Volta Voices July-August 2014 Magazine by Alexander Graham Bell Association for the Deaf and Hard of Hearing

LISTENINGANDSPOKENL ANGUAGE .ORG

ALEXANDER GRAHAM BELL ASSOCIATION FOR THE DEAF AND HARD OF HEARING

W CO IN M NE AP M U R O E X N IC F T AW AT HE AR OR 201 DS A N 4 D

VOLUME 21 ISSUE 4 JUL/AUG 2014

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FEATURES 1 2 Positive “Disruptions” for a New School Year: Accessing Educational Technology to Maximize Auditory Access and Learning for All Read how 21st century technology brings about transformational approaches to teaching and learning and how this affects learning for students with hearing loss. BY CARRIE SPANGLER, Au.D., CCC-A 1 8 Ways to Make Sure Your Child’s Therapy Keeps Pace with Classroom Demands The beginning of each school year is a good time for parents of children with hearing loss to ensure that therapy goals are intertwined with and responsive to the curriculum. BY KRYSTYANN KRYWKO, Ed.D. 2 2 My Story, My Song Read about using song to promote listening, spoken language and learning for children with hearing loss. BY JEANETTE C. HACHMEISTER, M.E.D., LSLS Cert. AVEd 2 6 A Commitment to Innovation: Emilio Alonso-Mendoza, J.D., CFRE Read about AG Bell’s new Chief Executive Officer Emilio Alonso-Mendoza, J.D., CFRE, in a special interview article. BY SUSAN BOSWELL, M.A., CAE

3 0 Out in the Rural Areas: Am I the Only One? Read about building support for and delivering services to families of children with hearing loss living in rural or remote areas. BY JENNIFER LOOTENS, M.Ed. 3 4 2014 AG Bell Volta Award Recipients: Ann Geers, Ph.D., and Jean Sachar Moog, M.S., LSLS Cert. AVEd Read about Geers’ and Moog’s outstanding contributions to the research and the body of knowledge about the impact of listening and spoken language on the education of the deaf. BY ANNA KARKOVSKA MCGLEW, M.A.

IN EVERY ISSUE

DEPARTMENTS

2 Want to Write for Volta Voices?

5 Voices from AG Bell Family Needs Assessment Highlights Challenges for Families

Voices Contributors 7 Editor’s Note

Back to School with Hearing Loss

3 6 What’s New in the Knowledge Center

Welcome to the Spanish-language Knowledge Center!

4 2 Directory of Services 4 9

3 8 Tips for Parents

Back to School with Hearing Loss

1 0 Sound Bites

List of Advertisers

4 0

Hear Our Voices Feel the Beat: Connecting Through Music and Advocating for CART

5 2 Up Front on the Back Page ALEXANDER GRAHAM BELL ASSOCIATION FOR THE DEAF AND HARD OF HEARING 3417 VOLTA PLACE, N.W., WASHINGTON, DC 20007 // LISTENINGANDSPOKENLANGUAGE.ORG

Danielle Paquin, M.E.D., LSLS Cert. AVEd INTERVIEW BY ANNA KARKOVSKA MCGLEW, M.A.

Want to Write for Volta Voices? Advancing Listening and Spoken Language for Individuals Who Are Deaf and Hard of Hearing Adopted by the Alexander Graham Bell Association for the Deaf and Hard of Hearing Board of Directors, July 2013

ALEXANDER GRAHAM BELL ASSOCIATION FOR THE DEAF AND HARD OF HEARING 3417 Volta Place, N.W., Washington, DC 20007 ListeningandSpokenLanguage.org VOICE 202.337.5220 TTY 202.337.5221 | FAX 202.337.8314 Volta Voices Staff Director of Communications and Marketing Susan Boswell, M.A., CAE Editor Anna Karkovska McGlew, M.A. Advertising, Exhibit and Sponsorship Sales The Townsend Group Design and Layout GRAPHEK AG Bell Board of Directors President Meredith K. Sugar, Esq. (OH) President-Elect Ted Meyer, M.D., Ph.D. (SC) Immediate Past President Donald M. Goldberg, Ph.D., LSLS Cert. AVT (OH) Secretary-Treasurer Ted Meyer, M.D., Ph.D. (SC) Chief Executive Officer Emilio Alonso-Mendoza, J.D., CFRE Joni Y. Alberg, Ph.D. (NC) Corrine Altman (NV) Rachel Arfa, Esq. (IL) Jonathan Berger, Esq. (NY) Evan Brunell (MA) Kevin Franck, Ph.D., MBA, CCC-A (MA) Donna Grossman (VA)

Submissions to Volta Voices Volta Voices welcomes submissions from both AG Bell members and nonmembers. The magazine is published six times annually. Its audience consists of individuals who are deaf and hard of hearing, parents of children who are deaf and hard of hearing, and professionals in fields related to hearing loss (audiology, speech-language pathology, psychology, otology, social services, education). For submission guidelines and to submit content, visit the Volta Voices page at ListeningandSpokenLanguage.org. Subjects of Interest • Technology—related to hearing loss, new technology, improvements to or problems with existing technology, or how people are using existing technology, accommodations. • Education—related to public or private schools through post-secondary education, new approaches and teaching methods, legal implications and issues, etc. • Advocacy—information on legislation, hearing health, special or mainstream education, and accessibility. • Health—audiology issues relating to children or adults with hearing loss and/or their families and friends. • 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. Editorial Guidelines The periodicals department reserves the right to edit material to fit the style and tone of Volta Voices and the space available. Articles are selected on a space-available and relevancy basis; submission of materials is not a guarantee of use.

Transfer of Copyright The revised copyright law, which went into effect in January 1978, provides that from the time a manuscript is written, statutory copyright is vested with the author(s). All authors whose articles have been accepted for publication in Volta Voices are requested to transfer copyright of their articles to AG Bell prior to publication. This copyright can be transferred only by written agreement. Without copyright ownership, the Alexander Graham Bell Association for the Deaf and Hard of Hearing cannot issue or disseminate reprints, authorize copying by individuals and libraries, or authorize indexing and abstracting services to use material from the magazine. Art Submission Guidelines Volta Voices prefers digital images over original artwork. When submitting electronic files, please provide them in the following formats: TIF, EPS or JPG (no BMP or GIF images). Digital images must be at least 300 dpi (at size).

SUBMIT ARTICLES/ITEMS TO: Volta Voices Alexander Graham Bell Association for the Deaf and Hard of Hearing 3417 Volta Place, N.W. • Washington, DC 20007 Email: editor@agbell.org Submit online at ListeningandSpokenLanguage.org

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 ListeningandSpokenLanguage.org and select “About AG Bell” for advertising information.

Susan Lenihan, Ph.D., CED (MO) Catharine McNally (VA) Teri Ouellette, M.S.Ed., LSLS Cert. AVEd (IN)

On the cover: Back to School

VOLTA VOICES Volume 21, Issue 4, July/August (ISSN 1074-8016) is published 6 times per year in J/F, M/A, M/J, J/A, S/O, and N/D for $50 per year by Alexander Graham Bell Association for the Deaf and Hard of Hearing, 3417 Volta Pl., N.W., Washington, DC, 20007. Periodicals postage is paid at Washington, DC, and other additional offices. POSTMASTER: Send address changes to Volta Voices, Subscription Department, 3417 Volta Pl., N.W., 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 $115 domestic and $135 international (postage included in both prices). Back issues, when available, are $7.50 plus shipping and handling. Copyright ©2014 by the Alexander Graham Bell Association for the Deaf and Hard of Hearing, Inc., 3417 Volta Pl., N.W., Washington, DC 20007. Articles published in Volta Voices do not necessarily reflect the opinions of the Alexander Graham Bell Association for the Deaf and Hard of Hearing.

Acceptance of advertising by Volta Voices does not constitute endorsement of the advertiser, their products or services, nor does Volta Voices make any claims or guarantees as to the accuracy or validity of the advertisers’ offer. PUBLICATIONS MAIL AGREEMENT NO. 40624074 Return Undeliverable Canadian Addresses to: P.O. Box 503, RPO West Beaver Creek, Richmond Hill, ON L4B 4R6

Hearing Aids Assist. Hearing Implants Empower. Hearing implants are different than hearing aids. While hearing aids help many people, they simply amplify sounds. Unfortunately, as hearing loss progresses, sounds need to not only be made louder, they need to be made clearer. Hearing implants can give you that clarity. To live fully, you must first be able to hear fully. Hearing implants are designed to help reconnect you to the life you love. They can help you hear your children’s laughter, participate in meetings at work, and enjoy conversations with family and friends without straining to hear.

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Every child deserves the best chance to learn

Study proves effectiveness of Oticon’s advanced adaptive FM strategy, VoicePriority i ™ A recent study* by Erin Schafer, PhD, a leading expert in educational audiology and FM research, has validated the ability of VoicePriority i ™ to support hearing in background noise. Her team showed that Oticon Sensei with VoicePriority i ™ provides a significant increase in speech recognition in complex listening environments compared to traditional FM systems or a hearing instrument alone – particularly in localized noise.

Integrated into Oticon Sensei, VoicePriority i ™ automatically adjusts the gain of the incoming FM signal to optimize the signal to noise level at the child’s ear. This advanced adaptive FM strategy instantly responds to changing noise levels, ensuring consistent speech recognition wherever the child is located. And the more a child understands, the better her learning opportunities. It’s as simple as that.

*) Peer-reviewed & accepted for publication in Journal of Educational Audiology, Schafer EC, Sanders K, Bryant D, Keeney K, & Baldus N (2013) Effects of Voice Priority in FM Systems for Children with Hearing Aids.

To learn more about Sensei, VoicePriority i ™ and Dr. Schafer’s study, contact your Hearing Care Professional or visit oticonusa.com/children

VOICES FROM AG BELL

Family Needs Assessment Highlights Challenges for Families The AG Bell Family Needs Assessment study sheds new light on the perceptions of families with children who are deaf and hard of hearing about the quality and availability of services received throughout their journey with hearing loss. It is one of the most significant studies undertaken by the organization in terms of its size, scope and results. The families surveyed represent today’s parents of children with hearing loss. These families have had the opportunity to benefit from mandated newborn hearing screening and early intervention services as well as the hearing technology that is available today. In many ways, my own family is like the families surveyed. My second-youngest of four children, Jonah, was identified with severe-to-profound hearing loss when he was 1 month old as the result of newborn hearing screening. The survey results give us cause for optimism and show that many families have access to the key services needed to help children succeed in life. At the same time, however, the survey shows that many families still face multiple barriers in accessing the services, emotional support and financial help that they need. Nowhere was this more evident than when parents were asked overarching questions that examined the level to which the key themes explored in the survey were barriers for their family. These themes included financial impact and cost of services, access to complete

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information, coordination and quality of services, and public school options. These themes were chosen because they seem to be major issues for families, based on both the literature and anecdotal experience. Responses to these questions on the Family Needs Assessment Survey were highly polarized and suggested that parents either felt that these issues were not at all a barrier or that they posed a significant barrier and challenge for their family.

