plan (IEP) that describes the special education and related services needed, which are to be provided during the course of the year and the studentâ&#x20AC;&#x2122;s progress is evaluated periodically with progress reports. Specifics of an IEP must include the required assistive technology, the childâ&#x20AC;&#x2122;s present levels of educational performance, the childâ&#x20AC;&#x2122;s strengths and weaknesses, and appropriate, measurable annual goals.

BG: Th efront-line responsibility to implement the law resides with the familyâ&#x20AC;&#x2122;s school district for children ages 3 to 21 (Part B of the IDEIA), and with the state-lead agency for early intervention for children ages birth to 3 (Part C of the IDEIA), which diff ers for each state. Whenever a parent suspects their child has a disability, the parent should make a referral and the responsible agency/school district is required to conduct an evaluation. Parents should inquire about the available public and private programs and services in their locale, and if appropriate services are not available, parents may request and expect that they will be provided. Under Part B, everything is set forth in an IEP; for Part C, an Individualized Family Service Plan (IFSP) is the document that describes what services and programs are to be provided. 6 / ,4! 6 / ) # % 3 s * 5,9 ! 5 '5 3 4

PENDING GEORGIA CASE In December 2008, AG Bell sued the state of Georgia in federal district court. This test case is the fi rst time that AG Bell has been a direct party (plaintiff) in a lawsuit rather than playing a supporting role. Although newborn hearing screening has been successfully implemented throughout the United States, follow-up diagnostic testing for newborns who do not pass the initial screening has been poor in many states. Part C of the IDEIA requires the lead agency in each state to implement â&#x20AC;&#x153;child ďŹ ndâ&#x20AC;? activities. â&#x20AC;&#x153;Child ďŹ ndâ&#x20AC;? means the state has an afďŹ rmative responsibility to locate and identify all children with disabilities. In the Georgia case, AG Bell is claiming that if a child does not pass the newborn hearing screening, then there is a basis to suspect that the child has a hearing loss, and the state has an obligation to ensure that he or she receives a timely hearing evaluation pursuant to the stateâ&#x20AC;&#x2122;s â&#x20AC;&#x153;child fi ndâ&#x20AC;? responsibilities. This is the fi rst case of its kind in the United States and the state of Georgia has moved to dismiss the lawsuit. Briefs have been fi led with the U.S. District Court in Atlanta, and AG Bell is waiting for a decision on the stateâ&#x20AC;&#x2122;s motion to dismiss. AG Bell is hopeful that this case can establish precedent not only that is newborn hearing screening legally required, but also that early and prompt diagnosis of hearing loss is mandated as well. If this case can establish a precedent, AG Bell is hopeful that a ripple effect will appear among other states and serve as a catalyst for those states to correct their own defi ciencies in follow-up to newborn hearing screening.

VV: What kinds of resources should parents look for and expect from early intervention programs? Special, grade-level education programs? Mainstream education programs? BG: For children ages birth to 3, evaluations should be provided at no cost. However, under Part C of IDEIA (early intervention), the law permits states to set a sliding scale and look to parents to contribute part of the cost of services. Th is is unfortunate, since the early years are so critical. In my opinion, the most important need at this age is for services by a professional (listening and spoken language specialist, teacher of the deaf, speech language pathologist, etc.) who has background, training and experience in working with young children pursuing a listening and spoken language outcome. For children ages 3 to 21, the same applies except that now the family is only dealing with the school district. For preschool children, some districts donâ&#x20AC;&#x2122;t have programs for children with hearing loss â&#x20AC;&#x201C; in which case the district should contract with a private program or professional. For those districts that do have programs, the quality and services provided by the program 6 /,4! 6/)#%3 s *5 ,9 !5'534

may vary â&#x20AC;&#x201C; staff without background, training and experience in listening and spoken language, classes using manual communication techniques, classes with children of varying disabilities, etc. For school-aged children, some are not yet ready to enter into mainstream classrooms and need more time in a specialized listening and spoken language program, either in the public school or in a private setting. Other children who are ready to enter into mainstream classrooms often need additional supports, which will vary by child. Examples include push-in or pull-out services from a teacher of the deaf or speech language pathologist, audiological services, assistive technology, testing accommodations and environmental adaptations. VV: What kind of services are commonly expected, but are not required, by federal law? BG: Unfortunately, federal law does not require that children be provided with hearing aids or cochlear implants and there is no explicit requirement that parents of newly identified children with hearing loss be provided with information regarding all communication options in a fair

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Expanding the Rights of Children Learning to Listen and Talk and unbiased manner. In addition, there is no explicit requirement that professionals must have the appropriate background, training and experience for all communication options; however, CLA has two court decisions that support a requirement for professionals to have listening and spoken language communication training (the full details of which can be found on the AG Bell Web site). Finally, federal law is not explicit regarding acoustical requirements, CART (Communication Access Realtime Translation) or similar

VV: How can parents advocate for their child? What kinds of things do you commonly see and recommend that work? BG: Whenever possible, parents should seek to maintain good relationships with their school district – since the relationship will likely continue for some time. However, this should not undermine advocacy efforts to get whatever services a child needs. Ideally, becoming knowledgeable about the law and negotiation techniques can be very helpful. AG Bell is presently seeking funding to update the content and

Ideally, becoming knowledgeable about the law and negotiation techniques can be very helpful. communication access (although parents are succeeding in some instances in securing these services). One area of common misperception is that many parents believe their child is entitled to services that provide a particular methodology – such as auditory-verbal therapy (AVT) and education (AVEd). The law is quite clear that school districts have broad discretion in determining what methodologies to provide. This does not mean, however, that parents must accept a Total Communication program (or, for that matter, a listening and spoken language program without properly trained professionals). The IDEIA states that the IEP team must “consider…opportunities for direct instruction in the child’s language and communication mode…” [emphasis added].

delivery format of its Parent Advocacy Training (PAT) program and also to make it available online – stay tuned to www.agbell.org for further updates. Parents should keep copies of all records in an orderly manner (e.g., notebook with tabs), prepare for all meetings (think of what you want, try to put yourself in the district’s shoes and anticipate the district’s response, and consider what alternatives you can suggest that may be acceptable to all), maintain your composure and don’t be afraid to ask questions (especially when unfamiliar jargon is used). It is often helpful to bring someone along for support, another set of ears and possibly as a note taker. Whenever possible, parents should also bring a knowledgeable professional to be in their corner. The CLA program is available to parents at any step in the process. Parents

and professionals should feel free to contact the CLA program whenever they feel they need some input or assistance. VV: What should parents do if they think their child is entitled to services not being provided? BG: A parent always has a right to request a meeting with the IEP team to address educational issues. The comments about IEPs previously mentioned are germane to those meetings. If parents are still unsatisfied, they could request an outside evaluation. In many instances, if cost is an issue, the district can be induced to pay. Also, an Independent Educational Evaluation (IEE) can sometimes be agreed upon by the district and the parents as a tiebreaker when there is a stalemate. If fiscally feasible, consulting a special education attorney can also be quite helpful. Some areas may have knowledgeable, local advocates or low-cost legal services. Again, the CLA program may be of some assistance. Ultimately, if parents are unhappy about what services are being provided by the district, they have a right to go to an administrative hearing. I do not recommend that parents do this independently. It is virtually essential that they be represented by an attorney or knowledgeable advocate. Another option available to parents is to file a complaint with their State Education Agency (SEA). SEAs will investigate parent complaints, but they typically will intervene only when there has been a procedural violation of the law. Generally, SEAs will not address substantive matters, such as those that would second-guess decisions of the IEP team. For more information about the CLA program, please visit www.agbell.org/ DesktopDefault.aspx?p=CLA_Program. To discuss your situation or arrange an informational meeting, please call 716-362-1113 or email cla@agbell.org.

VOLTA VOICES • JU LY /A U GU ST 2009

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aprenden prenden a escuchar y hablar Por Melody Felzien

G Bell fundĂł el programa de Defensa legal para niĂąos (Childrenâ&#x20AC;&#x2122;s Legal Advocacy program, CLA) para favorecer los derechos de los niĂąos con pĂŠrdida auditiva que buscan como resultado poder hablar y escuchar. El programa de CLA apoya a estos niĂąos al brindarles a sus padres asesoramiento legal sobre cĂłmo obtener servicios adecuados en sus comunidades y sistemas escolares locales. De acuerdo con el Sr. Bruce Goldstein, asesor legal del programa: â&#x20AC;&#x153;CLA trabaja para aportar casos de prueba a fin de sentar precedentes que amplĂen los derechos a aprender a escuchar y hablar de los niĂąos con pĂŠrdida auditiva. Es un recurso para los padres y los profesionales que brinda asistencia en la obtenciĂłn de programas y servicios adecuadosâ&#x20AC;?. Volta Voices estuvo recientemente con el Sr. Goldstein para averiguar cĂłmo los padres y los profesionales pueden abogar por los derechos legales de acceso

y servicios profesionales de los niĂąos con pĂŠrdida auditiva que estĂĄn aprendiendo a hablar y escuchar. Volta Voices: De acuerdo con la ley federal, ÂżquĂŠ tipo de servicios deben brindar los estados? Bruce Goldstein: La Ley para el Mejoramiento de la EducaciĂłn de Personas con Discapacidades (Individuals with Disabilities Education Improvement Act, IDEIA) es una ley federal que les da derecho a todos los niĂąos con discapacidad educativa a recibir educaciĂłn pĂşblica adecuada y gratuita (free, appropriate public education, FAPE). En este contexto, â&#x20AC;&#x153;adecuadaâ&#x20AC;? quiere decir un enfoque educativo diseĂąado para cubrir las Ăşnicas necesidades del niĂąo. A los estudiantes con discapacidades se les brinda un Plan de educaciĂłn individualizado (Individualized Education Plan, IEP) que describe la educaciĂłn especial y los servicios relacionados necesarios que se brindarĂĄn en el transcurso del aĂąo. Sobre la base de este plan, el progreso

del estudiante se evalĂşa periĂłdicamente con informes de progreso. Los detalles de un IEP deben incluir la tecnologĂa asistencial necesaria, los niveles actuales del desempeĂąo educativo del niĂąo, sus debilidades y fortalezas, y las metas anuales medibles y apropiadas. VV: ÂżEn dĂłnde pueden encontrar los padres los servicios de programas escolares e intervenciĂłn requeridos por el estado? BG: La responsabilidad inicial de implementar la ley reside, para niĂąos desde los tres hasta los 21 aĂąos, en el distrito escolar de la familia (Parte B de la IDEIA); y, para niĂąos desde el nacimiento hasta los tres aĂąos, en la instituciĂłn pĂşblica de intervenciĂłn temprana (Parte C de la IDEIA), que varĂa segĂşn el estado. Siempre que un padre sospeche que su hijo tiene una discapacidad, debe consultar con un especialista, y la instituciĂłn o el distrito escolar responsables deben realizar una evaluaciĂłn. Los padres 6 / ,4! 6 / ) # % 3 s * 5,9 ! 5 '5 3 4