Access to Information One of the key issues was access to complete, appropriate and timely information following the diagnosis of hearing loss. It was encouraging to find that many families (29.1 percent) indicated that access to complete, appropriate and timely information was not at all a barrier. Yet, the polarized response showed that an almost equal number of families (15.2 percent) indicated that access to complete, appropriate and timely information was a significant barrier. Parents indicated feeling alone, overwhelmed and confused as they embarked on an unexpected journey in the search for resources. Many families wished for a clear roadmap for what services will be offered in the future and the outcomes for their child. When my son Jonah was diagnosed with hearing loss, we embarked on a frantic search for information. We bought every book on childhood hearing loss that we could find and read journal articles. I even remember downloading an article from Austria and having it translated into English so that I could learn more about bilateral cochlear implants done simultaneously, which were not as common at the

time. The need for complete information— particularly in those first months after diagnosis—was so great. I feel fortunate to have discovered AG Bell and the resources offered by the organization. I found that the AG Bell Convention was being held close to my home, so I packed my kids into the car and drove to Pittsburgh. In just three days at the convention, I learned more about hearing loss and cochlear implants than I could have through independent research over a year.

Early Intervention The Family Needs Assessment highlighted the positive experience that many families had with early intervention systems, and 54 percent of families felt that the coordination of Early Hearing Detection and Intervention (EHDI), Individualized Family Service Plan (IFSP) or Individualized Education Program (IEP) services was not at all a barrier or a slight barrier. Overall, parents rated their satisfaction with early intervention services highly and more than 45 percent of parents strongly agreed that they were active participants in teams that developed the IFSP and 59.5 percent felt supported in their requests for services. It is interesting to note, however, parents chose not to rely entirely on services provided through public systems. To meet the needs of their child, 53 percent of respondents acquired services for their child outside of the IFSP, including audiology, speech-language therapy services and auditory-verbal therapy, among others. Parents’ responses were mixed when it came to access to quality listening and spoken language (LSL) services locally. While 31 percent of respondents said that there were no barriers to obtaining local LSL services, another 23 percent said that access to these services was a significant barrier. This suggests that geography continues to be a key factor in the experiences of parents due to the enormous variability that exists across state and within states in terms of access to services.

VOICES FROM AG BELL

To learn more about the Family Needs Assessment survey, visit ListeningandSpokenLanguage.org/ FamilyNeedsAssessment.

There is also a critical shortage of listening and spoken language professionals to serve families, resulting in a dearth of professionals in some areas of the country. Whenever possible, we sought the services of Listening and Spoken Language Specialists (LSLS®), but it was very difficult to find these professionals. At the time of my son’s diagnosis, there were four LSLS available locally, with the closest being a two-hour drive away. The amount of time that was required to access services from various professionals was overwhelming. It was difficult to pursue a legal career and take care of all of the appointments that Jonah had with various professionals, and challenging to find time with my other children.

The Public School Years Although families tended to have positive experiences with early intervention systems that are family focused, this changed dramatically when their child entered the local public school system where services are focused solely on the needs of the child. Families’ responses became much more polarized, with 26.3 percent of parents saying that public school options was not at all a barrier and a nearly equal percentage (25.5 percent) saying that it was a significant barrier. The cost of listening and spoken language services can be a large—and unplanned— expense for many families. Survey responses were highly polarized, with 23.3 percent of

parents who said that cost was not a barrier for them and a nearly equal percentage (24.3 percent) who said it was a significant barrier. In my own experience, the cost of services had a definite impact on our family finances. The cost of a pair of digital hearing aids was $6,000, and no insurance coverage was available. Then there were battles with my insurance plan over coverage for bilateral cochlear implants. Nationwide, only 16 states require coverage for hearing aids for children and three states require coverage for both children and adults. Wisconsin is the only state that requires insurance plans to cover both hearing aids and cochlear implants. Even when coverage for hearing aids is mandated, certain insurance plans are exempt from these mandates which creates financial barriers for families.

Meeting the Needs of Families To address the barriers to services and supports for families of children with hearing loss, AG Bell is working to increase outreach to families and to provide materials that are culturally relevant and sensitive, particularly though web-based materials on the AG Bell Listening and Spoken Language Knowledge Center to make this truly a multilingual resource for people around the world. AG Bell is working to provide timely, complete and accurate information at each stage of a child’s life so that our organization is there at every step of the way.

The AG Bell Academy for Listening and Spoken Language is working to increase the number of Listening and Spoken Language Specialists that are available to support families and children, and AG Bell is working to provide continuing education programs for professionals that come into contact with these families so that children with hearing loss can meet their full potential. AG Bell also is working on Capitol Hill to make the Individuals with Disabilities Education Act—which covers early intervention and school-age services—a stronger, more responsive law for families and children who are pursuing a listening and spoken language outcome. AG Bell is also working to increase access to the broad range of technology that supports individuals with hearing loss in all facets of life. Sincerely,

Meredith Sugar, Esq. President \\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\ QUESTIONS? COMMENTS? CONCERNS? Write to us: AG Bell 3417 Volta Place, N.W. Washington, DC 20007 Or email us: editor@agbell.org Or online: ListeningandSpokenLanguage.org

LI S TE N I N GA N DS P O K E N L A N G UAG E .O RG

EDITOR’S NOTE

Back to School with Hearing Loss Each school year is a new beginning, presenting children with hearing loss and their families with opportunities for growth and progress. Transitioning from the carefree and fun-filled summer days into the busyness and increased demands of structured school time can be a difficult period for everyone in the family. We hope the articles in this issue of Volta Voices will jumpstart your preparations for the new school year. Educational technology has the potential to make learning more accessible for everyone by providing learning in various forms. In “Positive ‘Disruptions’ for a New School Year: Accessing Educational Technology to Maximize Auditory Access and Learning for All,” Carrie Spangler, Au.D., CCC-A, provides an overview of educational technologies and gives advice to listening and spoken language professionals and teachers in mainstream classrooms on how to leverage these technologies to the benefit of all students, with or without hearing loss. The beginning of each school year means new and often increased classroom demands. For parents of children with hearing loss in a mainstream educational setting, this means ensuring that therapy goals are intertwined with and responsive to the curriculum. In “Ways to Make Sure Your Child’s Therapy Keeps Pace with Classroom Demands,” Krystyann Krywko, Ed.D., discusses the listening and language skills that children with hearing loss need to develop so that they can

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keep pace with the increased classroom demands during the school years. This issue’s “Tips for Parents” column provides parents of children with hearing loss with a round-up of resources on cultivating open communication with teachers and fostering your child’s self-advocacy skills. Parents can use this as a starting point to their preparations for the new school year. Music is a language we all can share: one of the few experiences that connect us human beings. Moreover, music helps the brain remember words and concepts. Read “My Story, My Song” by Jeanette C. Hachmeister, M.E.D., LSLS Cert. AVEd, on how to use songs in the classroom as a tool to promote listening, spoken language and learning for children with hearing loss. Delanie Harrington, author of this issue’s “Hear Our Voices” column, writes about the role of music in her life and hopes to inspire other youth with hearing loss to break stereotypes through music and advocacy. Jennifer Lootens, M.Ed., is an itinerant teacher for the deaf and hard of hearing with Educational Service District 112, which provides services to students with hearing loss who live in rural or remote areas in the state of Washington. In “Out in the Rural Areas,” she discusses her role as that of a facilitator who gathers information, finds resources for the parents/ caregivers and professionals on the student’s team, and makes connections for the student in her/his community. This issue honors Ann Geers, Ph.D., and Jean Sachar Moog, M.S., LSLS Cert. AVEd, 2014 recipients of AG Bell’s prestigious Volta Award for their outstanding and extensive collaboration

and contributions to the research and the body of knowledge about the impact of listening and spoken language on the education of the deaf. AG Bell is also pleased to provide a profile of Emilio Alonso-Mendoza, J.D., CFRE, as its Chief Executive Officer. During his extensive career, he focused his passion for helping others into increased brand awareness, donations and publicity for the nonprofits he has nurtured. Read about his innovative and results-oriented leadership approach in a special interview article. Our “Up Front on the Back Page” column features Danielle Paquin, M.E.D., LSLS Cert. AVEd, a teacher of the deaf with hearing loss with long involvement in AG Bell. She reflects on her journey getting two cochlear implants, and offers advice and inspiration to parents, professionals and students with hearing loss alike. The Listening and Spoken Language Knowledge Center has added a new Spanish-language website section for families of children newly diagnosed with hearing loss whose primary language of communication is Spanish. Read about this critical resource in this issue’s “What’s New in the Knowledge Center” column written by AG Bell’s Web Content Specialist Maria Sigillito. Thank you, as always, for reading. We hope that the articles in this issue will provide you with information, ideas and motivation, and help you plan for the new school year with a positive outlook.

Kind regards,

Anna Karkovska McGlew, M.A. Editor, Volta Voices editor@agbell.org

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VOICES CONTRIBUTORS Jeanette Castro Hachmeister, M.E.D., LSLS Cert. AVEd, author of “My Story, My Song” is currently the Learning Center teacher at Child’s Voice, a certified Moog program, located in Wood Dale, Ill. She teaches pre-kindergarten through first grade students. Hachmeister received the 2009 Golden Apple award which recognizes outstanding teachers in the Chicagoland area. Her students sing throughout the day and have been known to break into song. She can be contacted at jhachmeister@childsvoice.org. Delanie Harrington, author of this issue’s “Hear Our Voices” column, shares her passion for music and her fight for Communication Access Realtime Translation (CART). Harrington, a Poway High 2014 graduate, was born with a bilateral sensorineural hearing loss. She wears a hearing aid and a cochlear implant. Harrington recently received her Girl Scout Gold Award after 13 years of participation, and was involved with other service activities such as Peer Counseling, National Charity League and Chelsea’s Light Foundation. Her eight years of being involved with music include the Poway High Marching and Concert Bands and playing the piano for St. Gabriel’s Youth Choir. She hopes to encourage other youth with hearing loss to pursue their passions and rights to accomplish their dreams.

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Krystyann Krywko, Ed.D., author of “Ways to Make Sure Your Child’s Therapy Keeps Pace with Classroom Demands,” is an award-winning education writer and researcher, specializing in hearing loss and how it affects children and families. Both she and her son were diagnosed with hearing loss one year apart. She loves to engage with parents and educators in order to dispel misunderstandings about hearing loss and to focus on the strengths of children who are deaf and hard of hearing. She is the founder of Kids with Hearing Loss (www.kidswithhearingloss. org)—an initiative to provide families a place from where they can move forward with strength. Jennifer Lootens, M.Ed., author of “Out in the Rural Areas: Am I the Only One?,” is an itinerant teacher for the deaf and hard of hearing with Educational Service District 112, serving students throughout the state of Washington for the past 12 years. She is a regional service provider for children from birth through 21 years old within the Specialized Student Services Program. Lootens has a severe to profound hearing loss from maternal rubella, which was diagnosed at 8 months. She received a cochlear implant 25 years ago. Carrie Spangler, Au.D., CCC-A, author of “Positive ‘Disruptions’ for a New School Year: Accessing Educational Technology to Maximize Auditory Access and Learning for All,” has worked with school districts providing educational audiology services for over 13 years. She is currently employed at The University of Akron School of

Speech-Language Pathology and Audiology. In addition to her professional expertise, she brings personal experience as she successfully lives with hearing loss. Spangler provides presentations nationally and internationally and is the co-author of the GAP program (Guide to Access Planning), a transition program for teens with hearing loss, and the LIFE-R (Listening Inventory for Education-Revised). She is the chairperson for the State of Ohio Universal Newborn Hearing Screening Committee and advocated successfully for budget funding for hearing aids for children in the state of Ohio. Spangler is the 2012 recipient of the Cheryl DeConde-Johnson Award for Best Practices in Pediatric/Educational Audiology. She can be reached at cls132@uakron.edu. Danielle Paquin, M.E.D., LSLS Cert. AVEd., is a teacher of the deaf at Sunshine Cottage School for Deaf Children in San Antonio, Texas, where she has taught for 11 years. Currently, she teaches first grade and has worked at both the early childhood and elementary level working with children who have hearing loss and their peers with typical hearing. She strives to guide her students on ways to effectively advocate for their needs in the real world. Paquin has served on several AG Bell committees and has been a counselor at AG Bell’s Leadership Opportunities for Teens (LOFT) program. She was identified with a hearing loss of unknown etiology at the age of 2 years 9 months and is now a bilateral cochlear implant user.

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NEWS BITES

Volta Voices Receives 2014 Communicator Award The Volta Voices article “Gabriel Brainson: A Young Advocate’s Quest for Better Captioning” by Anna Karkovska McGlew, M.A., is a 2014 Communicator Award winner! The article, which appeared as a feature in the March/April 2013 issue, was selected by the International Academy of the Visual Arts for a Silver Communicator Award (Award of Distinction). Founded two decades ago, The Communicator Awards receives over 6,000 entries from companies and agencies of all sizes, making it one of the largest and most prestigious awards of its kind.

By anna karkovska Mcglew David and Gabriel Brainson at the Volta Bureau

Washington, D.C., where he advocated for improved captions in a meeting with the Federal Communications Commission (FCC), the federal agency responsible for regulating closed captioning. The FCC established closed captioning requirements for video programming distributors with the Telecommunications Act of 1996 (television broadcast stations and multichannel video programming distributors such as cable, satellite, and other television service providers). Since then, the agency has established rules and a schedule of increasing amounts of required captioning over a period of eight years. As of

January 1, 2006, all new, non-exempt, English language video programming must have closed captions. However, as Brainson found out, these rules didn’t necessarily apply to online content. He wanted to know why some things were captioned online, and others were not.

The Quest Begins Over the course of many months, Brainson spent a lot of his free time absorbing all that he could find about closed captioning. There was a tremendous amount of material on the subject: he learned about the various technologies used to caption and decode

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susan Boswell

A Young Advocate’s Quest for Better Captioning s many high school students do, Gabriel Brainson settled in to watch a TV show online, but quickly realized that it was not captioned. He knew the show was captioned on television—but why wasn’t it captioned on the Internet? Brainson wears bilateral cochlear implants and finds that closed captioning helps him follow dialogue on television. When watching live broadcasts, the 16-year-old noticed that the captions were delayed, paraphrased or just plain inaccurate. His quest for answers and the search for better captioning propelled him to conduct extensive research and ultimately brought him to

FCC had been working on captioning of online content for some time, and had recently finalized an initial, comprehensive and lengthy round of rulemaking on the subject. Without any idea about who the appropriate contact would be at the Commission, Brainson reached for the top. The teenager spent two months researching and writing a letter to FCC Chair Julius Genachowski, in which he offered to come to Washington to discuss his research and suggestions with the chairman and staff at the FCC. Two months later, Gabriel received an email, followed by a letter, with Chairman Genachowski’s response, which also contained an invitation to Washington. The chairman offered to arrange a meeting for him and senior staff members at the FCC if Brainson was able to visit Washington, D.C. “I couldn’t believe that the chairman’s response was so comprehensive and thoroughly researched. I was very happy that Gabriel Brainson visits his Congressional representatives to raise awareness of issues my letter had clearly made a favorable with captioning impression, and that I would have an opportunity to follow up,” Brainson said. are enforced. He started understanding why captioning is almost universal on broadcast television and how the meeting at the FCC eventual implementation of the 21st The meeting, which occurred in November 2012, included Gabriel and Century Communications and Video David Brainson, and six FCC staff Accessibility Act of 2010 (CVA A) would members: Karen Peltz Strauss, deputy do the same for content delivered online. chief of the Consumer and Government “After all the research I had done, Affairs Bureau; Gregory Hlibok, chief including studying the provisions of of the Disability Rights Office (DRO); the CVA A, it was incredible to sit at Rosaline Crawford, an attorney in the the same table with a whole team of DRO; an intern who is hard of hearpeople who were actually involved in ing working in the DRO; and two sign helping draft the CVA A, as well as language interpreters. draft the FCC rulemaking on the Act,” The deputy chief, the senior most staff Brainson said. “I was truly moved by the member at the meeting, congratulated experience.” Gabriel for having gotten the attention of the chairman regarding closed captionIssues with Closed ing. “It was intimidating and took me a Captioning while to get comfortable with the grand Brainson feels that one of the greatsurroundings, and the process of a busiest problems with closed captioning is ness meeting,” Brainson recalled. the poor quality of captions during live The teenager gradually relaxed as broadcasts. The closed captioning may he started describing the research he include grammatical errors, spelling had done over the past year and shared mistakes, and sometimes, the captioner his insights and views on the issues he may paraphrase parts of the conversaidentified. Brainson also learned a lot tions. To add to the issue of quality, the about the history of captioning rules, captioning will lag several seconds or how they came about, and how the rules more behind the real-time feed. david Brainson

Gabriel Brainson

AG Bell Earns GuideStar Exchange Gold Participation AG Bell is pleased to announce that it has earned the GuideStar Exchange Gold participation level, a leading symbol of nonprofit commitment to transparency and accountability. GuideStar USA, Inc., is the premier source of nonprofit information and serves to connect nonprofits with potential supporters. AG Bell was able to earn this level as a result of the organization’s new strategic plan available at ListeningandSpokenLanguage.org/StrategicPlan, which provided solid evidence of goals, values, progress and barriers. Go to guidestar.org and search for “Alexander Graham Bell Association for the Deaf and Hard of Hearing” to learn more.

captioning, the companies and organizations involved in providing captioning services, and the efforts of Congress and the FCC to bring more closed captioning to online content. “I never thought my initial interest in closed captioning would become a pastime that consumed almost all my free time for almost a year,” Brainson said. The more Brainson found out, the more interested he became. He began to have his own ideas on how to make captioning better and more available. With the encouragement of his dad, David Brainson, the teenager decided to try and change the way things are done. He knew from his research that the

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AG Bell Board Member Receives Hamilton Relay Award Evan Brunell, member of the AG Bell Board of Directors, was selected to receive this year’s Hamilton Relay Better Hearing and Speech Month Recognition Award in Massachusetts. Brunell was nominated by his peers as an outstanding leader within the community. The award was presented in June.

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COMPILED BY: ANNA KARKOVSKA MCGLEW, M.A.

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Advocacy Overturns Insurance Denial AG Bell member Paul Sommer won an insurance victory in convincing Geisinger Health Plan to overturn a denial of the replacement parts for cochlear implant processors. Insurance plan advocacy helps to increase access to technology—not only for those covered by specific health plans, but also as a precedent for other insurance plans. In a meeting with the appeals committee, Sommer provided compelling research evidence about the effectiveness of cochlear implants and noted that these life-changing devices support employees in functioning effectively on the job. Sommer pointed that Medicare guidelines, which are often followed by private insurers, cover cochlear implants and all related costs, which should include all sound processor components to make the cochlear implant function effectively. FDA Approves First Cochlear Implant Hybrid Hearing Device for Adults The U.S. Food and Drug Administration (FDA) has approved the first implantable device for people 18 and older with severe or profound sensorineural hearing loss of highfrequency sounds in both ears, but who can still hear lowfrequency sounds with or without a hearing aid. The Nucleus Hybrid L24 Cochlear Implant System may help those with this specific kind of hearing loss who do not benefit from conventional hearing aids. Visit www.fda.gov/medicaldevices and search for “hybrid hearing” to learn more.

voice to communicate and simultaneously read the captions. InnoCaption is available on iOS (iPhone) and Android mobile phones through any wireless carrier network. Miracom is planning a full release at the end of June. Go to innocaption.com to learn more. A Look into the Future of Hearing Aids Boston University’s College of Health & Rehabilitation Sciences: Sargent College was recently awarded a five-year, $2.75 million grant from the National Institute on Deafness and Other Communication Disorders (NIDCD) to test and refine a prototype Visually Guided Hearing Aid (VGHA). The VGHA is a new approach to hearing aid design that combines focused amplification with the selection of a sound source by the listener. This unique design uses eye gaze as the means of steering directional amplification, combining an eye-glasses-mounted eye-tracker with an acoustic beam-forming microphone array. The VGHA senses direction of gaze using the eye tracker, and an interface converts those values into control signals that steer the acoustic beam. These technologies work together to approximate the human ear’s ability to choose what to tune into and what to ignore. While not yet a wearable prosthesis, the VGHA is ultimately planned as a portable, wearable device.

Developer of InnoCaption App Receives Conditional FCC Approval Consumers who are deaf and hard of hearing will now have another option for mobile relay service. InnoCaption, an app for mobile devices developed by Kansas-based Miracom, has received conditional approval by the Federal Communications Commission (FCC) to offer relay services for mobile phone users. InnoCaption provides a free realtime captioning service for wireless phone service to users who are deaf and hard of hearing that want to use their own

VO LTA VO I CE S J U L /AU G 2014

Accessing Educational Technology to Maximize Auditory Access and Learning for All

ducation is moving towards leveraging technology to improve learning and assessment. Buzz words such as Connected Learning, Universal Design for Learning (UDL) and Disruptive Education fill the educational literature as

models for 21st century learning. What do these buzz words have in common and how does it affect learning for students with hearing loss?