0HOTO #REDIT &UN4UP 0RODUCTIONS 0HOTO #REDIT &UN4UP 0RODUCTIONS

AmpliaciĂłn de los derechos de los niĂąos que

deberĂan averiguar sobre los servicios y programas pĂşblicos y privados disponibles en su localidad y, si no existieran, pueden solicitar y esperar a que se los proporcionen. Respecto de la Parte B, todo se establece en un IEP. En cuanto a la Parte C, el documento que describe los servicios y programas que se otorgarĂĄn es el Plan de servicio individualizado para la familia (Individualized Family Service Plan Plan, IFSP). VV: ÂżQuĂŠ tipos de recursos deben buscar y esperar los padres de parte de los programas de intervenciĂłn temprana? ÂżProgramas de educaciĂłn especiales de nivel escolar? ÂżProgramas de educaciĂłn integral? BG: Para los niĂąos desde el nacimiento hasta los tres aĂąos, las evaluaciones se deben proporcionar de forma gratuita. Sin embargo, en la Parte C de IDEIA (intervenciĂłn temprana), la ley autoriza a los estados a establecer una escala mĂłvil y esperar que lo padres aporten parte del costo de los servicios. Esto es desafortunado, ya que los primeros aĂąos son muy crĂticos. En mi opiniĂłn, la necesidad mĂĄs importante a esta edad son servicios de un profesional (un especialista en audiciĂłn y lenguaje oral, una maestra de sordos, un patĂłlogo del lenguaje y el habla, etc.) que tenga trayectoria, capacitaciĂłn y experiencia en el trabajo con niĂąos pequeĂąos que buscan como resultado poder escuchar y hablar. Lo mismo se aplica para los niĂąos de tres a 21 aĂąos, excepto que en este caso la familia sĂłlo se maneja con el distrito escolar. Algunos distritos no cuentan con programas para niĂąos en edad preescolar con pĂŠrdida auditiva. En ese caso, el distrito deberĂa contratar a un profesional o programa privado. En relaciĂłn con los distritos que sĂ cuentan con programas, la calidad y los servicios que brinda el programa pueden variar: personal sin trayectoria, capacitaciĂłn y experiencia en audiciĂłn y lenguaje oral; clases en las que se usan tĂŠcnicas de comunicaciĂłn manual, clases con niĂąos con diferentes discapacidades, etcĂŠtera. Algunos niĂąos en edad escolar aĂşn no estĂĄn preparados para formar parte de aulas comunes y necesitan mĂĄs tiempo en un programa de audiciĂłn y lenguaje oral especializado, ya sea en una escuela 6 /,4! 6/)#%3 s *5 ,9 !5'534

CASO DE GEORGIA PENDIENTE En diciembre de 2008, AG Bell demandĂł al estado de Georgia. Este caso de prueba representa la primera vez en que AG Bell fue una parte directa (demandante) en un juicio en vez de jugar un papel secundario. A pesar de que la prueba auditiva en el reciĂŠn nacido se implementĂł exitosamente en todos los EE. UU., el seguimiento de esta prueba para los reciĂŠn nacidos que no pasaron la prueba inicial fue defi ciente en muchos estados. La Parte C de la IDEIA exige que la instituciĂłn principal de cada estado implemente actividades de intervenciĂłn temprana o â&#x20AC;&#x153;child fi ndâ&#x20AC;?. â&#x20AC;&#x153;Child fi ndâ&#x20AC;? signifi ca que el estado tiene una responsabilidad afi rmativa de ubicar e identifi car a todos los niĂąos con discapacidades. En el caso de Georgia, AG Bell sostiene que si un niĂąo no pasa la prueba auditiva para reciĂŠn nacidos, entonces hay un fundamento para sospechar que el niĂąo tiene una pĂŠrdida auditiva, y el estado tiene la obligaciĂłn de asegurar que el niĂąo reciba una evaluaciĂłn auditiva adecuada de acuerdo con las responsabilidades de â&#x20AC;&#x153;child fi ndâ&#x20AC;? del estado. Este es el primer caso de este tipo en los EE. UU. y el estado de Georgia pasĂł a desestimar el juicio. Los sumarios se archivaron en el Tribunal de Distrito de los EE. UU. en Atlanta, y AG Bell estĂĄ esperando la peticiĂłn de desestimaciĂłn de parte del estado. AG Bell espera que este caso pueda sentar un precedente de que no sĂłlo se solicita legalmente la prueba auditiva en el reciĂŠn nacido, sino tambiĂŠn el diagnĂłstico rĂĄpido y temprano de la pĂŠrdida auditiva. Si este caso puede sentar un precedente, AG Bell tiene esperanzas de que se produzca un â&#x20AC;&#x153;efecto dominĂłâ&#x20AC;? en otros estados y sirva como catalizador para que corrijan sus propias defi ciencias en el seguimiento de la prueba auditiva en el reciĂŠn nacido.

pĂşblica o en un ĂĄmbito privado. Otros niĂąos que sĂ estĂĄn preparados para formar parte de aulas comunes a menudo necesitan apoyo adicional, que variarĂĄ segĂşn el niĂąo. Ejemplos de esto incluyen servicios dentro y fuera de la clase de parte de un maestro de sordos o un patĂłlogo del lenguaje y el habla, servicios audiolĂłgicos, tecnologĂa asistencial y adaptaciones de prueba y de ambiente. VV: ÂżQuĂŠ tipo de servicios se esperan normalmente, pero no son obligatorios segĂşn la ley federal? BG: Lamentablemente, la ley federal no exige que se les proporcionen audĂfonos o implantes cocleares a los niĂąos,

y no existe un requisito explĂcito que establezca que a los padres de niĂąos recientemente identificados con pĂŠrdida auditiva se les debe brindar informaciĂłn sobre todas las opciones de comunicaciĂłn de una manera justa e imparcial. AdemĂĄs, no existe un requisito explĂcito que indique que los profesionales deben tener la trayectoria, la capacitaciĂłn y la experiencia adecuadas para todas las opciones de comunicaciĂłn. Sin embargo, CLA cuenta con dos decisiones del tribunal que respaldan un requisito para que los profesionales reciban capacitaciĂłn sobre la comunicaciĂłn de la audiciĂłn y el lenguaje oral (puede encontrar mĂĄs informaciĂłn en el sitio web de AG Bell).

Ampliación de los derechos de los niños que aprenden a escuchar y hablar Finalmente, la ley federal no es explícita con respecto a los requisitos acústicos, la traducción en tiempo real para facilitar la comunicación (Communication Access Realtime Translation, CART) o accesos a la comunicación similares (aunque los padres están logrando obtener algunos de estos servicios). Un área que frecuentemente se interpreta de manera errónea es que muchos padres creen que su hijo tiene derecho a los servicios que brindan una metodología en particular, tales como la terapia auditiva y verbal (auditoryverbal therapy, AVT) y educación

durante algún tiempo. Sin embargo, esto no debe socavar los esfuerzos de defensa legal para obtener cualquier tipo de servicios que un niño necesite. Idealmente, puede ser muy útil tener conocimiento sobre la ley y las técnicas de negociación. En la actualidad, AG Bell está buscando financiación para actualizar el contenido y el formato de envío de su programa de Entrenamiento en Defensa legal para padres (Parent Advocacy Training, PAT) y también para tenerlo disponible en línea. Para obtener más actualizaciones, consulte www.agbell.org.

Idealmente, puede ser muy útil tener conocimiento sobre la ley y las técnicas de negociación. auditiva y verbal (auditory-verbal education, AVEd). La ley es muy clara con respecto a que los distritos escolares tienen la facultad de determinar qué metodologías brindarán. Sin embargo, esto no significa que los padres deben aceptar un programa de comunicación total (o, para el caso, un programa de audición y lenguaje oral sin profesio nales capacitados adecuadamente). La IDEIA establece que el equipo del IEP debe “tener en cuenta... las oportunidades de instrucción directa en el modo de comunicación y lenguaje del niño...” [las cursivas se agregaron]. VV: ¿Cómo pueden los padres abogar por sus hijos? ¿Qué tipo de cosas que generalmente ve y recomienda funcionan? BG: Siempre que sea posible, los padres deben tratar de mantener una buena relación con su distrito escolar, ya que es probable que la relación continúe

Los padres deben guardar copias de todos los registros de manera ordenada (por ej., una computadora portátil con pestañas), prepararse para todas las reuniones (pensar en lo que desean, tratar de ponerse en el lugar del distrito y anticipar su respuesta, y tener en cuenta qué alternativas que puedan sugerir pueden ser aceptables para todos), mantener la calma y no temer realizar preguntas (especialmente cuando se utiliza una jerga desconocida). Muchas veces es útil ir acompañado de alguien que sirva de apoyo, como otro par de orejas y posiblemente como alguien que tome nota. Siempre que sea posible, los padres también deberían llevar un profesional especialista para que esté de su lado. El programa de CLA está disponible para los padres en cualquier etapa del proceso. Los padres y los profesionales pueden ponerse en contacto con el programa de CLA cuando sientan que necesitan algún comentario o ayuda.

VV: ¿Qué deben hacer los padres si piensan que sus hijos tienen derecho a servicios que no se les brindan? BG: Un padre siempre tiene el derecho de solicitar una reunión con el equipo del IEP para abordar asuntos educativos. Los comentarios sobre los IEP anteriormente mencionados están relacionados con esas reuniones. Si los padres aún están insatisfechos, pueden solicitar una evaluación externa. En muchos casos, si el costo es un problema, se puede inducir al distrito a pagar. Además, algunas veces, si se produce un estancamiento en las negociaciones, el distrito y los padres pueden acordar en que se haga una Evaluación educativa independiente (Independent Educational Evaluation, IEE) para que “desempate”. Si es posible desde el aspecto económico, también puede ser muy útil consultar con un abogado de educación especial. Algunas áreas pueden contar con abogados locales expertos o servicios legales de bajo costo. Nuevamente, el programa de CLA puede ser de ayuda. Finalmente, si los padres no están satisfechos con los servicios que brinda el distrito, tienen derecho a acudir a una audiencia administrativa. Recomiendo que los padres no hagan esto de forma independiente. Es prácticamente fundamental que un abogado o un defensor experto los represente. Otra opción disponible para los padres es presentar una reclamación en su Institución de Educación Estatal (State Education Agency, SEA). Las SEA investigarán las reclamaciones de los padres, pero normalmente sólo intervendrán cuando exista una violación procesal de la ley. Por lo general, las SEA no abordarán asuntos importantes, tales como los que anticiparían las decisiones del equipo del IEP. Para obtener más información sobre el programa de CLA, visite www.agbell.org/ DesktopDefault.aspx?p=CLA_Program. Para tratar su situación u organizar una reunión informativa, llame al 716-362-1113 o envíe un correo electrónico a cla@agbell.org. VOLTA VOICES • JU LY /A U G U ST 2009

VOLTA VOICES • JU LY/AUGUST 2009

0HOTO #REDIT #ASH &AMILY

By Beth Cash, R.N.

eing an advocate was new to me. When my son, Daniel, was diagnosed with a mild-tomoderate hearing loss, I never thought I would assume a key role in advocating for his education. Th enhis hearing loss progressed to profound at age 2, and he subsequently received his first cochlear implant at age 4Â˝ and his bilateral implant at age 8. Living in a rural community, there are very few children with cochlear implants and, therefore, very few trained and knowledgeable personnel to address my sonâ&#x20AC;&#x2122;s unique needs. I want to share what Iâ&#x20AC;&#x2122;ve learned about the Individualized Education Plan (IEP) process and provide other parents with tools to advocate for appropriate education services and accommodations for their children who are deaf or hard of hearing and use listening and spoken language. Children with hearing loss have an educational disability that is medically diagnosed. Parents should educate themselves about the delays or problems that could occur in their childâ&#x20AC;&#x2122;s education, and then contact their local school district or the school principle to start the IEP process. Once a child has

been identified as having a disability, schools must evaluate how the disability aff ects him or her functionally as well as academically.

The Evaluation Th einitial evaluation will determine two things: (1) whether the child has a disability, as defined under the Individuals with Disabilities Education Improvement Act (IDEIA) Section 300.8, and (2) whether the child needs special education and related services. Th eschool is responsible for evaluating how a disability aff ects the childâ&#x20AC;&#x2122;s education. Regulations require that these assessments: ď&#x201A;&#x2014; Reflect the needs of the child, based on his or her disability. ď&#x201A;&#x2014; Reflect the childâ&#x20AC;&#x2122;s educational needs including functional skills, i.e. the ability to participate in the â&#x20AC;&#x153;routine activities of everyday livingâ&#x20AC;? (Federal Register). ď&#x201A;&#x2014; Be administered by trained and knowledgeable personnel. In the case of a child with hearing loss, if test administrators do not have knowledge or training concerning hearing loss and your childâ&#x20AC;&#x2122;s communication

method, they are not the appropriate personnel to test your child. ď&#x201A;&#x2014; Be administered using that same method of communication the child uses in order to yield the most accurate information. You will be required to consent to testing at which time you should be told what kind of tests will be performed. You can request to know who is performing the test and what to expect. Some pertinent questions to ask include: ď&#x201A;&#x2014; How are you evaluating the communication skills of my child in the classroom? ď&#x201A;&#x2014; How will my childâ&#x20AC;&#x2122;s academic skills and social skills be assessed? ď&#x201A;&#x2014; When will I be notified of the results? IDEIA legislation requires that parents have access to the evaluation reports and documentation of eligibility decisions. Parents should review these results prior to the IEP meeting. Th is can be a very emotional time because results sometimes include unexpected or surprising news. You cannot actively participate in the IEP meeting if you have not processed the information. If 6 / ,4! 6 / ) # % 3 s * 5,9 !5 '5 3 4

the school will not provide you with the results before the initial IEP meeting, attend the meeting, obtain the evaluation results and then adjourn the meeting without signing or agreeing to the IEP until you have had time to review it. If you disagree with the results of the school’s evaluation, per IDEIA you may request an independent evaluation at the expense of the school district. Each school district must provide to parents, upon request, information about where an independent educational evaluation can be obtained. Parents are not required to disclose reasons for requesting the independent evaluation. Independent evaluations are useful when the school system lacks knowledgeable and trained personnel. For example, if the school system only has one child with a cochlear implant, do you consider them trained and knowledgeable in working with children with hearing loss who are learning to use spoken language to communicate?