BY CARRIE SPANGLER, AU.D., CCC-A

The U.S. Department of Education, brain—the bottom-up feature—in order Office of Educational Technology (2010) for learning to occur—the top-down describes learning powered by technology feature. Therefore, we need to consider the as “an infrastructure for learning that environment of the classroom to enable unleashes new ways of capturing and us to provide the brain access to spoken sharing knowledge based on multimedia language (Beck & Flexer, 2012). that integrate text, still and moving A new school year can be a disruptive images, audio, and applications that run time of the year; however, that does not on a variety of devices. It enables seamless necessarily need to indicate something negaintegration of in- and out-of-school learntive. Disruptive can take on the meaning of ing. It frees learning from a rigid informa- change and, if we choose to embrace change, analyze and synthesize tion transfer model (from book or educator it can be better than what we were once a multitude of ideas in various to students) and enables a much more used to. Let’s explore a few of the “disruptive domains” (Common Core State Standards motivating intertwinement of learning educational technologies” and how profesInitiative, 2014). about, learning to do, and learning to be.” sionals working with students who have A common thread is to make learning hearing loss can ensure auditory connectivDisruptive Technology, more accessible by providing learning in ity and good acoustics in order to achieve the Accessibility and Learning various forms, including educational tech- benefits of learning. Professionals working In order to meet the speaking and listening nology, so all learners have an opportunity with students with hearing loss are in a posi- common core standard for all students, to succeed. tion to continuously leverage the educational access to hearing and listening is foundationThe Connected Learning model technology infrastructure to ensure each al. This article will explore a few opportuniensures that teachers and students are fully child has the appropriate foundational audi- ties to integrate disruptive educational equipped with access to data, resources and tory access to connected learning. technologies with a common core focus to expertise to teach and learn. UDL creates meet the speaking and listening needs of learning experiences accessible for all learn- Hearing Access for All Students children with and without hearing loss. ers. Disruptive Education describes a new Why is hearing and speaking important for Schools and educators have the educational technology that unexpectedly all children in the schools? Currently, 44 opportunity to use various technologies in displaces an established technology states in the U.S. have adopted the a very creative way. However, it’s not about reshaping the learning and Common Core Standards the technology, which is only a tool; rather, education landscape which define the it’s about how teachers and students use it. with technoknowledge and Educational audiologists, speech-language logical changes skills students pathologists and other professionals in the (Christensen, should gain field need to provide support to educators Johnson, & throughout in mainstream classrooms and to students Horn, 2008). their K-12 to introduce and maximize the potential Regardless of education in auditory accessibility that disruptive the buzz word or order to graduate technology in education can provide. model, 21st century high school technology brings prepared to succeed “What Did You Say?” about transformational in entry-level careers, Signal-to-Noise Ratio approaches to teaching and learning; introductory academic college courses Today’s classrooms are dynamic environhowever, the foundational “brain-based” and workforce training programs. Within ments providing learning opportunities evidence about hearing and listening the Common Core are college and career in various formats including small group cannot be ignored. The human auditory readiness benchmarks. The Speaking and instruction, large group brain structure is not fully mature until age Listening College and Career Readiness instruction, peer learning 15; thus, a child does not bring a complete Standard states: “To build a foundation for and self-directed learning. neurological system to a listening situation college and career readiness, students must (Chermak & Musiek, 1997). Educationally, have ample opportunities to take part in a this means that children are slower at variety of rich, structured conversations— processing the sounds they hear, and as part of a whole class, in small groups and cannot always “fill in the blanks” for missed, with a partner. Being productive members muffled or inferred auditory information. of these conversations requires that students Acoustic accessibility is critical because in contribute accurate, relevant information; environments relying on spoken language respond to and develop what others have SU M ME R instruction, sounds have to reach the said; make comparisons and contrasts; and

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Without a doubt, these learning environunderstand speech when there is ments create noise, reverberation and background noise. Working with distance from the teacher, and can lead to the child’s educational audiologist a diminished auditory signal. No matter to appropriately evaluate, select how the sound is getting to the student’s and fit the prescribed device to the ear, research has proven that students child’s hearing aid(s) and/or cochlear need an improved signal-to-noise ratio implant(s) is critical and requires (SNR) in the classroom in order to learn special attention to the child’s educa(Klatte, Lachmann, & Meis, 2010; Langlan, tional setting (in and out of school), Sockalingam, Caissie, & Kreisman, 2009; social/emotional factors, funcMillett & Purcell, 2010). The SNR is simply tional use and family/teacher/student defined as how much louder the teacher’s support for the personal FM system voice is, above the other noises in the room. (American Academy of Audiology, 2011). Children with typical hearing require an Historically, personal FM systems have SNR of +15 dB. Therefore, a child must employed an analog frequency moduhave the teacher speaking at least 15 dB lated (FM) radio frequency (RF) signal to louder than the background noise in the transmit the desired signal. “Disruptively room in order to fully understand what speaking” manufacturers have started intros/he is hearing (Boothroyd, 2004). ducing digitally modulated (DM) systems, Whether the student is listening to the which are similar to Bluetooth® technologies teacher in a classroom or through educaoften used in recreational and business tional technology (such as Smartboard, products. DM systems are able to provide a laptop, streamed media, tablet), the effechigher level of analysis and control over the tive SNR is important. signal received by the microphone and then The use of a Classroom Audio deliver it to the listener. Distribution System (CADS) is a costIntroductory studies have shown that effective solution for many children with hearing aid and cochlear implant users typical hearing as well as those who receive great benefit from dynamic DM may have additional learning needs (e.g., systems when compared to traditional/ attention difficulties, learning disabilities, classic and dynamic FM systems, especonductive hearing loss, English language cially in higher levels of background noise learners). The CADS works by picking (Thibodeau, 2013; Wolfe et al., 2013). up and amplifying the teacher’s In addition to using technology, teachers voice from a wireless microcan implement an improved signal-to-noise phone and distributing ratio by helping students be conscious of it through speaker(s) their own voices. An app called “Silent strategically placed Light” gives instantly accessible feedback throughout the classon the noise level in a class with beautiful, room. CADS has the clear artwork and subtle audio cues. The ability to add passteacher is able to program the decibel level around microphones in the learning space. Once that “optimal” for student participadecibel level is reached, the app signals a tion. Many educators visual traffic light and subtle audio cue to team-teach in which “lower your voice”. This can be shared on a transmitters/microprojector connected to an iPad. The app is phones can be networked available in the Apple iTunes store at with additional transmitters/ topstoreyapps.com. Another strategy that microphones. In addition, most teachers can use to help monitor the noise CADS have the ability to connect level in the classroom is to use a sound through an audio input cord to a laptop, level meter app with a visual display giving tablet and other educational technologies students an indication to lower their voice. that have audio capabilities. The educational audiologist needs to Children with sensorineural hearing work with the educational team to invesloss typically require a greater SNR than tigate all types of technology that will be required by their peers with typical hearing accessed for learning in order to integrate in the classroom if they are to equally CADS and FM/DM personal systems for

To access the article as well as additional downloadable resources on educational technology, visit ListeningandSpokenLanguage.org/ EdTechAccess. appropriate acoustic accessibility. Audio cords as well as training for teacher/staff/ students are all critical factors to ensure that the “technology tools” are effective.

Video Captioning: Benefits for All Learners Another disruptive educational tool is the streaming of videos (both user developed and commercially developed) to innovatively enhance the learning and education of students. Teachers and students can now bring real-life experiences from around the world into their classroom. For example, YouTube now offers YouTube for Schools which provides schools access to hundreds of thousands of free educational videos from YouTube EDU. With more video learning solutions and platforms emerging in the market, inclusion of video-based learning solutions will also grow as it engages, motivates and inspires learners to gain a greater understanding of the educational material. However, for students with hearing loss, this poses difficulty in understanding the auditory information presented. User developed videos can be even more difficult due to poor sound quality and typically do not provide accurate captioning. Research has shown that watching videos appears to have a positive impact on comprehension skills, and combining viewing with text or captions appears to boost vocabulary acquisition, addressing skill deficits of struggling readers (Linebarger, 2001). The use of captioned or subtitled media can be a great tool for teachers looking to differentiate classroom instruction. Presenting information in LI S TE N I N GA N DS P O K E N L A N G UAG E .O RG

multiple ways and using motivating media can help address the diverse needs of learners in the classroom and engage students on multiple levels (Evmenova, 2008). Specialists supporting students with hearing loss in the schools need to be proactive in supporting teachers utilizing multimedia in the classroom and educating them on how to search for and turn on captioning. Check out Krysty Krywko’s article, “Ready, Set, Caption: How Closed Captions Can Support Your Child as a Reader,” in the May/June 2014 issue of Volta Voices to read more about using captions to support learning. YouTube also offers features to make videos more accessible, including one that allows uploaders to add subtitles and captions to their videos.

Digital Textbooks and Assessments as Disruptive Educational Technology Digital textbooks and digital assessments are expected to grow. According to Ben Hecht (2013), “the paper textbook will soon be dead.” Many educational publishing companies today understand that the market is expanding and in need of new and innovative materials to stimulate i-Generation learners. These publishing companies are moving towards digital textbooks with media products and offering ways for teachers to “assess” student learning by interacting with digital textbooks. Some schools have started using this new technology by providing each student with a laptop or allowing students to bring in their own devices. Schools realize this is an effective learning tool not just because of the cost savings it offers, but also because

of the instructiveness and engagement that it offers. E-textbooks can incorporate video, online connectivity and other features that cannot exist on the printed page. In addition, digital textbooks can provide avenues to access and review student progress and provide data bringing in personalization and adaptation to the learners. Apps can also provide another cost-effective digital alternative to learning leveraging the processing power and multimedia capabilities to help serve students better. Childress (2013) has developed a resource called “Apps for Kids (and Adults) with Hearing Loss” which is a list that contains hundreds of links broken into categories (accessibility, advocacy, audiology, hearing, listening therapy, etc.) for various apps that can be used by individuals with hearing loss. Digital textbooks also bring about advantages for students with many different needs and learning styles. For example, the text size can be increased and the background can be adjusted if a student has low vision. Digital textbooks can also offer a “read along” feature allowing a student to hear and read the text at the same time. This benefit is only as good as the auditory access to the sound to take advantage of the array of e-textbook features such as incorporating video, online connectivity and other features that do not exist on the printed page. At various times, students will be learning in the classroom setting at their individual pace and would need to utilize headphones to take advantage of the full array of digital features. For the student with typical hearing, using a headphone with good sound quality as well as a noise canceling feature is recommended.