The Initial IEP Meeting Once the evaluations are complete, an initial meeting is held to determine the child’s eligibility for an IEP. Your child’s disability (in this case hearing loss) must have an adverse effect on educational performance and require specially designed instruction, as demonstrated by the evaluations. Being a parent and not an educator, I was unsure what “specially designed instruction” meant, so I asked Denise G. Nelson, M.Ed., a teacher of the deaf and hard of hearing, to define it for me. She replied that the instruction (in the case of a child with hearing loss who uses spoken language) should: yy Be targeted to remediate the unique delays commonly associated with hearing loss. yy Foster appropriate skills to improve access to auditory information. yy Demonstrate appropriate use of amplification technology, including maintenance and independent use skills. yy Foster social, academic, organizational and self-advocacy skills. The IEP team typically includes the parents, the child’s regular education VOLTA VOICES • JU LY/AUGUST 2009

teacher, the child’s special education teacher or provider and a representative from the school system’s Local Education Agency (LEA). The LEA representative is qualified to provide or supervise the special education of the child, is knowledgeable about the general curriculum and is knowledgeable about the resources available. The team may also include a qualified person who can interpret the instructional implications of evaluation results. This means that if your school does not employ a listening and spoken language specialist (LSLS) or speech language pathologist (SLP), the school may provide, or you may invite, one to interpret the evaluation’s implications as it relates to the child’s hearing loss and education. Other individuals who have knowledge or experience are allowed to participate at the discretion of either side. In fact, I recommend that you never attend an IEP meeting alone and that parents make every effort to attend meetings together. Parents play a key role in developing an IEP. No one knows your child like you do. Before the meeting, take time to write down the strengths of your child. What concerns do you have for enhancing his or her education? What concerns do you have with regards to the evaluation results? The IEP team must consider the concerns of the parents.

Developing the IEP There are certain factors parents of children who are deaf or hard of hearing should consider during the initial IEP meeting. These include the child’s language and communication needs, opportunities for direct communications in the child’s communication mode, the child’s full range of needs, including opportunities for direct instruction in the child’s communication mode, and whether or not the child needs assistive technology. Once the IEP begins to develop, it must include the following: yy A statement of the child’s present levels of academic achievement and functional performance developed from evaluations, classroom-based assessments and observation. For example, “Daniel’s age-equivalent

score on the Expressive One-Word Picture Vocabulary Test is 4.3 and his chronological score is 8.4, indicating a two-year delay when compared to his chronological age.” Measurable annual goals based on the present level of performance. Measurable means you can count it. If the annual goal is to increase vocabulary, it should provide a measure by which an increase is demonstrated. For example, “Daniel will improve vocabulary/language by completing four out of the five following objectives,” then list the five objectives. A means for assessing your child’s progress. The IEP was developed using measurable goals, therefore measurable progress reports should be provided. “Daniel has increased receptive knowledge from 60 percent accuracy to 90 percent accuracy each month for an approximate total of 200 vocabulary words, including concepts.” Special and related services for the child, which are required to help the child benefit from special education. Timing for implementation of these special services must be included. A statement indicating the extent to which the child will interact with typically developing children. “Daniel will be in his regular classroom 80 percent of the day, with pull-out services the other 20 percent.” Any accommodations or modifications that the child may need in order to access the curriculum and participate in state and district wide assessments. These should be provided throughout the year, not just for testing purposes. FM systems should be provided for every day of school; back-up systems should also be available. Per IDEIA, an extended school year can be considered for children who have regression over the summer or when a child has an emerging skill. New language skills can be considered an emerging skill, and parents should advocate for a SLP or LSLS year round to work with the child while he or she is learning listening and spoken language.

Advocacy and Your Child’s Education Specifically, children with hearing loss may require related services, which should be noted in the IEP. Services may include: yy Parent training, which can be a part of the child’s IEP according to IDEIA. If your child’s goal is to learn to listen and speak, then you should be trained on how to implement these goals. yy School personnel working with parents need to have training as it relates to the child’s hearing loss, mode of communication and accommodations, such as FM systems. yy A spoken language facilitator, who assists the child with language delays when accessing the curriculum. yy Audiological services, if not available through your school district, can be a contracted service. Audiologists ensure that assistive hearing technology is functioning properly and can help determine how your child hears in noisy environments. Federal law

yy yy

excludes cochlear implant mapping or replacement; however, it is the school’s responsibility to ensure the external components are functioning properly and to report problems to the parents. SLPs are responsible for language goals other than articulation, such as vocabulary delays. Counseling services for adolescents who may have self-esteem issues. Orientation for emergency drills is necessary for safety issues. Children may hear the fire alarm, but may be easily disoriented in the event of an emergency. Physical education can be challenging for children with hearing loss who use assistive technology. Whether it’s a ball hitting their equipment, not understanding the directions given in the gym due to poor acoustics or removing their devices during class so they can’t

hear the instructions at all, safety issues must be addressed. The child may need an assistant during PE or the directions explained by the PE teacher in a classroom using a sound field system. Placement issues are a concern for many parents. IDEIA regulations state that the IEP team must determine where the services will be provided. The regulation mandates that a child with a disability is to be educated in the least restrictive environment – the classroom where he or she would normally be placed absent the disability. Schools may place children outside a mainstream classroom only when a typical classroom education, with supplementary aids and services, can’t be achieved satisfactorily. If this is the case, each school should provide a continuum of alternative placements (Continued on page 25)

VOLTA VOICES • JU LY /A U GU ST 2009

 

Special Section: Recognizing the Generosity of Our Donors Arts and Sciences Scholarship Winner Gives Back to AG Bell Shalini Chalikonda is a 15-

2003 at Children’s Memorial

year-old high school student

Hospital in Chicago when

attending Bridgewater-

she was 9 years old. Shortly

Raritan High School in

thereafter, Shalini and her

Bridgewater, N.J. Shalini is

parents applied for an Arts

like any other active young

and Sciences scholarship

teenager, except she lives

award from AG Bell. Shalini

with a profound hearing loss.

was awarded the grant, which she used pay for

Shalini was born in Kakinada,

classical Indian dance

a small town in Andhra

lessons.

Pradesh, India. Her hearing Shalini receives a certificate from AG Bell during the Classical Indian Dance event she created to help support AG Bell programs.

loss was not discovered

Last summer, when she

until she was 2 years old

was about to start her

when, according to Shalini,

freshman year of high

“Mom tried to call out to

school, Shalini decided

me but I did not respond.”

to give back to AG Bell

evening of Indian Classical

Her parents, Padmini and

what the association had

Dance. On April 18, the

Bhavani, wanted Shalini to

given her – the opportunity

fundraiser performance

be able to listen and talk

to pursue a dream. “I have

occurred for over 300

in the same language as

come to know that there are

people and raised $6,275.

everyone around her.

many children that are not

They enrolled her in the

as fortunate as I was…that

When asked what she liked

Balavidyalaya School for

made my decision to help

most about this experience,

Young Deaf Children that

AG Bell and such children

Shalini replied, “I really

promoted listening and

through them an important

enjoyed raising money for

spoken language.

one,” said Shalini.

AG Bell and dancing for my friends and family. The

Shalini and her parents

Shalini, with the help of her

success of the fundraiser

moved to Chicago, Ill.,

parents, relatives, school-

made me very happy.”

in 1998. She received a

mates and friends, planned

cochlear implant in May

and performed a special

 

The Honor Roll of Donors (January 1, 2008 – December, 31, 2008)

The honor roll of donors lists individuals, corporations and foundations that made financial contributions during fiscal year 2008 (January 1 – December 31) in support of AG Bell programs and services. AG Bell celebrates all of its donors for their generosity in support of the Association.

Every effort has been made to ensure the accuracy of this list, including spelling of names and placement of donors within respective giving categories. However, omissions or errors may still have occurred. We apologize for any inaccuracies and ask that you notify Howard Silberstein, AG Bell director of development, at hsilberstein@agbell.org if you find an incorrect listing. Circle Alliance $100,000+ Advanced Bionics Anonymous Family Foundation Cochlear Americas

President’s Circle $10,000 – $99,999 Anonymous LaFawn Biddle Jeffrey B. Bowen Lisa A. Bowen Kenny Cheng Community Foundation of Tampa Bay, Inc. Dextra Baldwin McGonagle Foundation, Inc. Helen Beebe Speech and Hearing Center J. Willard and Alice S. Marriott Foundation NIDCD/NIH (Grant) Oticon Incorporated Rothman Family Foundation Wasily Family Foundation Wonderland Nurserygoods Co., Ltd. Clyde Wyant

Benefactors $5,000 – $9,999 Anonymous Blue Ridge Speech & Hearing Center of Loudon County, Inc. Nan Ellen D. East Enzo S. Fanucchi Judith Scott Jay M. Tenenbaum The Samuel M. Levy Family Foundation

Patrons $1,000 – $4,999 Christine L. Anthony Lilian Flores-Beltran Bergen County Special Services School District (Academy) Stella Boyle Theresa Bulger Robert J. Bush Captel, Inc. CCHAT CenterSacramento Charles Del Mar Foundation

The Children’s Hearing Institute Children's Memorial Hospital Clarke School for the Deaf CSDVRS Jason Curry CVS Pharmacy, Inc. Joshua Davis Richard England Walter A. Franck Gallaudet University Alexander T. Graham Hamilton Relay CapTel Andrea Hill Marcy Kelly Ken H. Levinson The Los Angeles Unified School District Merrill Lynch Milton M. Meyer, Jr. and Mildred B. Meyer Foundation National Philanthropic Trust Michael A. Novak N. Clay Robbins Rochester Institute of Technology Joseph Rosenstein Jonathan P. and Sarah Sommer SComm, Inc. Sprint Relay John F. Stanton St. Joseph Institute for the Deaf Ultratec, Inc. Deanne Uschold Steven L. Vonderfecht C. R. Wagner III George Webb Jay R. Wyant Karen S. Youdelman Richard C. Zellerbach

Supporters $500 – $999 Vincent Bartholomew Bolesta Center, Inc Christopher T. Campos David J. Davis Deafness Research Foundation Ear Technology Corporation Expocommerce, Inc. John Fread Laura A. Gold Judy Harrison Allen Janger Janet S. Kahn Irene W. Leigh

Pam Lewis Roberta Meyer Mill Neck Foundation, Inc John C. Miller Robert Moyer George H. Nofer Karen J. Parrish Chris Prilenski Regan D. Rohde Samuel J. Rosenfeld Alex Roush Emily Soloff Stephen T. Steiner John Teeger University of Hartford Frank L. Van Husen Eric D. Wade Robert Whipple