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For the student with hearing loss, this can pose a problem in the classroom setting. At home, the student may have the option to use computer speakers and adjust the volume control. At school, connecting directly to the computer is necessary in

Sample Questions for Professionals to Ask Teachers in Mainstream Classrooms When conducting the face-to-face teacher in-service and classroom observation at the beginning of the year to educate staff (e.g., hearing, hearing loss, accommodations, etc. specific to the child), the professional can also interview the teachers about their connected classrooms. The following are several interview questions for professionals: • Describe your teaching style and classroom set-up. • Does your classroom have a CADS? • Do students learn through digital text? • Do students take tests on the computer? • Do you have a Smartboard in the classroom? • Do you use streamed media in the classroom? • Will you use YouTube videos in the classroom? • Are students required to bring in headphones for computer use? • Do students work in small groups?

the mainstream classroom and can be accomplished by working closely with the educational audiologist to ensure appropriate connectivity. If a student uses a personal FM system, the educational audiologist, teacher and student can work together to explore the various educational technologies that will be utilized throughout the day and access the appropriate audio input cords that are necessary to connect to the various devices. It is important to explore the various ways that the volume can be adjusted (on the computer as well as with the settings of the FM) to ensure that the student has audibility. Exploring the captioning options available through digital e-learning further enhances the listening experience. Even though research demonstrates that personal FM/DM is critical for classroom success for listeners with hearing loss, there are situations in which a personal FM/DM is not used (e.g., reluctant users, milder losses in which CADS is used). In this case, exploring headphones that offer great sound quality, and have a noise canceling feature and volume controls that promote safe listening levels, is important. Understanding how to access the captioning features for students with hearing loss can enhance their listening experience as well.

Keeping up with Disruptive Education Specialists working with students with hearing loss continuously need to assess the hearing and listening needs of children in the mainstream setting in order to keep up with the rapidly changing

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advances of disruptive technology in the classroom. These disruptive educational technologies can be positive if the educational team is proactive in ensuring auditory access, thus reshaping the learning landscape by making knowledge more engaging and effective. Each student is different and the solutions used to integrate educational technology for optimal auditory access will vary. Professionals working with students with hearing loss will need to look at each student individually and develop an appropriate educational technology amplification plan. These might include but are not limited to the use of particular apps, Computer Assisted Realtime Translation (CART) and recorded lectures in addition to those mentioned. As the new school year is about to begin, professionals working with students who have hearing loss can positively prepare for disruptive technology in the students’ learning environments. Interviewing educators about classroom technology use, coupled with classroom observation, can help leverage

the disruptive educational technology providing a foundation for a great start to a new and changing school year! REFERENCES American Academy of Audiology (2011). Clinical practice guidelines for remote microphone hearing assistance technologies for children and youth from birth to 21 years. Retrieved from http://www.audiology.org/ resources/documentlibrary/documents/hatguideline.pdf Beck, D., & Flexer, C. (2012). Hearing is the foundation of listening. In J. Smaldino & C. Flexer (Eds.), Handbook of acoustic accessibility: Best practices for listening, learning, and literacy in the classroom (p. 15). New York: Thieme. Boothroyd, A. (2004). Room acoustics and speech perception. Seminars in Hearing, 25, 155-166. Chermak, G. D., & Musiek, F. E. (1997). Central auditory processing disorders: New perspectives. San Diego, CA: Singular Publishing Group. Childress, T. (2013). The cool factor: For children with hearing loss, using apps on a mobile device is an effective way to overcome communication barriers. Advance Healthcare Network for Speech and Hearing. Retrieved from http://speech-language-pathology-audiology.advanceweb. com/Columns/Pediatric-Pointers/The-Cool-Factor.aspx Christensen, C., Johnson, C., & Horn, M. (2008). Disrupting class: How disruptive innovation will change the way the world learns. New York: McGraw-Hill. Common Core State Standards Initiative (2014). English Language Arts Standards » Anchor Standards » College and Career Readiness Anchor Standards for Speaking and Listening. Retrieved from http://www.corestandards.org/ ELA-Literacy/CCRA/SL Evmenova, A. S. (2008). Lights! Camera! Captions! The effects of picture and/or word captioning adaptations, alternative narration, and interactive features on video comprehension by students with intellectual

disabilities. Fairfax, VA: George Mason University, College of Education and Human Development. Retrieved from http://mars.gmu.edu:8080/dspace/ bitstream/1920/3071/1/Evmenova_Anna.pdf Hecht, B. (2013). Five disruptive education trends that address American inequality. Fast Company & Inc. Retrieved from http://www.fastcoexist.com/1681576/5-disruptiveeducation-trends-that-address-american-inequality. Klatte, M., Lachmann, T., & Meis, M. (2010). Effects of noise and reverberation on speech perception and listening comprehension of children and adults in a classroom-like setting. Noise and Health: Special Issue on Noise: Memory and Learning, 12(49), 270-282. Langlan, L., Sockalingam, R., Caissie, R., & Kreisman, B. M. (2009). The benefit of sound-field amplification in First Nations elementary school children in Nova Scotia, Canada. Australian and New Zealand Journal of Audiology, 31, 55-71. Linebarger, D. L. (2001). Learning to read from television: The effects of using captions and narration. Journal of Educational Psychology, 93, 288-298. Millett, P., & Purcell, N. (2010). Effect of sound field amplification on grade 1 reading outcomes. Canadian Journal of Speech-Language Pathology and Audiology, 31(4), 17-24. Thibodeau, L. (2013). Results with devices that utilize DM technology. Oral Presentation at the Phonak Advances in Audiology Conference, December 2-5, 2013, Las Vegas, NV. U.S. Department of Education, Office of Educational Technology (2010). Transforming American education: Learning powered by technology. Retrieved from http:// www2.ed.gov/about/offices/list/os/technology/netp.pdf Wolfe, J., Morais, M., Schafer, E., Millis, E., Mulder, H. E., Goldbeck, F., et al. (2013). Evaluation of speech recognition of cochlear implant recipients using a persona digital adaptive radio frequency system. Journal of the American Academy of Audiology, 24(8), 714-724.

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By Krystyann Krywko, Ed.D.

The beginning of each school year means new and often increased classroom demands. As children advance in school, parents need to understand the realities of what is happening in the classroom, so the supports are in place to preempt or overcome academic challenges. For parents of children with hearing loss in a mainstream educational setting, this means ensuring that therapy goals are intertwined with and responsive to the curriculum. As children with hearing loss leave the comforts of their early intervention and preschool programs and head out into mainstream educational settings, parents may be uncertain as to what skills and strategies their child needs to attain in therapy sessions in order to keep pace with changing classroom demands. “As classroom demands increase, there is a need to use listening and language skills more effectively,” says Lois Heyman, director of the Shelley and Steven Einhorn Communication Center in New York City. Research suggests that in a typical kindergarten classroom 50 percent to 70 percent of a child’s day is spent in listening mode. This expectation to sit and listen only increases as students move into higher grades. Learning can be extremely difficult if the student is unable to process the information because it is presented in a way that it is difficult for them to interpret.

For children who are deaf and hard of hearing this means that if information is primarily delivered through lectures and classroom discussion, then it takes an enormous amount of energy for them to learn the information presented. “Educational demands on students seem to develop and change every few years,” says Amanda Eckert, a teacher of the deaf based in New York state, “particularly around grades four, eight and nine.” For example, third grade is where the demand for strong literacy skills increases, but it is in fourth grade where these skills are expected to be used to gain knowledge and information from texts, make connections to characters in stories, as well as make significant plot references. By the same token, middle school students are sometimes required to write down and capture information from class lectures, but it is in high school where they are

expected to be completely independent and responsible for their own notes. If children’s listening skills do not keep pace with increased academic demands, then there is a greater chance that they will fall behind in the classroom.

What Skills Are Important to Build When working with classroom teachers, speech-language pathologists and teachers of the deaf, it is helpful for parents to know the listening and language skills that these professionals should help children develop so that they can keep pace with the increased classroom demands during the school years.

Sound and Word Discrimination Discrimination has to do with the ability to process the similarities and differences between two or more speech sounds.

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“Sound and word discrimination are the biggest need for a child who is deaf or hard of hearing as they move through school,” says Heyman. “As greater emphasis is placed on listening, and auditory information comes at a faster pace, then when a word is misheard, the focus shifts from what the teacher is saying to trying to find the word that makes sense. This small pause in attention causes the child to fall further and further behind as the teacher continues to talk.” For example, if a teacher says something like “The girl is in bed,” the child might hear “The girl is in dead”. He knows that doesn’t make sense, so he will hesitate and try to figure out what the actual word is that makes sense. While he is doing this, he will miss the information that follows until he figures out the misheard word. It is important to focus on developing functional sound and word discrimination skills in realistic environments, which mimic the background noise and reverberation of the classroom. Discrimination goals are often easy to meet in the quiet of a therapy room, but moving sessions out into other spaces—such as the cafeteria, playground or classroom where background noise is present—helps to build auditory discrimination when listening in noise, adds variety to the listening

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challenges, and—most importantly—assists the student in transferring these skills to work in the classroom.

Auditory Memory Auditory memory is the ability to absorb information that is presented verbally, process it, retain it, and then recall the information when needed (Stredler-Brown & Johnson, 2004). Children who are deaf and hard of hearing need to build this fundamental skill if they are to progress with their language development because it is a critical component of auditory comprehension. Auditory memory plays an important part in classroom learning, as it is used to develop the memory and concept of words and phrases, the ability to sequence items and events, and the telling and retelling of stories. It also helps in answering questions about a familiar topic or a story. Without strong auditory memory skills it is difficult to learn from the conversations of others and from the time the teacher spends talking. Developing a strong auditory memory is similar to building a strong muscle. “There is a progression of goals when working on auditory memory,” says Gerard Shine, a speech-language pathologist in Westchester County, New York.

“Professionals working with children with hearing loss can start by first strengthening the skill in isolation and then move from using smaller units such as individual words and numbers into sentences and longer strings of numbers, such as a telephone number.” The next step would be to work on improving auditory memory by working on restating and following multistep directions, and keep progressing so that the child begins to feel more comfortable with larger chunks of information. When working on improving auditory memory it helps to incorporate the skill into language comprehension goals. That way there are numerous opportunities both in the classroom and in therapy sessions for students to process information orally. The key is to build on the skill from the early years. “If students are not able to synthesize information presented orally at a young age,” says Eckert, “it will make those high school lectures that require note taking much more challenging.”

Vocabulary Development When children are exposed to a greater number of words, they have a greater tendency to be strong communicators and readers because there is a “Matthew effect” in vocabulary development in

which students with good vocabularies grow even stronger in the number of words they know (Hart & Risley, 1995). Children who are deaf and hard of hearing need three times the exposure to new words and concepts as compared to their peers with typical hearing, simply because hearing loss reduces auditory access and incidental learning (Flexer, 2009). This reduced auditory access means that a child who is deaf or hard of hearing needs extra exposure to new words and concepts before they are able to identify and understand them when the teacher speaks. “Handing a vocabulary list to an itinerant teacher and having them introduce the word and definition won’t help the child be able to identify the word,” says Heyman. “This way of doing therapy works for a child who has language delays, but not a child who is deaf or hard of hearing.” Instead, Heyman suggests using Erber’s (1982) four stages of auditory skill development to approach vocabulary building for a child with hearing loss.