Champions $250 – $499 Rebecca Anderson Steven Asciutto Janice Biron William Buckley George Case Cassidy Publishing Christine L. Corcoran Jean M. Dennis DePaul Institute R. Neil Dickman Ear Books Stephen Epstein Phyllis B. Feibelman Cindy Feinberg Alton J. Fleming Carol Flexer Cindy G. Fluxgold Monique Gibson Donald M. Goldberg Gabell Gorman Jenny Graham Ralph F. Guertin Heimbinder Family Foundation Martin Hruska Inez K. Janger Michael Janger John Tracy Clinic Norma Kalkhoff Michael Kay Margaret A. Klarman Law Offices of Joseph L. Bornstein Ilena Lea The Leigh Foundation Keith Mallonee Trelesa Marriott Jim McCord Jackie Meeks Michigan Chapter of AG Bell Patricia Midura Ryan Miller

Cindy O'Brien Oralingua School for the Hearing Impaired Jonathan Petromelis Jeff Pink David B. Pisoni Kathy R. Pulkownik Gary M. Quateman Neil Quateman Elizabeth Ragalie Helene Reiner Justine Roberts Janet S. Scheeline Rochelle Schneider Harvey A. Schneier Richard L. Schulze Robert Sherman Judith Simser (Academy) Elizabeth P. Sloan Gwendolyn Sommer Frederick T. Spahr Richard B. Sparr Barbara A. Stone Joan Sullivan Michael H. Tecklenburg Thieme Medical Publishers Joanne N. Travers United Way of Camden County Williams Asset Management, LLC

Associates $100 – $249 James Albenesius Jill L. Bader Theresa Ballard Henry Becker Lori Beyerly Guy W. Blaedow Arthur Boothroyd Peter Bower David Browne Lori Bryan Harrison T. Bubb Anitta Burg John M. Burke Teresa H. Caraway Beverly Casinelli Teresa Chang Janet E. Christensen Christopher Churchill Mary V. Compton Bill J. Corwin Mary Ann Costin Guy R. Crane Davis Funeral Chapel, Inc. Todd Davis Elizabeth Delia Joseph DiBattista Bruce Donenberg Dennis K. Filloon Frank N. Fleischer

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(Continued from page 24) for consideration. Parents should visit all placement options offered by the school system so that they can make an informed decision regarding placement.

Parental Advocacy Parents should become active with local support groups. These groups can provide information and resources to help you advocate for your child. Information about local resources can be found through your state’s office of educational services or special education services as well as through AG Bell Chapters (www.agbell.org). The AG Bell Web site also provides parents with an extensive list of advocacy resources. Other resources may include: yy Hands & Voices (www.handsandvoices.org) – a parent-driven, parent/professional collaborative group that provides FinAidAd_HALF PG

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unbiased information about communication modes and methods and resources for families. yy American Society for Deaf Children (www.deafchildren.org) – supports and educates families of children who are deaf and hard of hearing and advocates for high quality programs and services. yy National Association of the Deaf (www.nad.org) – state associations may provide local resources. In North Carolina, we are fortunate to have many resources available for parents. BEGINNINGS (www.ncbegin.org) provides education and advocacy support for parents at IEP meetings, and CCCDP/CASTLE provide listening and spoken language education to parents and professionals across the state, among many other services and resources. Being an advocate for your child involves knowing your child’s needs,

learning the IEP process and being an active member of the IEP team. If your child is not performing as well as expected in school, call an IEP meeting so that changes to the plan can be made. The most important thing I have learned is to speak up. I am not afraid to ask questions and make suggestions because I am the most important member of my child’s IEP team and his number one advocate. Author’s Note: Information for this article came from the AG Bell Parent Advocacy Training program (2006) and IDEIA regulations. This article provides general information only and should not to be construed as authority about IDEIA law.

Reference Commentary in the Federal Register. (2006). Rules and regulations. Federal Register, 71(156), 46661.

Page 1

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

to Hear from the Start

dvances in newborn hearing screening, early intervention detection and intervention A are giving more children with hearing loss the opportunity to learn to listen, talk and thrive along with their hearing peers. That’s why AG Bell offers programs designed to support children and youth with hearing loss who are pursuing spoken language education. PRE SCHOOL-AGE FINANCIAL AID PROGRAM DEADLINE: JULY 31, 2009

PARENT-INFANT FINANCIAL AID PROGRAM DEADLINE: OCTOBER 1, 2009

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 202.204.4681 • TTY 202.337.5221

VOLTA VOICES • JU LY/AUGUST 2009

0HOTO CREDIT 4RACY -EEHAN

By Maribeth Nelson Lartz, Ph.D., and Tracy Meehan, M.S.

n increasing number of infants and toddlers are being identified with hearing loss at very young ages. Consequently, a growing number of professionals are working with young children and their families during a time when the critical relationship between child and caregiver is developing. Most professional training is focused on the mechanics of spoken language development and school-aged children, so many professionals engaging in early intervention lack awareness about the importance of a strong social-emotional foundation for parents and their children.

As assistive listening technology continues to provide better access to sound for many infants and toddlers, early intervention professionals will be increasingly called upon to provide listening and spoken language skill development within the context of the family. Intervention tactics designed to increase joint attention and eye gaze, coordinate gestures and vocal acts, imitate vocal play with consonants and vowels, establish reciprocity and promote awareness of sound will need to be implemented within everyday family routines. Th isfamily-focused intervention should include goals to promote family relationships and enhance a familyâ&#x20AC;&#x2122;s sense of well-being.

Since optimal development of a child occurs within the context of healthy social-emotional relationships with the family, attention to these relationships becomes an important component of quality intervention and services for infants and toddlers with hearing loss. Indeed, research studies emphasizing emotional availability (Pressman, Pipp-Siegel, Yoshinaga-Itano, Kubicek & Emde, 2000), ramifications of early identification of hearing loss (YoshinagaItano, 2002) and family participation in early intervention (Moeller, 2000) support the importance of socialemotional development for families of children with hearing loss. 6 / ,4! 6 / ) # % 3 s * 5,9 ! 5 '5 3 4

To ensure that professionals entering the field of early intervention have the skills to promote social-emotional development within the context of the family, a module was designed for participants enrolled in the Illinois State University Graduate Specialization Early Intervention Certificate Training Program. The module included: yy Reading material related to the impact of hearing loss on the development of the higher functions of cognition, communication and language. yy Seminar discussions on infant mental health and typical child development. yy Observations of infants and toddlers with hearing loss and their families. yy Review of evidenced-based research related to the observed challenge hearing loss has on social-emotional development in young children. yy Development of a probe question based on an identified socialemotional challenge. yy Design of a tool, toy or handout that could be used as a resource with families.

Photo Credit: Tracy Meehan

Promoting SocialEmotional Development

Ideal mother-child communication develops when there are opportunities to connect through joint attention and positive affect.

yy One-on-one supervisor/ student discussion to determine how student findings would be meaningful to families and interventionists and how the student

artifact would be meaningful to the field. Students spent several months researching their question and developing potential resources. Each student

Table: Challenges and Solutions for Working with Families of Young Children with Hearing Loss Challenges

Questions

Tools/Toys/Handouts

Children can be born prematurely and hospitalized for extended periods of time. Children are not always prepared for cochlear implant surgery due to limited communication.

What is the effect of extended hospitalization on the bonding process between parent and infant? What strategies and activities could help families explain surgery to their toddler? How can interventionists support grandparents (or other family members) in nurturing positive relationships? How can interventionists model strategies to increase a parentâ&#x20AC;&#x2122;s comfort in reading to their child?

Handout with bonding activities emphasizing the importance of touch. Cochlear implant party with hospital props and picture book illustrating the hospital experience. Flip chart with short, printed inserts that could be mailed or sent electronically with updates about the child.

How can siblings be integrated into home interventions?

Develop a book that highlights activities siblings can do together.

How can interventionists use music to promote early communication? What can be provided to parents, grandparents and caregivers to empower them in encouraging the use of assistive technology?

Instrument and nursery rhyme kits that include focus cards to leave behind with parents. Life-like doll with hearing aids that can be placed on and off for practice by extended family or caregivers.

Extended family members are often unaware of challenges the family is facing. Early literacy skill development is not always prevalent. Siblings can feel left out as family attention is centered on the child with hearing loss. Infants use rhythm and voice for early language development. Caregivers can be hesitant to utilize new technologies such as cochlear implants and hearing aids.

VOLTA VOICES â&#x20AC;˘ JU LY/AUGUST 2009

Mirror reading activities and book bags with accompanying props.

Preparing Professionals to Foster Social-Emotional Development within the Family Context

Photo credit: Amelia Rosenberg

During the project presentations, students and instructors were equally surprised at the depth and diversity of challenges found in their search for ways to promote healthy relationships in families of children with hearing loss. The table includes the challenges and questions that students explored from this course assignment, as well as the tool, toy or handout created to address the challenge or question.

Positive Results A grandmother practices hearing aid fitting on a life-size doll so she’ll feel confident to help her own grandchild.

presented findings to their peers and instructors that included answers to three questions: yy What social-emotional challenge prompted their investigation?

yy What related literature was currently available? yy How would their findings impact delivery of services to families?

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Families were receptive to the students’ ideas and many parents utilized the tool, toy or handout to improve interaction with their infants and toddlers. One father increased the time spent reading with his daughter when a book and accompanying story props were loaned for home use. In another instance, a mother was able to participate more in a

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

call for papers Be an integral part of the program by sharing your knowledge and best practices with your peers.

Mark your calendar now to submit a short course or concurrent session to present at the 2010 AG Bell Convention.

submission windows short courses: August 3 – September 24, 2009

concurrent sessions: September 17 – November 12, 2009

Visit www.agbell.org for updates on the submission process for the 2010 AG Bell Convention – Call for Papers.

VOLTA VOICES • JULY /AU GU ST 2009

home therapy session with her daughter when the developmental therapist involved the older brother by having him read a book and letting him hold a “brother bear.” This allowed the mother to focus on her daughter rather than entertaining her son. Although the social-emotional module outlined above was designed for graduate students in a university training program, its content is relevant to practitioners currently working with families in early intervention. Practitioners can help develop strong social-emotional relationships within families by utilizing some of the solutions developed by students in the Illinois State University program. For example, if a professional wants to increase the involvement of parents in a therapy session centered on music activities, then leaving a research article promoting the importance of music activities for brain development in children is not the most effective way to do so. By loaning instrument and nursery rhyme bags with short activity cards to the parents, the practitioner is making

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the musical activities relevant, more likely to occur and mutually enjoyable for the child and parents. Sharing activities strengthens the parent-child relationship and fosters strong social-emotional development. In another example, perhaps an early interventionist provides therapy to a toddler who is cared for by a grandmother or aunt who seems reluctant to fit the child’s hearing aid. Recognizing the fear and discomfort that family members may have regarding the care and fitting of assistive listening technology, the professional could let the relatives practice fitting hearing aids on a doll with altered ears in addition to providing a handout on the importance of early and consistent hearing aid use. By focusing on the need of the family members, the parent feels more empowered to care appropriately for the child and social-emotional development of the extended family is also strengthened. Author’s Note: To learn more about the social-emotional project or the U.S.

Department of Education federally funded early intervention training program at Illinois State University (H325K060116), please visit www.specialeducation.ilstu.edu/ certifications/admission.shtml, or contact Dr. Maribeth Lartz at (309) 438-8988 or mnlartz@ilstu.edu.

References Moeller, M.P. (2000). Early intervention and language development in children who are deaf and hard of hearing. Pediatrics, 106(3), 1-9. Pressman, L., Pipp-Siegel, S., YoshinagaItano, C., Kubicek, L., & Emde, R. (2000). A comparison of links between emotional availability and language gain in young children with and without hearing loss. In C. Yoshinaga-Itano and A.L. Sedey, (Eds). Language, speech, and social-emotional development of children who are deaf and hard-of-hearing: The early years. The Volta Review, 100(5), 251-278. Yoshinaga-Itano C. (2002). The socialemotional ramifications of universal newborn hearing screening, early identification and intervention of children who are deaf or hard of hearing. In R. Seewald & J. Gravel, (Eds). A sound foundation through early amplification 2001: Proceedings of the Second International Conference. Suffolk, UK: Immediate Proceedings, Limited.