These four stages are: detection (a child can hear the sounds); discrimination (a child can discriminate between the sounds); identification (a child can identify different sounds); and comprehension (a child is taught the meaning of the sounds). This approach allows for different access points for a child who is deaf or hard of hearing to process auditory information.

Theory of Mind Theory of Mind has to do with the ability to understand others’ perspectives, beliefs, desires and intentions. Having a well developed Theory of Mind helps an individual to understand such social occurrences as surprises, secrets, mistakes, lies and tricks (Flexer, 2009). In a classroom setting, Theory of Mind is necessary for the development of social skills, emotional understanding, collaborative learning in the classroom, and understanding the actions and thoughts of others, whether they are classroom friends or characters in a book.

Research has shown that children who are deaf and hard of hearing can have significant delays in their understanding of Theory of Mind (Schick, de Villiers, de Villiers, & Hoffmeister, 2002). The main reason for this is because language is indispensable for the development of Theory of Mind and reduced access to language can impact the development of this ability (Farrar & Maag, 2002). However, exposing children to descriptive language that helps to explain Theory of Mind and involving them in situations, whether through the use of story or role play, can help them to more fully develop the language to understand the perspectives of others. Theory of Mind can be a difficult concept for professionals to focus on in developing intervention goals, but language goals can be used to reach the same result. “I have found the best way is to first work on rules of conversation,” says Shine, “and to help students understand that in order to have a positive social interaction there are rules of conversation

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that need to be followed.” Providing the language needed to express a state of mind or an opinion is also helpful for students to begin to understand the perspectives of others. Phrases like “he thought” and “he believed” give students a framework for moving toward the understanding that others have different thoughts, beliefs and ideas. Whole class or small group discussions can also be used to talk about the past, the future, emotions and misunderstandings, as this provides opportunities to share viewpoints in a structured environment.

Staying on Track

is difficult is for parents to wait for their annual review to find out that their child is not making any progress.” Determining why your child is not making progress is a little like putting together pieces of a puzzle. Keeping the lines of communication open between child, parents, teachers, speech-language pathologists, teachers of the deaf, and other listening and spoken language professionals can make sure that everyone is aware of the goals and expectations so that they are truly meeting the needs of your child as academic demands and challenges increase.

SOURCES Schick, B., de Villiers, J., de Villiers, P., & Hoffmeister, B. (2002). Theory of Mind: Language and cognition in deaf children. ASHA Leader, December 3. Retrieved from http://www.asha.org/Publications/leader/2002/021203/ f021203.htm Erber, N. (1982). Auditory training. Washington, DC: Alexander Graham Bell Association for the Deaf and Hard of Hearing. Farrar, M. J., & Maag, L. (2002). Early language development and the emergence of a Theory of Mind. First Language, 22, 197–213. Flexer, C. (2009). Theory of Mind development and distance hearing. Online presentation. Retrieved from http://www.audiologyonline.com/audiology-ceus/course/ theory-mind-development-and-distance-14990 Hart, B., & Risley, T. R. (1995). Meaningful differences in the everyday experiences of young American children. Baltimore, MD: Paul H. Brookes Publishing. Stredler-Brown, A., & Johnson, C. D. (2004). Functional auditory performance indicators: An integrated approach to auditory skill development. Retrieved from http:// arlenestredlerbrown.org/docs/FAPI-old.pdf

So how can parents be sure that their child’s listening skills are growing along with the academic demands of the classroom? “Parents need to be aware of what their child’s goals are and the purpose for each goal,” says Lana Eggleston, a speech-language pathologist at Arkansas Children’s Hospital, EARS Outreach program. “Call a meeting if you don’t know the information, don’t be afraid. What

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n a dreary, blustery January afternoon, one of my students, a 4-year-old girl, climbed a mountain top. We had just finished singing our song “Let’s Get Healthy.” It was a teacher-made song that had key elements of our social studies unit embedded in its tune. It is a perfect song for a Moog-oriented school because the words were written to the tune of “Brother John,” the best modeling and imitation song ever written. After we had finished singing the song, this wide-eyed student raised her hand and announced that she had a song too. She got up and started to sing. Her song had elements of our unit and had stream-of-consciousness elements, too. The hairs on my arms stood up. On this quiet routine afternoon this little girl had crossed the threshold that we hope all students with hearing loss cross. How did this occur in my classroom at Child’s Voice school in Wood Dale, Ill.? What did she accomplish when she sang her song? Why is this important? How can we have others do the same thing?

Sharing and Building Knowledge Through Song

By Jeanette C. Hachmeister, M.E.D., LSLS Cert. AVEd

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When this 4-year-old girl started to sing to the class, she was sharing her knowledge. She had incorporated the schema of information on healthy living. She had organized key information, stored it and was now retrieving it just like her peers with typical hearing. She was sharing her story using spoken language. Because she had experienced this shared information, she was able to sing about it in a predictable manner. Because songs are compact, they can be an easier medium to use to share knowledge or tell a story. My student had crossed the mountain of processing language similar to a child with typical hearing and she was now at the summit by using language in an ageappropriate manner. Telling stories is how we learn. Stories bond people together. For example, all major religions began with stories passed from one generation to another. In this way, stories foster a “culture creating community” (Bruner, 1987). Singing helps acculturate its participants. If a child learns to communicate in a manner that

incorporates the thoughts of her/his culture, then s/he is a part of that culture. Ludke, Ferreira and Overy (2014) showed that singing helped learners learn a new language much better than any other method.

The Importance of Singing for Literacy If a child with hearing loss processes information in a manner similar to peers with typical hearing, her/his brain will have more time to focus on higher level thinking skills and learning will be easier and matter-of-fact. roke b o h w t ld studen s 4-year- o ternoon . In other words, a child with r’ o af th y ar au u e n Th y Ja that wintr ng! a hearing loss will be able lo into song ay d l al to sing She loves to compete in a classroom ice vo s ch ild ’ cr ed it : where the Common Core Standards are being implemented because these standards enable children to use critical thinking skills in their lives. Strait, Hornickel and Kraus (2011) examine the interrelationship between music and reading in school-aged children. The authors found common brain mechanisms underlying reading and music abilities that relate to how the nervous system responds to regularities in auditory input. This accounted for about 40 percent of the difference in reading ability between children. In other words, music helps the brain remember words. If music and reading are related via common neural and cognitive mechanisms, it would make sense to use musical training and song as a mechanism to improve literacy. Using songs to tell a story or share a unit of information makes sense. In her book, My Stroke of Insight, Jill Bolte Taylor (2009) discusses the value of singing. Taylor is a brain scientist who had a stroke in her mid-30s. The book outlines in great detail the stroke itself and Taylor’s eventual recovery. Singing was an important part in her recovery process because singing employs both of the brain’s hemispheres, while the ability to speak uses the brain’s left hemisphere. She also talks about stroke survivors capable of singing their messages although they were unable to talk after their strokes. Songs give stories a shape and their musicality helps the brain store stories in a manner that words alone cannot. For example, we can all recall old songs from our favorite artists, but few of us can remember classroom lectures verbatim. Songs enhance stories so that they can be enjoyed repeatedly with little effort. They are a tool that can bring words and stored knowledge to the forefront of one’s lips and attention.

But My Family Doesn’t Sing!

better (Tierney & Kraus, 2013) and promotes multisensory learning (Gardner, 2000, 2011). The more a child sings and moves to the beat, the better that child’s brain will respond to sound. Sing, move and share an experience using song as a medium. For example, during car rides, my children and husband used to make up songs about the mouse in “Popeye the Sailor”, which made the car rides enjoyable. Many years later they can break into songs that help them remember a time when all of us lived together and there was a plethora of games and lessons to attend. Songs and the stories that were told in the songs define a period of life for my children. All parents want their children to remember their unique family time and to share in the family’s history.

This Is My Story…This Is My Song When the 4-year-old (pictured in the photo on the left) burst into song she was sharing what she knew. She was communicating to the class using music in its purest form as a social communication tool between individuals (Ukkola, Onkamo, Raijas, Karma, & Järvelä, 2009). She was making sense of her world and telling others her story. As Lewis Carroll noted, she was singing her story, her love gift. She found music in her world and heard music in her being. Everything can be made into music. REFERENCES Bruner, J. (1987). Actual minds, possible worlds. Cambridge, MA: Harvard University Press. Gardner, H. (2011). Frames of mind: The theory of multiple intelligences, third edition. New York: Basic Books. Gardner, H. (2000). Intelligence reframed. Multiple intelligences for the 21st century. New York: Basic Books. Ludke, K. M., Ferreira, F., & Overy, K. (2014). Singing can facilitate foreign language learning. Memory & Cognition, 42(1), 41-52. doi: 10.3758/s13421-013-0342-5 Strait, D., Hornickel, J., & Kraus, N. (2011). Subcortical processing of speech regularities underlies reading and music aptitude in children. Behavioral and Brain Functions, 7(44). doi:10.1186/1744-9081-7-44 Taylor, J. B. (2009). My stroke of insight: A brain scientist’s personal journey. New York: Plume. Tierney, A., & Kraus, N. (2013). The ability to move to a beat is linked to the consistency of neural responses to sound. The Journal of Neuroscience, 33(38), 14981–14988. Ukkola, L. T., Onkamo, P., Raijas, P., Karma, K., & Järvelä, I. (2009). Musical aptitude is associated with AVPR1A-Haplotypes. PLoS ONE, 4(5), e5534. doi: 10.1371/journal. pone.0005534

To access the artic le as well as a do wnloadable lesson plan for using song as a language learn ing tool, visit ListeningandSpoken Language.org/Song inClassroom.

Every year there is a child who looks at me dumbstruck when I and the others burst into song throughout the school day. The child states: “I don’t sing.” To which I always reply: “Sure you do!” I encourage students to move to the rhythm of the song. If the song incorporates movement that mimics the rhythm of the song, the child is learning to focus on the rhythm. That exercise will help the brain respond to speech

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SONG AS A LEARNING TOOL: STRATEGIES AND TIPS Do you have a story to tell? Do you want to help a child with hearing loss learn and recall language in the easiest possible way? Sing your heart out! How can professionals and parents ensure that more children with hearing loss spontaneously burst into song and demonstrate knowledge of language comparable to their peers with typical hearing? Last year I incorporated advanced concepts into my Kindergarten writing curriculum by exposing students to the concept of nouns. To facilitate understanding of these concepts, I wrote a song to the tune of “Brother John.” My class sang it throughout the year. Nouns are people* And places too Don’t forget things People places things

Nouns are people* And places too Don’t forget things People places things

*An amended version starts Nouns are people and animals… This song is a vital and invaluable tool when categorizing words as nouns. When the students in my class don’t know if a picture or word is a noun, I encourage them to break into the song. They are able to figure out where the picture belongs without any additional help every time! The class then uses the Smartboard and the children move pictures and/or words to the right category according to the song, which is an invaluable tool for promoting understanding of concepts. To create your own songs for the classroom, begin by identifying an appropriate tune that will resonate with a particular age group and pair it with relevant concepts. Start with the refrain or chorus of a popular tune. For third graders, I looked up popular songs for 2013 and came up with Selena Gomez’s song, “Come & Get It.” After listening to the song and locating the lyrics, I analyzed the refrain which starts like this: “When you’re ready …” I realized that Gomez had two eight-syllable/ word phrases and three four-syllable/word phrases per unit. I then did an online search about the types of knowledge that third graders need to know. I found a site that gave factual information about the human skeleton and created a tune about it. You can make it longer by adding more refrains.