0HOTO CREDIT 'AIL -AC+INNON

Compiled by Melody Felzien

onsidered to be the leading cause of deaf-blindness, Usher syndrome is an inherited condition that results in hearing loss and a progressive loss of vision from retinitis pigmentosa (RP). Th e hearing loss is thought to be congenital and ranges from moderate to profound. RP causes night-blindness and a loss of peripheral vision through a progressive degeneration of the retina. Many individuals with Usher syndrome also have severe balance problems. Historically, Usher syndrome was diagnosed in 3 to 5 percent of children with hearing loss. Advancements in genetic testing are now showing the rates to be higher, possibly up to 10 percent in children with profound hearing loss.

Causes of Usher Syndrome Usher syndrome is inherited genetically, which means it is caused by gene mutations that are passed from parents to their children. To develop Usher syndrome, a child must receive an abnormal form of an Usher syndrome gene from both parents. If both parents are carriers of an Usher

Th efollowing information was compiled from the National Institutes of Health Web site on Usher syndrome, the Coalition of Usher Syndrome Research Web site and material provided by Heidi L. Rehm, Ph.D., FACMG, Assistant Professor of Pathology at Harvard Medical School. A full reference and resource list can be found at the conclusion of this article. syndrome gene mutation, there is a one-in-four chance of having a child with Usher syndrome. Usually, parents who have typical hearing and vision do not know that they are carriers of an Usher syndrome gene mutation. Currently, screening for carrier status is not common if an individual does not have a family history of Usher syndrome. As researchers better understand the gene mutations that cause Usher syndrome and as genetic testing methods become less costly, carrier screenings may become more common.

Types of Usher Syndrome Th ereare three types of Usher Syndrome: ď&#x201A;&#x2014; Type 1 â&#x20AC;&#x201C; causes severe-to-profound hearing loss, usually present at birth. Poor balance is often present and can cause delays in the age of sitting and walking. RP may be noticed before the age of 10. ď&#x201A;&#x2014; Type 2 â&#x20AC;&#x201C; causes a mild-to-severe hearing loss, which is present at birth. Balance is not usually aff ected and RP may not become apparent until adolescence.

ď&#x201A;&#x2014; Type 3 â&#x20AC;&#x201C; is a rarer form of Usher syndrome. Children usually have typical hearing and sight at birth, but may have a progressive hearing loss following birth. RP will develop around the time of adolescence into adulthood. Some people also experience balance problems. In the United States, types 1 and 2 are the most common forms. Together, they account for approximately 90 to 95 percent of all cases of children diagnosed with Usher syndrome.

Diagnosing Usher Syndrome Early diagnosis of Usher syndrome is very important. Th eearlier that parents know their child has Usher syndrome, the sooner that child can begin early intervention and educational programs to manage the loss of hearing and vision. The most common way to diagnosis Usher syndrome is by evaluating the childâ&#x20AC;&#x2122;s hearing, vision and balance. An audiological assessment will determine the degree and type of hearing loss. Evaluations of eye sight may include a visual field test to measure peripheral vision, an elec6 / ,4! 6 / ) # % 3 s * 5,9 ! 5 '5 3 4

troretinogram (ERG) to measure the electrical response of the eye’s lightsensitive cells, and a retinal examination to observe the retina and other structures in the back of the eye. An electronystagmogram (ENG) measures involuntary eye movements, which could signify a balance problem.

Usher syndrome, genetic tests for the disorder are costly and not always covered by insurance. Therefore, diagnosis of Usher syndrome is often performed through hearing and vision tests. Genetic testing for a few of the identified genes is clinically available. To learn about laboratories that

The best treatment involves early identification and enrollment in early intervention and educational programs Another possible way to diagnose Usher syndrome is through genetic testing. So far, nine genes have been found to cause Usher syndrome. However, with so many possible genes involved in

VOLTA VOICES • JU LY/AUGUST 2009

conduct clinical testing, visit www.GeneTests.org and search the laboratory directory by typing in the term “Usher syndrome.” Genetic testing for additional Usher syndrome

genes may be available through clinical research studies. To learn about clinical trials that include genetic testing for Usher syndrome, visit www.clinicaltrials.gov and type in the search term “Usher syndrome” or “Usher genetic testing.”

Treating Usher Syndrome While there is no cure for Usher syndrome, there are a number of studies under way that hold promise. Currently the best treatment involves early identification and enrollment in early intervention and educational programs as soon as possible. The exact nature of these programs will depend on the severity of the hearing and vision losses as well as the age and abilities of the individual. Typically, auditory treatment will include assistive listening devices, such as hearing aids or cochlear implants, and auditory-verbal education and therapy. Generally, listening and spoken language approaches will be

Living with Usher Syndrome By Gail MacKinnon At the age of 10 months, my son Jacob was diagnosed with profound sensorineural hearing loss. The following months were a blur of appointments, genetic screenings and assessments. Jacob received a cochlear implant at 13 months old and was receiving physical therapy for gross motor delays. His cognition was age appropriate as well as his fine motor skills. We originally chose Total Communication for Jake since that was how he was communicating prior to the implant. The hospital told us they screened for the most common genetic causes of hearing loss and when the results came back negative, although I was still curious about the cause of Jacob’s hearing loss, I discounted anything genetic. At 16 months of age, Jacob’s listening and spoken language skills were progressing but he still wasn’t meeting his gross motor milestones. I would point this out to everyone we saw – his early interventionists, audiologist, speech language pathologist and pediatrician – that he wasn’t crawling normally yet and he couldn’t sit up on his own. I was told that many children with hearing loss have vestibular (balance) issues. However, I had a gut feeling that something wasn’t right. I remember hearing about Usher syndrome as I was researching the genetic causes of hearing loss when Jacob was first diagnosed. As I continued researching causes of hearing loss and balance issues, my searches kept bringing up Usher syndrome. The lump in my throat would get bigger every time I read about the vestibular issues and gross motor delays that result from Usher syndrome – it really sounded like Jacob. But hadn’t they ruled that out as a genetic condition? Diagnosis At our next appointment with the pediatrician, I mentioned how similar Jacob’s behaviors were to a description of Usher syndrome that I had read, but then continued with how lucky we were he didn’t have that. A few days later that pediatrician called and told me that she looked at Jacob’s genetic screenings, and confirmed that Jacob had not been tested for Usher syndrome because it’s not one of the routine genetic screenings hospitals order when a child is diagnosed with hearing loss. The pediatrician wasn’t even sure that there was a genetic test available for Usher syndrome. During my informational searches, I found that Harvard Medical School Laboratory for Molecular Medicine had developed a genetic test for certain types of Usher syndrome. I made an appointment to see a geneticist and requested that Jacob be tested. A few weeks later, Jacob was diagnosed with Usher syndrome, Type I. Jacob was the youngest child diagnosed with Usher syndrome that our hospital, Children’s Hospital Boston, had seen and there were no guidelines for what to do next. I remember lying on the floor in Jacob’s room that night next to his crib, being so afraid that he was going to wake up one morning and not be able to see. Almost three years later, I think that we were lucky to have Jacob’s diagnosis so early. Because we were able to get Jacob all of the services that he needed, his speech and language progressed consistently and he was able to walk at just over 2 years old. Occupational and physical therapy, orientation and mobility training, hippotherapy (a form of physical therapy using horses), speech and language sessions, and a weekly visit from a teacher of the visually impaired fill up our days. The biggest benefit with such an early diagnosis was our ability to change Jacob’s communication modality from Total Communication to spoken language. The early diagnosis also helped us make the decision to seek a second cochlear implant when Jake was 3 years old. Hope for the Future Over the past few years, a lot has changed in the diagnoses of Usher syndrome. Doctors and professionals are more aware of Usher syndrome than before. Broader access and less expensive testing have become available, but it is still not yet part of routine screening. You should speak with your child’s doctor about genetic testing if you suspect your child has Usher syndrome. While there is no cure for Usher syndrome, there is hope through extensive and promising research through the National Institutes of Health/National Institute on Deafness and Other Communication Disorders and the Coalition for Usher Syndrome Research. At age 4, Jacob’s spoken language skills are almost age appropriate and he is a typical preschooler attending Clarke School East, an oral-deaf preschool in Boston, Mass. He loves to sing, play with other kids, play his big brother’s video games and resist bedtime. He is very determined, very affectionate and always happy. He has to sleep with a nightlight due to early stages of night blindness and does wear glasses to help correct a lazy eye, but can still see. As a parent, it’s difficult for me to watch Jacob work so hard to keep up with the other kids while running around in the back yard – his vestibular issues cause him to run slower and he’s very clumsy. But judging from all the laughing and smiles, he sure is having fun trying.

VOLTA VOICES • JU LY /A U G U ST 2009

emphasized for children diagnosed with Usher syndrome; however, management may be supplemented with manual communication, such as American Sign Language. Vision loss and balance deficiencies will be managed with orientation and mobility training, as well as independent-living training, which may include Braille instruction or low-vision services. Some ophthalmologists believe that a high dose of vitamin A palmitate may slow, but not halt, the progression of RP. This belief stems from the results of a long-term clinical trial supported by the National Eye Institute and the Foundation for Fighting Blindness. However, parents should discuss this treatment option with their child’s health care provider before proceeding.

Ongoing Research Researchers are currently trying to identify all of the genes that cause

VOLTA VOICES • JU LY/AUGUST 2009

Usher syndrome and determine the function of those genes. This research will lead to improved genetic counseling and early diagnosis, and may eventually expand treatment options. Those interested in learning more about the causes, types and treatments available for Usher syndrome should consider the following resources: yy Usher Syndrome: National Institutes of Health – www.ushersyndrome.nih.gov yy The Coalition for Usher Syndrome Research – www.usher-syndrome.org yy Partners Healthcare Center for Personalized Genetic Medicine, Usher Syndrome Genetic Testing – www.hpcgg.org/LMM In addition, these sites contain resources for individuals living with hearing and vision loss: yy National Institute on Deafness and Other Communication Disorders – www.nidcd.nih.gov

yy National Eye Institute – www.nei.nih.gov yy Alexander Graham Bell Association for the Deaf and Hard of Hearing – www.agbell.org yy Foundation Fighting Blindness – www.blindness.org While there is no cure or easy diagnosis for Usher syndrome, ongoing research and current therapies available for hearing and vision loss can help those diagnosed with Ushers to live and thrive in today’s world.

References National Institutes of Health. (2009). Usher Syndrome. Online. www.ushersyndrome.nih. gov. Accessed May 26, 2009. Rehm, H. Personal Communication. May 19, 2009. The Coalition for Usher Syndrome Research. (2009). Usher Syndrome. Online. www. usher-syndrome.org. Accessed May 26, 2009.

tips for parents

Get in the Game

How children with cochlear implants can benefit from playing sports

Get Moving One big benefit – sports get children moving. With obesity rates on the rise in the United States, your child’s health

depends on being active. Physical activity also reduces stress, eases frustrations and boosts self-confidence. “Participating in team sports can really boost a child’s self-esteem, so parents should not deny their children the opportunity to play a sport just because they use a cochlear implant,” says Robyn Chapman, Au.D., CCC/A, cochlear implant audiologist at Columbia University Medical Center in New York. “In my eight years of working with children who use cochlear implants and their families, sports have never become a limitation for a child. If anything, the implant has provided them with the opportunity to participate in whatever they wanted to.” Scott Rinehart, a cochlear implant user, Cochlear Americas Awareness Network manager and avid soccer player, agrees. “More than anything, sports gave me confidence in myself and my abilities to communicate, and that confidence grew even more with the ability to hear with a cochlear implant. It also taught me to find ways to solve problems and still be successful. Those skills have certainly helped me out in all areas of my life.”

Riley Patterson, 7, looks for an open teammate to pass the ball to in fall 2008.

Listen Up Not only will your child’s physical development benefit from sports, his or her listening skills will get a workout, too. “Children who participate in sports will have specific auditory demands that may differ significantly from their daily auditory demands,” says Sophie Ambrose, research associate and

Photo credit: Tiffani Hill-Patterson

hen my daughter hit her first home run during softball last year, I was so proud and excited. And I was thrilled that thanks to her bilateral cochlear implants, she could hear me, her teammates and the rest of the crowd cheering, whistling and stomping the bleachers. Playing sports enriches my daughter’s language and social skills and gives her confidence, important if your child feels “different” from other kids. Sports can do the same for your child with hearing loss. But as a parent, you’re probably worried about whether it’s worth the risk of injury. If you follow the safety rules and keep a constant check on the equipment, sports can be a wonderful and fun addition to your child’s life. “I think sports are great for kids – parents just have to use common sense on which sports they feel are safe for their child,” says Audie Woolley, M.D., otolaryngologist at Children’s Hospital in Birmingham, Ala. “Any sport is good, as long as the implant is not subjected to direct trauma. The device is still fragile, and a direct blow to the implant can damage it.” Of course, regardless of hearing ability, all children should be protected from a blow to the head. Make sure your child always wears his or her helmet when playing sports that require them, such as baseball, football, biking or rollerblading.

Photo credit: Tiffani Hill-Patterson

By Tiffani Hill-Patterson

Riley Patterson scores a run during her first softball season in spring 2008.

VOLTA VOICES • JU LY /A U GU ST 2009

Build Skills Also, being involved in athletics will expand your child’s language development. Each sport has a specialized language and knowing it will add to his or her vocabulary. For instance, the word “run” means different things in softball – it can be a noun, as in the point scored when someone crosses

home plate, or a verb, as in what you do after you hit the ball. The same logic applies in basketball with “shoot” and “shot.” “I remember the first time Krystyna’s basketball coach told her to shoot,” says Marcy Miller of Plainville, Conn., mom to a 7-yearold who uses bilateral cochlear implants. “Krystyna stopped and looked at her. She had no clue what that meant. I had to explain to the coach that a child with hearing loss picks up vocabulary differently than other children. They may not pick things up incidentally – they have to learn many words one by one.” Chapman adds, “Children with cochlear implants can always benefit from being surrounded by their typical hearing peers and they can be good language models. Participating in sports can encourage language development in situations that are different from everyday activities.” But perhaps Krystyna’s story best illustrates how sports enhance a child’s life. “Krystyna is doing something that she is naturally good at,” Miller says. “Because of this, other children are seeing her as a ‘child,’ not a ‘hearingimpaired child.’ Since she is not treated any differently, she does not see herself as different.” Tiffani Hill-Patterson writes about health, parenting, fitness and sports. She

Photo credit: Tiffani Hill-Patterson

pediatric speech language pathologist at House Ear Institute in Los Angeles. “For example, children must listen for sounds such as a buzzer signifying the end of a period in basketball. These sounds may not be sounds that children are experiencing in their daily environment. Additionally, children will typically be unable to lip read when their coach provides information during sporting activities, thus requiring them to rely entirely on their auditory abilities.” Rachel Chaikof, a bilateral cochlear implant user and photography major at Savannah College of Art and Design, says sports helped her learn to use her hearing better. “Playing soccer, basketball and flag football gave me really good practice in learning to hear in greater distances with background noises,” she says. “My teammates could be on the other side of the field calling me to pass the ball to them, and I had to learn to respond to them quickly to ensure that we would win points.”

Riley Patterson is ready to make the throw to first.

also blogs about her family’s experience with deafness and cochlear implants at http://soundcheckmama.blogspot.com. You can contact her at patterson1723@mac.com or visit http://tiffanihillpatterson.com.

DUBARD ASSOCIATION METHOD Accredited at IMSLEC’S Teaching, Instructor of Teaching, Therapy and Instructor of Therapy Levels Creating Success for Students with Hearing Loss and Additional Language, Speech or Learning Disorders

DUBARD ASSOCIATION METHOD BASIC COURSE Hattiesburg, Miss., September 22-24 and October 20-22, 2009 (two-part course)

THE DUBARD SYMPOSIUM: DYSLEXIA AND RELATED DISORDERS For additional information Phone: 601.266.5223 Web site: www.usm.edu/dubard E-mail: dubard@usm.edu

VOLTA VOICES • JU LY/AUGUST 2009

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VOICES FROM AG BELL

Conversations With Alex Graham

hen I started this column in 2009, I dedicated it to the many people that I am fortunate enough to meet in my travels as the executive director of AG Bell. The wide scope of individuals involved with AG Bell and the listening and spoken language community is truly amazing. On a daily basis, the AG Bell staff interacts with people from across the United States and all over the world. Little did I know that one of the most interesting characters I would meet would reside right here in Georgetown, home of the Volta Bureau, AG Bell’s historic headquarters in Washington, D.C. Over the past year, AG Bell has hosted a series of meet-and-greets at the Volta Bureau for local AG Bell members and residents of the Georgetown community. These receptions are meant to serve as a community building effort in the region, as AG Bell lacks a chapter in the District of Columbia and Maryland. At the first gathering, a gentleman introduced himself to me as Neil Dickman – husband of the late Donna Dickman, executive director of AG Bell from

In memoriam, Robert Neil Dickman, 1939–2009.

1986 to 1998. We exchanged pleasantries, but with the crush of people and noise of conversation, we both moved on as often happens during these events. A week later I received an email from Neil inviting me to lunch at a

(L to R) Betsy Goldstein, Neil Dickman, Bruce Goldstein and Donna Dickman at AG Bell’s 1996 Convention in Snowbird, Utah.

near by restaurant called Martin’s, a well-known local pub with good food and an environment conducive to conversation. Our first lunch and those that followed provided me an interesting window into a different era at AG Bell. To Neil, AG Bell was more than an employer to his wife Donna – it was family. In fact, AG Bell was key piece of his family’s history. From the Leadership Opportunity for Teens (LOFT) program to various biennial conventions, Neil told me fun stories of staff singing as he played piano or humorous antics of AG Bell “kids” who have now grown up – one or two even serving as members of the board! Neil’s interest in AG Bell was not just about the current happenings or reminiscing about the past. Neil continued to generously support AG Bell by focusing his donations to the LOFT program that Donna helped create with AG Bell former president, Ken Levinson. As I write this I have just returned with a delegation of AG Bell staff from Neil’s memorial service, which served as a celebration of his life. Neil passed away on May 20, 2009, at his home in Georgetown. The memorial service, held in the same church that celebrated Donna’s passing more than 10 years ago, included stories from long time friends who confirmed what I learned from Neil in the few short hours we spent together over lunch. He was a man of humor, a man of service and a man of generosity. For those AG Bell members who knew Donna and Neil, I thought this column would be an appropriate way to recognize their combined contribution to the association. This month’s column is also a way for Neil to know how much I appreciated our conversations.

VOLTA VOICES • JU LY /A U GU ST 2009

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Around the World By Sarah Crum

Photo credit: Mongell Family

ara Jane Mongell is an outgoing and friendly 16-year-old from North Andover, Mass., who has not let her hearing loss keep her from exploring new places and accepting new challenges. Kara was diagnosed at age 10 months with a bilateral, severe hearing loss. After Kara’s diagnosis at Massachusetts Eye and Ear Infirmary in Boston, Kara’s mother, Cheryl, recalls, “I remember my husband Bob and I receiving the ABR [auditory brainstem response] results and saying, ‘Ok, what do we do now?’” At the advice of an audiologist, Kara received hearing aids in both ears at age 11 months. Cheryl and Bob then began to educate themselves about communication options for Kara. They sought out resources and schools, such as the Beverly School for the Deaf in Beverly, Mass., and, in addition to spoken language, were intrigued by Signing Exact English (SEE) courses. “SEE uses many similar signs as American Sign Language, but it follows English word order and every word ending is signed,” explained Cheryl. “We chose SEE because we wanted Kara to develop spoken language and wanted to ensure her reading ability stayed at her grade level, something we learned is a challenge for most children who are deaf or hard of hearing,” she said. “We believe SEE helped Kara develop both literary and spoken language skills.” When she was 3 years old, Kara entered an integrated, mainstream preschool. She was there for two years before attending kindergarten in an out-of-district public school that focused on hearing issues and oral education. Kara returned to her local school district in first grade, where she was integrated into mainstream classes, assisted by educational support for students who have a hearing loss.

Kara Mongell, age 16, poses for the camera in her back yard.

At that time, Cheryl and Bob met a teacher who would become an advocate in helping Kara adapt to mainstream school. “That contact opened a whole other grouping of resources, which remains valuable to Kara today and has played a major role in Kara’s development,” said Cheryl. Kara wore two hearing aids until fifth grade when she lost all the hearing in her right ear. “We thought it was the aid and kept getting it checked, but it was her hearing. We researched the option of a cochlear implant in that ear in case something happened to the other,” explained Cheryl. Kara took two years to decide if she wanted the surgery. She wrote a poem to her parents with her decision, titled “I Have Decided,” in which she explained her reasons for going through with surgery (see inset). She received the cochlear implant when she was 14 years old. Kara is currently in 10th grade and attends North Andover High School in

North Andover, Mass. “Since she was mainstreamed in first grade, a full-time teacher of the deaf has attended every class with Kara, sitting beside her with a PC, typing the class discussion,” said Cheryl. Kara also receives academic support at the end of the school day, where she can discuss and clarify information presented in the day’s classes. “Kara loves social studies courses. She has been in honors-level social studies classes with outstanding teachers who have challenged her and allowed her to be creative,” said Cheryl. In addition to her school studies, Kara plays softball on the North Andover Junior Varsity team. Kara has also attended art classes for 10 years and loves drawing, especially manga, a form of Japanese drawing and cartooning. Kara spends her free time exploring bookstores for manga books and hanging out with her friends. Kara participates in the teen program offered by the Massachusetts Chapter of AG Bell and she has made many VOLTA VOICES • JU LY /A U GU ST 2009

friendships through this group. She and her friends enjoy sleepovers, shopping and camping together. Overall, Kara has excelled in her studies and extracurricular activities. “She is amazing; many have no idea she has a hearing loss,” said Cheryl. “Kara has her own style and never just goes with the crowd. She stands her ground and has confidence in her opinions even when they differ from everyone else,” said Cheryl. But Cheryl and Bob know the challenges that a child with a hearing loss can face. “As a parent you have to be very involved, constantly advocating for your child’s needs without demanding,” said Cheryl. Cheryl and Bob met with professionals, such as doctors and early intervention teachers, to help develop Kara’s Individualized Education Program (IEP). Cheryl advises other parents research all the services that are available. Kara embraces every opportunity that comes her way, in spite of her hearing loss. This summer, Kara will travel to Japan through the People to People Ambassadors Program, an organization that offers education travel opportunities for students, athletes, educators and professionals. Kara will visit Tokyo, Kyoto and Nagasaki, where she will interview survivors of the atomic bombings. Kara is the only delegate with a hearing loss this year, but she is excited and ready to explore a new country. However, Kara does have some concerns about traveling to a country with her hearing loss and understanding different customs. “I’m nervous about getting lost or separated from the del-

VOLTA VOICES • JU LY/AUGUST 2009

I’ve Decided… By Kara Mongell September 2006 I’ve been thinking about this for over 3 years now I have finally decided I should get a cochlear implant. I was always so scared of the surgery that needs to take place in order to hear better. I have finally broke through my fears and decided to get the surgery. I decided to get one in February, even though I’m still afraid. I’ll still go for it. I’ve decided… I’ve decided...I’ll do this for my friends. I’ve decided that if I want to hear better, listen and hear my friends’ laughter and joy… I’ve always wondered what it’s like to understand exactly like them… I’ve decided... That if I wanted to hear news, if I wanted to listen to music, that if I wanted to fit in better, that if I wanted to listen to what my friends were saying. I’ve decided... One day in February, I will sit up in the hospital bed, and try the implant. I will burst into tears and tell my parents: “I’m crying mom...I’m crying tears of joy!” I’ve decided that my future will be much brighter... …I’ve decided this… will be the turn of my life.

egate group,” she said. “I’m also nervous about insulting someone by getting the Japanese customs wrong.” However, Kara notes, “I will push my limits to advocate for myself.” Kara has already talked to the delegate leaders of the trip about her needs and they are prepared to help. Through her interest in manga, Kara has

learned much about Japanese customs and culture, and will learn even more about by exploring the country and meeting Japanese students and families. She wants to take advantage of all the available opportunities while in Japan. “I really am looking forward to the home-stay for three days with a Japanese family. This is a way to fully indulge in the Japanese culture,” Kara said. “I’m more excited than nervous because my dream is coming true. This means the world to me.” Cheryl hopes that Kara’s experience in Japan will help her in the future as she continues to make progress with her hearing loss. “Bob and I think this is a great opportunity for her and a chance for her to advocate for herself. We believe this is definitely a life-changing experience,” said Cheryl. “My hopes for Kara in the future are what every parent hopes for – that she stays healthy, pursues a career using her gift for art and remains supported by her family and friends.”