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The human skeleton Provides a framework It protects vital Organs to survive (repeat entire unit 2 times) Oh skulls protect brains Rib cages save hearts Backbones save spinal cords Oh our skeleton (repeat entire unit 2 times) The human skeleton With muscles, tendons Attached ligaments Let us move, lift, reach and throw (repeat entire unit 2 times) Here are some other songs that are educational, humorous and just plain fun. The Vowel Song (Bingo) There was a classroom full of kids Who knew the vowel letters A, E, I, O, U (3x) And sometimes letter Y too. (Write the letter Y on the palm of your hand while singing this.) ••• Everybody Have a Seat (Mama’s Little Baby Loves Shortnin Bread) Everybody have a seat, have a seat, have a seat Everybody have a seat on the floor Not on the ceiling, not on the door Everybody have a seat on the floor. ••• I Lost a Tooth - (Ta-Ra-Ta-Boom-De-Ay) Ta-ra-ra-boom-de-ay! I lost my tooth today! I lost my tooth today. When I went out to play. Ta-ra-ra-boom-de-ay! I lost my tooth today! Now I would like to say Ta-ra-ra-boom-de-ay!

Jeanett eH The Vow achmeister an d e palms o l Song while w her students s inging riting th f their h e letter a nds . cr ed it Y on th : child s e ’ voice

CHIEF EXECUTIVE OFFICER

A Commitment to Innovation:

Emilio Alonso-Mendoza, J.D., CFRE By Susan Boswell, M.A., CAE

the helm of AG Bell is the chief executive officer, Emilio Alonso-Mendoza, an innovative and results-oriented leader. He brings an impressive record of transformational leadership of the organizations he has served. Alonso-Mendoza has focused his keen understanding of others and passion for helping people into increased brand awareness, financial and volunteer support, and publicity for the nonprofits he has led during an extensive career. Among his achievements are six years spent as the president of the Catholic Community Foundation where he oversaw the operations of the $120 million foundation. He raised the organization’s profile and led the full array of development efforts of the three-county Archdiocese of Miami, which includes 115 parishes and 88 schools. For four years, Alonso-Mendoza led the Children’s Home Society of Florida, a statewide human service organization, where he served as president of its foundation and chief development officer, responsible for all phases of development, public relations, planned giving, major gifts and political advocacy. From 1991 until 2000, he served as the chief executive officer of the National Parkinson Foundation. During his tenure, the foundation opened and funded 53 centers for research throughout the United States, Europe, South America and Asia; 36 chapters; and over 900 patient support groups throughout the United States. Alonso-Mendoza also worked with advocates and state legislators to fund the

Volta Voices: Tell us about your background and how it has influenced your career.

creation of five Parkinson’s diagnostic and treatment clinics. With a deep respect for the founding vision and values of Dr. Alexander Graham Bell and the heritage of the association, Alonso-Mendoza is committed to leading the association forward in its mission of advancing listening and spoken language for individuals who are deaf and hard of hearing. Alonso-Mendoza has an academic background in journalism and law and is a Certified Fund Raising Executive (CFRE) who has served on the board of the Association of Fundraising Professionals. In this interview, Alonso-Mendoza provides insight into the influence of his Cuban/Spanish heritage and values, reflects on his successes and shares the mentors and role models who have inspired him throughout his career.

Growing up in an established Cuban/ Spanish household, I quickly learned the importance of maintaining family stability and the responsibility of giving back to your community. At the time of the Cuban revolution when I was just a boy, my family emigrated to Venezuela and later settled in Miami. We were the family that all our relatives approached as they came into exile. Even as a young child, I understood the importance of taking care of my family and taking care of others. That lesson is not restricted to people who leave their homeland. For example, many of my law school classmates at the University of Miami now work in public service or for nonprofits. I am happy to say that I have been able to make good things happen for other people throughout my career. Volta Voices: You began your career with an electronics company. What drew you to nonprofit organizations? The electronics company is my family’s business, which is still going strong. Fresh out of college, I started using my education to help advance our company and apply American business practices to professionalize our systems. But my heart really was not in it. I lost my father as a small child and my mother had to raise my siblings and me. In coming to a new country and helping our relatives escape communism, there was so much that my mother had to adjust to. She

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EMILIO ALONSO-MENDOZA

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did this all without my father, which showed her amazing strength. I was blessed to find an outstanding mentor in Monsignor Bryan Walsh, who was responsible for helping over 14,000 Cuban children escape to the United States as part of Operation Pedro Pan. He helped me see that life is about using our gifts to help others, and that’s where my heart has always been.

I am lucky to work in a field that is all about helping others find the joy of giving.

Volta Voices: You have a 25-year career as a leader in the nonprofit arena. What career achievements are you most proud of? Throughout my career, I have had the opportunity to be a change agent, bringing innovation and a new commitment to serving others into each organization with which I have been associated. I am very proud that under my leadership the National Parkinson Foundation established 53 Centers of Excellence around the world— centers that are still making a difference for Parkinson’s patients and their families every day. With the Children’s Home Society and the Archdiocese of Miami, I brought a stronger sense of mission and unity of purpose to the various regional offices or parishes. At Take Stock in Children, I identified the organization’s challenges and empowered people to use their creative abilities to think differently in seeking solutions. Volta Voices: How has your background and leadership in fundraising contributed to your success in guiding the growth and financial health of the organizations you lead? I am lucky to work in a field that is all about helping others find the joy of giving. Fundraising is not about convincing people to write checks; it is about helping caring people make a connection to an organization and inspiring them to support its works. Motivating people—and it’s always people, whether they are individuals, corporations or foundations—is the key to fundraising success. I work in building relationships with individuals, and as the relationships grow, providing them with opportunities to use their gifts to change lives. It is inspiring to see the generosity of people who commit their time and financial resources to an organization. And, of course,

that fuels the organization to do more, to help more people, and to make a greater difference in the lives of others. Volta Voices: What are the current challenges and opportunities in the fundraising environment? There is, of course, greater competition for philanthropic dollars. Our challenge is to make sure people know about the work we do so they can choose to support our success. Another great challenge is to ensure that potential donors know the value of their gifts and the effect their support has on our work. Most people don’t just give to a cause—they want to see how their support affects people. So it’s our responsibility to measure what we do and keep our donors informed. That is called stewardship, and effective stewardship makes for an effective organization. Volta Voices: What drew you to AG Bell? I was attracted to the historic presence of the organization. Its very origins come from Dr. Alexander Graham Bell’s lifelong work in helping people with hearing loss

function as integral members of society. Continuing his work with all the benefits of technology, with greater compassion and a greater understanding of how people learn is a wonderful mission. I was impressed with the board’s commitment and personal involvement in the organization. Furthermore, I also believe that my background has given me the skills and knowledge that AG Bell needs to go from a good organization to a great one. Volta Voices: What is your leadership vision for AG Bell? What role do you think AG Bell can play in advancing listening and spoken language for individuals who are deaf and hard of hearing? We have a wonderful board and very talented staff members. I look forward to building on that great foundation and refreshing the capacity of the organization. I have always been a strong proponent of giving people the tools they need to succeed, and I am focused on ensuring that our staff and our chapters are able to fulfill their mission. The challenges for those who are deaf and hard of hearing that use listening and spoken language are not well understood

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in our society. Part of our responsibility is to make sure that the public is aware that people who are deaf and hard of hearing can listen and talk, and to help them recognize that the children and adults we support can participate and thrive in the mainstream. Children whose families have found inspiration, guidance and support from AG Bell are excelling—they are attending colleges, building great careers and inspiring others. We need to keep telling their stories and helping families find listening and spoken language strategies for their child who is deaf or hard of hearing as early as possible so they can achieve their potential. Volta Voices: Who has been your biggest inspiration? My mother inspired me to serve others and to focus on family and appreciate the value of family history—we still enjoy our connections to my father’s family in Spain. Monsignor Walsh, my first mentor, inspired me to live my life looking for ways to help others. But my greatest inspiration has been my own family: my lovely wife has supported all of my efforts throughout my career despite a busy career of her own, and my two beautiful children have kept me young at heart. They have filled my life with joy—I consider myself truly blessed. Volta Voices: Any final thoughts? I want to get to know AG Bell members better. I have endeavored to meet as many AG Bell members as possible at the 2014 AG Bell Convention, and have heard their inspiring stories and shared my vision with them. I invite AG Bell members who were not able to come to the convention to communicate with me, and tell me what they need from AG Bell and how the organization has made a difference in their lives. I want to open the door to a great exchange and to be inspired by their successes. I hope that AG Bell is the rock they leaned on, the teacher that set them on the right path, and the organization that members look back to with gratitude. If I can help AG Bell achieve that, then we will have achieved our mission and served the people who need us. That is my greatest hope.

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JWPOSD is celebrating 47 years of helping children who are deaf and hard of hearing to listen, to speak, and to communicate in the world around them. • Educational Programs—Mommy & Me, Toddlers, Preschool, K/1 • Mainstream Preschool and Support Services • Parent Education • Therapy Services • Audiology—HA, CI, & FM • BabyTalk—Teletherapy Services 3518 Jefferson Avenue, Redwood City, CA 94062 Tel 650-365-7500 • Fax 650-365-7557 Email jwposd@jwposd.org • www.deafkidstalk.org

OUT IN THE RURAL AREAS: A M I T H E O N LY O N E ? Building support for and delivering services to families of children with hearing loss living in rural or remote areas B y

J e n n i f e r

L o o t e n s,

M. E d.

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It is a familiar feeling, driving along the mountain road, to get to the school where I am going to provide services to one of my students with a hearing loss who lives in a remote area. I am the itinerant teacher for the deaf and hard of hearing with Educational Service District 112 in the state of Washington. The surroundings are familiar to me because I’ve lived in a rural area for a time during my childhood. Like my students, I also have hearing loss.

Getting to Know the Community When the school year begins in the fall, I begin my services plan for my students with hearing loss living in a rural/remote setting by getting to know their school community—the close-knit family that develops from all those that have chosen to live in a small rural town. I make the effort to meet anyone that might have contact with the child, introducing myself, and leaving contact information in case they might have questions or need to reach me. Although it may be time-consuming to check in with those in the school—the administration, support staff, teachers, specialists, as well as the family of the child—it is well worth the effort. The first two weeks of the school year are a time for me to say hello, check in and find out a good time for the teachers to have me come back at a later date for a more in-depth meeting.