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 • The AEI Auditory-Verbal Mentoring Program: ongoing professional development / AVI curriculum / Mentoring by Cert. AVTs®. “The AEI Summer Institute in AuditoryVerbal Therapy” - Two weeks of intense A-V training; AVI Modules and Practicum; hands-on practice of A-V Therapy. Education, research, public policy, family & culturally oriented programs & services.

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.

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.

Echo Horizon School, 3430 McManus Ave., Culver

City, CA 90232 • 310-838-2442 (voice) • 310-838-0479 (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 resource support in speech, language, auditory training 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 St., 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®, Licensed Audiologist, 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; Kathy Berger, 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 (voice) • 213-747-2924 (TTY) • 800-522-4582 (parents) • www.jtc.org • Since 1942, free Worldwide Correspondence Education and onsite comprehensive audiological, counseling and educational services for families with children ages birth to 5 years. Intensive 3-week Summer Sessions (ages 2-5), with sibling program. Online and on-campus options for an accredited Master’s and Credential in Deaf Education. Let’s Talk About It, 800 Santa Ynez Street, San

Gabriel, CA 91775 • 626-451-9920 (voice) • bk-avt@ sbcglobal.net (e-mail) • Bridgette Klaus, M.S. Ed., Certified Auditory-Verbal Therapist®. 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.

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.

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.

West Coast Cued Speech Programs, 348 Cernon St., Suite D, Vacaville, CA 95688 • 707-448-4060 (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.

n Colorado 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,

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.

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 rest 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 Connecticut CREC Soundbridge, 123 Progress Dr., Wethersfield, CT 06109 • 860- 529-4260 (voice/TTY) • 860-2578500 (fax) • www.crec.org/soundbridge (website). Dr. Elizabeth B. Cole, Program Director. Comprehensive audiological and instructional services, VOLTA VOICES • JU LY /A U G U ST 2009

Directory of 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. 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.

VOLTA VOICES • JU LY/AUGUST 2009

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. Clarke Jacksonville Auditory/Oral Center,

9857 St. Augustine Rd., Jacksonville, FL 32257 • 904880-9001 (voice/TTY) • info@clarkeschool.org (email) • www.clarkeschool.org (website). Susan G. Allen, Director. A program of Clarke School for the Deaf/ Center for Oral Education, serving families with young children with hearing loss. Auditory/ Oral programs include early intervention, preschool, toddler PreK/ kindergarten, primary, parent support, individual listening, speech and language services, cochlear implant habilitation.

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

GA 30327 • 404-233-5332 ext. 3119 (voice/TTY) • 404-266-2175 (fax) • eestes@atlspsch.org (e-mail) • www.atlantaspeechschool.org • An auditory/oral and Auditory-Verbal program serving children who are deaf or heard 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.

Directory of Services 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.

outreach programs. Options include auditory/oral programs for children using spoken language birth through second grade. Audiology, speech instruction, auditory development and cochlear implant habilitation is provided.

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.

297-3206 (voice) • info@aehi.org (email) • 2020 E. Camp McDonald Road, Mount Prospect, Il 60056 • 847297-4660. AGBMS is a Montessori school educating children ages 3-12 who are deaf or hard of hearing or have other communicative challenges in a mainstream environment with hearing peers. Teacher of Deaf/ Speech/Language Pathologist/ Reading Specialist/ Classroom Teachers emphasize language development and literacy utilizing Cued Speech. AEHI, a training center for Cued Speech, assists parents, educators, or advocates in verbal language development for children with language delays or who do not yet substantially benefit from auditory technology.

n Idaho Idaho School for the Deaf and the Blind,

450 Main Street, Gooding, ID 83330 • 208-934 4457 (V/TTY) • 208-934 8352 (fax) • isdb@isdb.idaho.gov (e-mail). ISDB serves birth to 21 year old youth with hearing loss through parent-infant, on-site, and

n Illinois Alexander Graham Bell Montessori School (AGBMS), www.agbms.org • 847-297-4660 (voice) • agbms1@comcast.net (email). Alternatives in Education for the Hearing Impaired (AEHI) • www.aehi.org (website) • 847-

Child’s Voice School, 180 Hansen Court, Wood

Dale, IL 60191 • (630) 595-8200 (voice) • (630) 595-8282 (fax) • info@childsvoice.org (email) • www. childsvoiceschool.org (website). Michele Wilkins,

Ed.D., Executive Director. An auditory/oral school for children ages 3-8. Cochlear implant (re) habilitation, mainstream support services and audiology services provided. Early intervention for birth to age three with parent-infant and toddler classes. Child’s Voice is a Moog Curriculum school. St. Joseph Institute for the Deaf – Carle, 809 West Park St., Urbana, IL 61801 • 217-326-2824 (voice) • 217-344-7524 (fax) • carle@sjid.org (e-mail) • danielle. edmondson@carle.com (e-mail) • www.sjid.org • Danielle Edmondson, M.A., CCC-A, Director. St. Joseph Institute for the Deaf – Carle, a campus of the St. Joseph Institute system, serves children with hearing loss, birth to age 6. Auditory/ oral programs include early intervention, nursery and preschool classes, cochlear implant rehabilitation, daily speech therapy and mainstream support services. Challenging speech, personal development and academic programs are offered in a nurturing environment. Early intervention credentialed and Illinois State Board of Education approved. (See Indiana, Kansas and Missouri.)

n Indiana St. Joseph Institute for the Deaf – Indianapolis, 9192 Waldemar Road, Indianapolis,

IN 46268 • 317-471-8560 (voice) • 317-471-8627 (fax) • touellette@sjid.org (e-mail) • www.sjid.org • Teri Ouellette, M.S. Ed., Director. St. Joseph Institute for the Deaf – Indianapolis, a campus of the St. Joseph Institute system, serves children with hearing

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Directory of Services loss, birth to age 6. Auditory/oral programs include early intervention, toddler and preschool classes, cochlear implant rehabilitation and daily speech therapy. Challenging speech, personal development and academic programs are offered in a nurturing environment. First Steps Provider. (See Illinois, Kansas, and Missouri.)

n Kansas St. Joseph Institute for the Deaf - Kansas City Campus, 8835 Monrovia, Lenexa, KS 66215 •

913-383-3535 (voice) • 913-383-0320 (fax) • www.sjid. org • jfredriksen@sjid.org • Jeanne Fredriksen, M.S., Ed., Director. St. Joseph Institute for the Deaf - Kansas City, a campus of the St. Joseph Institute system, serves hearing-impaired children, birth to age 6. Auditoryoral programs include early intervention, toddler and preschool classes, cochlear implant rehabilitation and daily speech therapy. Challenging speech, personal development and academic programs are offered in a nurturing environment. (See Illinois, Indiana and Missouri).

n Maine hear ME now, 19 Yarmouth Drive, Suite 201,

Yarmouth Hall, Pineland Farms, New Gloucester, ME 04260 • 207-688-4544 (voice) • 207-688-4548 (fax) • info@hear-me-now.org (e-mail) • www.hear-me-now. org • Maine’s Oral Deaf Learning Center. Maine’s only OPTION school for infants and children who are

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deaf or hard of hearing. Utilizing specially trained staff in promoting spoken language and developing listening skills, our loaner hearing aid program, parent infant, toddler, preschool and kindergarten offers the opportunity for children with hearing loss to develop spoken language at a rate similar to their normal hearing peers without sign language support. Auditory/ oral and Auditory-Verbal programming available.

n Maryland The Hearing and Speech Agency’s Oral Center, 5900 Metro Drive, Baltimore, MD 21215

• 410-318-6780 (voice) • 410-318-6758 (TTY) • 410318-6759 (fax) • hasa@hasa.org (e-mail) • www.hasa. org • Jill Berie, Educational Director, Olga Polites, Clinical Director, Heather Eisgrau, Teacher of the Deaf/ Coordinator. Auditory-oral education and therapy program for young children who are deaf or hard of hearing ages three through five with early intervention services for birth to age 3. Self-contained state-of-theart classrooms located in the Gateway School approved by the Maryland State Department of Education. Additional services include speech-language therapy, family education and support, pre- and post-cochlear implant habilitation, collaboration and support of inclusion and audiological management. Applications 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 School East, 1 Whitman Road, Canton, MA 02021 • 781-821-3499 (voice) • 781-821-3904 (tty) • info@clarkeschool.org (email) • www.clarkeschool.org (website). Cara Jordan, Director. A program of Clarke School for the Deaf/Center for Oral Education, serving families with young children. Auditory/Oral programs include early intervention, preschool, kindergarten, parent support, cochlear implant habilitation, and support for mainstream placements.

Directory of Services The Clarke School for the Deaf - Center for Oral Education, 47 Round Hill Road,

Northampton, MA 01060 • 413-584-3450 (voice/tty) • info@clarkeschool.org (email) • www.clarkeschool.org (website). Bill Corwin, President. Early intervention, preschool, day, and boarding school, cochlear implant assessments, summer programs, mainstream support, evaluations for infants through school age children, audiological services, assistive devices, graduateteacher-education program.

June A. Reynolds, Inc., Auditory-Verbal Inclusion

Program for Hearing Impaired Children, 10 Yale Blvd. Beverly, MA 01915 • June Reynolds, M.Ed., CED, Cert. AVT® • 978-927-2765 (voice) • 978-921-9459 (fax) • jreyno2727@aol.com (e-mail) • www.juneareynolds. com. Comprehensive auditory program providing parent-infant A-V therapy, licensed preschool program, cochlear implant habilitation, mainstream support services, preschool through high school.

SoundWorks for Children, 18 South Main

Street, Topsfield, MA 01983 • 978-887-1284 (voice) • soundworksforchildren@verizon.net (e-mail) • Jane E. Driscoll, MED, Director. Satellite program serving Southern Maine. Katelyn Driscoll, MED, Program Coordinator. A comprehensive non-profit program dedicated to the development of auditory-oral skills in children who are deaf or hard-of-hearing. 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.

n Michigan 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.

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

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

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.

Northern Voices, 1660 West County Road B,

Roseville, MN 55113-1714 • 651-639-2535 (voice) • 651639-1996 (fax) • director@northernvoices.org (e-mail) • Kristina Blaiser, Executive Director. Northern Voices is a nonprofit 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.

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

St. Joseph Institute for the Deaf – St. Louis, 1809 Clarkson Road, Chesterfield, MO 63017

• 636-532-3211 (voice/TYY) • 636-532-4560 (fax) • mdaniels@sjid.org (e-mail) • www.sjid.org • Mary Daniels, M.A., Principal. An independent, Catholic auditory/oral, day and residential school serving children with hearing loss ages birth through the eighth grade. Auditory-oral programs include early intervention, toddler and preschool classes, K-8th grade, on-site audiology clinic, full evaluations, mainstream consultancy, summer camp, after-school enhancement program, financial aid. Fontbonne University graduate and undergraduate practicum site. Mainstream academic accreditations (ISACS and NCA), Approved private agent of Missouri Department of Education.

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.

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 New Jersey

n Missouri

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

CID – Central Institute for the Deaf, 825 South Taylor Avenue, St. Louis, MO 63110 • 314977-0135 (voice) • 314-977-0037 (tty) • lberkowitz@ cid.edu (email) • www.cid.edu (website) • Child- and family-friendly learning environment for children birth-12; exciting adapted curriculum incorporating mainstream content, emphasizing early literacy and childhood development; family center for parents and babies; expert mainstream preparation; professional workshops, consulting and in-services for schools, auditory learning and educational materials; close affiliation with Washington University deaf education and audiology 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), mainstÚdam seÚoices, 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 • 573-446-1981(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.

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. • David Alexander, Ph.D., 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) • nancyschumann@hotmail.com (email) • Nancy V. Schumann, M.A., CCC-SLP, Cert.AVT. Auditory-Verbal Therapy, Communication Evaluations, SpeechLanguage Therapy and Aural Rehabilitation, School Consultation, Mentoring, Workshops.

Summit Speech School for the HearingImpaired Child, F.M. Kirby Center, 705 Central

Ave., New Providence, NJ 07974 • 908-508-0011 (voice/ TTY) • 908-508-0012 (fax) • info@summitspeech.com (e-mail) • www.summit-speech.org • Pamela Paskowitz, Ph.D., CCC-SLP, Executive Director. Auditory/ oral services for deaf and hard of hearing children. Programs include Parent Infant (0 to 3 years), Preschool

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Directory of Services (3 to 5 years) and itinerant services for children in their home districts. Speech and language, OT and PT services available.

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-ofhearing 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

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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. Buffalo Hearing & Speech Center-Oral Deaf Education Program, 50 E. North Street, Buffalo,

NY 14203 • 716-885-8318 (voice) • 716-885-4229 (fax) • lshea@askbhsc.org (e-mail) • www.askbhsc.org • Buffalo Hearing & Speech Center is a non-for profit organization that offers a auditory/oral program for children ages birth to 5 years who are deaf and hard of hearing. The Oral Deaf Education Program consists of parent/infant program, early intervention classroom and a preschool program. BHSC also offers innovative services to children and adults with communication and educational needs including a cochlear implant center and comprehensive audiological services. Our dedicated and skilled staff is focused on the mission of improving the quality of life for adults, children and infants in need of speech, hearing or educational services. The Oral Deaf Education Program is a Moog Curriculum School.

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 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 School - New York, 80 East End Avenue,

New York, NY 10028 • 212-585-3500 (voice/tty) • info@ clarke-nyc.org (email) • www.clarkeschool.org (website) • Dan Salvucci, Acting Director. A program of Clarke School for the Deaf/Center for Oral Education, serving families of young deaf and hard of hearing children. Auditory/oral programs include early intervention, preschool, kindergarten, comprehensive evaluations, hearing aid and FM system dispensing and related services including occupational, physical and speechlanguage therapies.

Directory of Services 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) • The Long Island Jewish Hearing and Speech Center provides services for individuals of all ages with communication disorders. The Center serves two tertiary care hospitals, Long Island Jewish Medical Center and North Shore University Hospital, providing both in-patient and outpatient services. As the largest hearing and speech center on Long Island, the Center accepts referrals from physicians, schools, community speech pathologists and audiologists, and self-referrals from Long Island and New York City. The professional staff consists of 14 audiologists, 10 speech-language pathologists, a social worker and a deaf educator. Audiologic services available at Center include complete diagnostic and habilitative services, a cochlear implant program, a voice and laryngeal laboratory and a hearing aid dispensary.

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.

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Directory of Services 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 â&#x20AC;˘ 646-438-7800 (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 â&#x20AC;˘ 919-850-2746 (voice) â&#x20AC;˘ 919-850-2804 (fax) â&#x20AC;˘ raleigh@ ncbegin.org (e-mail) â&#x20AC;˘ 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

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.

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.

Ohio Valley Voices, 6642 Branch Hill Guinea Pike, Loveland, OH 45140 â&#x20AC;˘ 513-791-1458 (voice) â&#x20AC;˘ 513-791-4326 (fax) â&#x20AC;˘ mainoffice@ohiovalleyvoices. org (e-mail) â&#x20AC;˘ www.ohiovalleyvoices.org (website). Ohio Valley Voices teaches deaf and hearing-impaired children to use spoken language as their primary means of communication. The vast majority of our students utilize cochlear implants to give them access to sound, which in turn, allows them to learn to speak when combined with intensive speech therapy. We offer a birth-to-3 program, a preschool through second grade program, a full array of on-site audiological services, parent education and support resources. Ohio Valley Voices is a Moog Curriculum School.

CASTLE- Center for Acquisition of Spoken Language Through Listening Enrichment,

5501-A Fortunes Ridge Drive, Suite A, Durham, NC 27713 â&#x20AC;˘ 919-419-1428 (voice) â&#x20AC;˘ 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 Oklahoma n Ohio

Hearts for Hearing, 3525 NW 56th Street, Suite A-150, Oklahoma City, OK 73112 â&#x20AC;˘ 405-5484300 â&#x20AC;˘ 405-548-4350(Fax) â&#x20AC;˘ Teresa H. Caraway, Ph.D.,CCC-SLP, LSLS Cert. AVT and Joanna T. Smith, M.S., CCC-SLP, LSLS Cert. AVT, Jace Wolfe, Ph.D., CCC-A. Comprehensive hearing healthcare program which includes pediatric audiological evaluations, management and cochlear implant mapping. AuditoryVerbal therapy, cochlear implant habilitation, early

Millridge Center/Mayfield Auditory Oral Program, 950 Millridge Road, Highland Heights, OH

44143-3113 â&#x20AC;˘ 440-995-7300 (phone) â&#x20AC;˘ 440-995-7305 (fax) â&#x20AC;˘ www.mayfieldschools.org â&#x20AC;˘ 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

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VOLTA VOICES â&#x20AC;˘ JU LY/AUGUST 2009

Directory of Services intervention, pre-school, summer enrichment services and family support workshops are also provided. Opportunities for family, professional education and consultations. www.heartsforhearing.org

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 Archbishop Ryan School for Children with Hearing Impairment, 233 Mohawk Ave., Norwood,

PA 19074 • 610-586-7044 (voice) • 610-586-7053 (fax) • Our Oral Academy is located within a regular elementary school enabling some children to learn with hearing peers in a mainstream classroom with the support of a Deaf educator. Some children learn in selfcontained classrooms with other deaf children. We offer

a full academic program from preschool through age 14. For more information visit www.ces-msa.org, click registry and our school by name. 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 Civic Center Boulevard, Philadelphia 19104 • 800-551-5480 (voice) • 215-590-5641 (fax) • www. chop.edu/ccc • Judith S. Gravel, Ph.D., Director. The CCC provides children with audiology, amplification, speech-language and cochlear implant services and offers support through our Family Wellness Program. We serve families at our main campus in Philadelphia and at our Pennsylvania satellite offices in Bucks County, Exton, King of Prussia, Springfield, and at our New Jersey satellite offices in Voorhees, Mays Landing and Princeton.

Clarke Pennsylvania Auditory/Oral Center,

455 South Roberts Road, Bryn Mawr, PA 19010 • 610525-9600 (voice/tty) • info@clarkeschool.org (email) • www.clarkeschool.org (website). Judith Sexton, Director. A program of Clarke School for the Deaf/ Center for Oral Education, serving families with young children with hearing loss. Auditory/Oral programs include early intervention, preschool, parent support, individual auditory speech and language services, cochlear implant habilitation, audiological support, and mainstream support.

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 high school. Services include audiology, speech therapy, cochlear implant habilitation (which includes auditory-verbal therapy),psychology and social work. DePaul School for Hearing and Speech, 6202 Alder Street, Pittsburgh, PA 15206 • (412)924-1012 (voice/TTY) • mk@depaulinst.com (email) • www. speakmiracles.org (website) • Mary Beth Kernan - Family Service Coordinator. DePaul is Western Pennsylvania’s only auditory-oral school serving families for 100 years. A state-approved, private magnet school, DePaul’s programs are tuition-free to parents and caregivers of approved students. Program includes: early intervention services for children birth

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Directory of Services 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 speech therapy, cochlear implant habilitation services, audiological support including cochlear implant mapping, physical and occupational therapy, mainstreaming support, parent education programs and a parent support group. 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 The University of South Carolina Speech and Hearing Center, 1601 St. Julian Place,

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

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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).

n South Dakota 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 • 901-758-2228 (voice) • 901-531-7050 (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 37232-8105 • 615-936-5000 (voice) • 615-936-1225 (fax) • nccdfc@ vanderbilt.edu (email) • www.mc.vanderbilt.edu/ root/vumc.php?site=hearing (web). Tamala Bradham, Ph.D., Director. The NCCDFC Service Program is an auditory/oral learning program serving children with hearing loss from birth through 18 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 Program includes audiological evaluations, hearing aid services, cochlear implant evaluations and programming, parent-infant program, individual

Directory of Services speech, language, and listening therapy, educational assessments, 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.

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 mappings; Speech-Language Pathology Clinic providing Parent-Infant therapy, Auditory-Verbal therapy, speech 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, AuditoryVerbal 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 • 210-8240579 • 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.

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Directory of Services 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. The Department of Communicative Disorders and Deaf Education offers an interdisciplinary graduate training program in SpeechLanguage 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 • 801-629-4700 (voice) • 801-629-4701 (tty) • www.usdv.org • A statefunded program for children with hearing loss (birth through high school) serving students in various

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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) 6330770. Richmond Center: SPEAK UP auditory-oral school and auditory-verbal 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)habiliation 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. Lynchburg Speech Therapy, Inc., 1049

Claymont Drive, Lynchburg, VA 24502 • 434-8456355 (voice) • 434-845-5854 (fax) • dclappavt@aol. com (e-mail) • Denice D. Clapp, M.S., CCC-SLP, Cert. AVT®, Director. Auditory-Verbal habilitation services provided for hearing impaired children with all degrees of hearing loss and their families to develop spoken language through listening. Auditory re(habilitation) provided for older children through adults who use cochlear implants to access hearing. Consultations and mainstream educational support for children and their families. Early intervention provided in the home.

Directory of Services 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), AuditoryVerbal therapy (3 to school age), blended pre-school/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) • 206-223-2388 (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 414-604-2200(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 postcochlear implant training is provided for adults and communication strategies and speechreading is offered to individuals as well as in small groups.

List of Advertisers Advanced Bionics................................................. Inside Back Cover Auditory-Oral School of San Francisco......................................... 46 Auditory-Verbal Center, Inc (Atlanta).............................................. 39 Central Institute for the Deaf .......................................................... 43 Clarke School for the Deaf ............................................................. 11 DePaul School for Hearing and Speech ......................................... 5 DuBard School for Language Disorders ...................................... 35 Ear Technology Corporation............................................................13 First Street ..................................................................................17, 37 Harris Communications................................................................... 42 Jean Weingarten School..................................................................19 Logital Company, Ltd. .................................................................... 50 Moog Center for Deaf Education............................................. 15, 45

INTERNATIONAL n Australia Telethon Speech & Hearing Centre for Children WA (Inc), 36 Dodd

Street, Wembley WA 6014, Australia • 61-08-9387-9888 (phone) • 61-08-93879888 (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.

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). The Vancouver Oral Centre for Deaf Children, 3575 Kaslo Street,

Vancouver, British Columbia, V5M 3H4, Canada • 604-437-0255 (voice) • 604-4371251 (tty) • 604-437-0260 (fax) • www.deafeducationcentre.org (website) • Our auditory-oral program includes: on-site audiology, cochlear implant mapping, parentinfant guidance, auditory-verbal therapy, music therapy, preschool, K, Primary 1-3; itinerant services.

n England The Speech, Language and Hearing Centre, Christopher Place, 1-5 Christopher Place, Chalton Street, Euston, London NW1 1JF, England • 0114-207383-3834 (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.

National Technical Institute for the Deaf/RIT................................. 48 National Cued Speech Association .............................................. 10 Oticon..................................................................... Inside Front Cover Phonak, LLC .................................................................... Back Cover St. Joseph Institute for the Deaf..................................................... 33 Sorenson Communications ........................................................... 41 Sound Aid Hearing Aid Warranties ............................................... 49 Sound Clarity Inc. . .......................................................................... 51 Sprint Relay ..................................................................................... 31 Sunshine Cottage School for Deaf Children................................. 24 Tucker-Maxon Oral School............................................................. 47 University of Hartford/CREC.......................................................... 29 AG Bell Biennial Convention ............................................................ 7 AG Bell Biennial Convention (Call for Papers) . ............................ 28 AG Bell – Financial Aid . .................................................................. 25 AG Bell – Listening & Spoken Language Symposium ................ 21

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