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The beginning of the school year is the best time to discuss with teachers and support staff the need for preferential seating, access to the FM system, as well as explain how they can check for understanding. Making sure that simple accommodations are covered, I advise the teachers, “…it helps to make sure that the child can see you,” “…if the child is not responding, I can show you how to check her/his hearing aid battery,” etc. As I have hearing loss myself, I do remember my parents doing this with my teachers until I was older and wanted to do it on my own. Our regional program, Educational Service District 112, also has an audiologist on staff, and together we make sure the classroom FM or sound field equipment for the children we are working with is functioning well. We also make ourselves available for the school in case equipment needs to be checked or explained. If a teacher in the school has never had a student with a hearing loss, I take the time to answer any questions s/he might have, so s/he has an understanding that will help her/him feel that s/he can serve the child well.

I regularly assist the student’s audiologist, be it with troubleshooting equipment problems, taking broken equipment to be fixed to save the audiologist and/or the student’s family the trip, or follow up with teachers to ensure that they are using the FM system well after receiving training from the audiologist.

Involving the Community Once the school year is underway, it is important to determine a schedule that will fit the needs of the student based on the services to be delivered as written on the student’s Individualized Education Program (IEP). I make sure that the student’s parent/caregiver is aware of the times I will be visiting to give them an opportunity to meet and discuss their child’s progress and goals. I also meet with anyone on the student’s team to answer questions and provide information and resources.

As I get to know the student who is deaf or hard of hearing, I begin to model self-advocacy strategies for her/him—be it letting a teacher know about a hearing aid battery, using the FM system with confidence and recognizing when the teacher is on or off, or moving her/his seat to see and hear the teacher better. I know that what I am able to do now, as an adult with a hearing loss, is very different from what I felt comfortable doing as a student with hearing loss, so having that perspective allows me to sense what the student is comfortable with and when s/he is ready for more self-advocacy tools. If the student is comfortable with it, we share the basic facts of what it is like to have a hearing aid and/or a cochlear implant with the class. The conversation that develops from this type of sharing not only allows more understanding of the equipment, but builds understanding and involvement that naturally evolves as the children learn alongside the student with a hearing loss. A student with hearing loss can progress better if s/he is well integrated and understood within her/his community. By raising awareness of the student’s needs, abilities and challenges that may arise in all areas of learning to listen and use spoken language, a student has the opportunity to succeed. Involving the student’s school community helps her/him feel included. Understanding grows through awareness. Building a sense of working together is a great way to help a student with hearing loss not feel alone, although s/he might be the only one in the community who is deaf or hard of hearing. Further, this allows the student with hearing loss to build skills for self-advocacy and self-care of their equipment—lifelong skills

Resources for Professionals Serving Students with Hearing Loss and Their Families in Rural or Remote Settings Books • Bullard, C., & Luckner, J. (2013). The itinerant teacher handbook, second edition. Hillsboro, OR: Butte Publications, Inc. • Anderson, K., & Arnoldi, K. (2013). Building skills for success in the fastpaced classroom: Optimizing achievement for students with hearing loss. Hillsboro, OR: Butte Publications, Inc. • Ling, D. (2002). Speech and the hearing-impaired child: Theory and practice. Washington, DC: Alexander Graham Bell Association for the Deaf and Hard of Hearing. Websites • AG Bell Listening and Spoken Language Knowledge Center: ListeningandSpokenLanguage.org • Success for Kids with Hearing Loss: successforkidswithhearingloss.com • Advanced Bionics Tools for Schools: advancedbionics.com/com/en/ support/tools_for_schools.html that build feelings of self-awareness and selfworth and that are the foundation for success in school and beyond.

Being the Only One with Hearing Loss Being the only child with hearing loss, especially in a remote or rural community, is sometimes a challenge, but it can also have many rewards. Building the child’s vocabulary and language is important no matter where one lives. The goals, strategies and resources are equally viable in taking ownership of what one can and cannot do. Building relationships and encouraging friendships allows everyone to learn to be with each other as they are. There will be challenges that will eventually turn into stories—experiences that create a bond of understanding. I see my role first and foremost as that of coordinator—a facilitator—who gathers information and finds resources to share with the parents/caregivers and professionals on the student’s team. I also help with making connections for the student in her/ his community, so that they feel comfortable and open to asking questions, sharing challenges, celebrating successes, and knowing that they are not the only one with hearing Cecilia, right, and her teacher Mrs. Yearout smile for Jennifer Lootens on one of her visits to the Battle Ground School District in Washington state.

loss. I give information to the IEP team that allows its members to build strategies within their instructional time that often benefit all the children they serve. I treasure my memories of living in a rural setting, and know that the families I serve choose to live where they do for reasons that are uniquely theirs. I enjoy meeting those that live in old farmhouses that date back to the 1800s. It was not until I was in high school that I met other teenagers who had hearing loss—others like me. I feel lucky and grateful to be the person the children with hearing loss in rural Washington get to meet, and let them know that they are not the only ones out there. Every transition for my students with hearing loss in rural Washington—from Early Intervention to preschool to grade school and beyond—is an opportunity for me to help them build and maintain strong bonds to their communities. The journey with hearing loss that one takes should be filled with language opportunities regardless of location. Learning to listen and use spoken language— to express oneself in any setting—is a lifelong strength for success. Learning to listen for and hear the sounds of one’s environment allows a student to be connected to her/his community, especially in a rural setting with small, close-knit communities.

credit : jennifer lootens

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Wendy Kupfer kn ows Almigal’s st ory well. Doctors diagnosed her da ughter Ali at th e age of 10 mon with a profound ths hearing loss and predicted she would never spea k, but the doctor s underestimated this unbeatable mother-daughter team. Wendy ’s dedication and dr ive, paired with Ali’s hard work and determinatio n, produced one spunky, confident “chatterbox” and two passionate ad vocates for the deaf and hard of hearing. Be sure to visit Wendy an Almigal at www d .wendykupfer.com .

al yet? g i m l A t e Have you m

PRAISE FOR LET’S HEAR IT FOR ALMIGAL “ Let’s Hear It For Almigal shines a spotlight on children with hearing loss and reminds young readers to celebrate their differences, while nurturing self-esteem. Beautifully illustrated, this is a book that children will want to read again and again.” Lee Woodruff, NY Times Bestselling Author and CBS This Morning Contributor “A children’s picturebook with a powerful message...not to be missed for picturebook collections focusing on disabilities.” The Midwest Book Review “Beautifully illustrated by Tammie Lyon...It’s easy to identify with Almigal, a child full of energy, enthusiasm, and mischief.” ForeWord Review

5% of sa les d ea f c h i s u p p o r t s ldren

aughter

“Cheerful inclusiveness...celebrates uniqueness, while the delightful, fullpage illustrations show the lively heroine and her friends and family enjoying their differences...charming story.” Kirkus Reviews “Almigal is a delightful child whose attitude about life and not letting even a morsel of it pass her by, is totally endearing. I am a big proponent of celebrating differences, and Almigal’s appreciation of the diversity among her friends presents an ideal model for both parents and children.” Dr. Dale V. Atkins, a licensed psychologist and popular commentator on NBC’s Today Show and author of Sanity Savers

Contact Wendy Kupfer at wendyk@almigal.com or 561-654-8680.

Meet Almigal, a spunky little girl with a BIG personality who’s determined to hear “every single sound in the whole entire universe!” But most of all, Almigal wants to hear her Mommy and Daddy whisper “We love you, Almigal” when they tuck her into bed at night. Almigal’s spirit and her cotton-candy pink cochlear implants will have everyone shouting “Let’s Hear It For Almigal!”

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Available through Small Press United (a division of IPG), Amazon, 33 Barnes&Nobel, Ingram, Baker &Taylor and almigal.com ISBN: 978-0-9838294-0-9

AG BELL

VOLTA AWARD R E C I PI E N T S

Ann Geers

Jean Sachar Moog

Ph.D.

M.S., LSLS Cert. AVEd

By Anna Karkovska McGlew, M.A.

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AG Bell jointly selected Ann Geers, Ph.D., and Jean Sachar Moog, M.S., LSLS Cert. AVEd, to receive the prestigious Volta Award for their outstanding and extensive collabor ation and contributions to the research and the body of knowledge about the impact of listening and spoken language on the education of the deaf. The Volta Award is given to individuals and/or organizations that have made a significant contribution to increasing public awareness of the challenges and potential of people with hearing loss.

“AG Bell is thrilled to honor Ann Geers and Jean Sachar Moog with this award. Their impact on the field of listening and spoken language, and most importantly, on the lives and education of individuals with hearing loss, is immeasurable,” said AG Bell Chief Executive Officer Emilio Alonso-Mendoza, J.D., CFRE. Geers is research professor at the Callier Center for Advanced Hearing Research in the School of Behavioral and Brain Sciences at the University of Texas at Dallas and in the Dallas Cochlear Implant Program at the Southwestern Medical Center at Dallas. She received a Ph.D. in Psychology from Washington University in St. Louis. For more than 20 years she was director of clinical services and head of the Center for Applied Research in Childhood Deafness at Central Institute for the Deaf in St. Louis. In addition to publishing more than 100 articles and book chapters on the speech, language, cognitive and academic development of deaf children, Geers has developed and published tests of speech perception, speech production, language and intelligence. She has been a principal investigator or co-investigator on six research grants from the U.S. National Institute on Deafness and Other Communication Disorders at the National Institutes of Health. Her current work focuses on auditory, speech, language and academic/social development in children who receive cochlear implants in infancy and preschool.

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Moog has been in the field of deaf education for over 45 years. She received a Master of Science degree in Speech and Hearing and is a certified Listening and Spoken Language Specialist (LSLS®). Moog is internationally renowned for her work in the education of the deaf and hard of hearing to develop listening and spoken language. She has developed assessment and rehabilitation procedures for children with hearing losses and has developed 10 evaluation instruments that have been translated into many languages and employed worldwide by educators, audiologists and speechlanguage pathologists. She has been awarded numerous grants, honored with awards and has traveled internationally to give workshops and short courses in Argentina, Canada, England, Japan, New Zealand and Italy. Moog is the founding director of the Moog Center for Deaf Education in St. Louis. She has helped establish eight Certified Moog Programs, seven in the United States and one in Buenos Aires, Argentina. Geers and Moog originally collaborated as colleagues at Central Institute for the Deaf (Center for Applied Research in Childhood Deafness) in the 1970s and 1980s. Although Geers moved to the University of Texas at Dallas in 2002, the two continued to work together, and design and carry out research projects to this day.

Geers’ and Moog’s joint research spans all areas of the field: from designing assessment measures for communication, language, speech perception and production, to language and literacy, to developing instructional strategies. They have meticulously documented the benefits of cochlear implants for children with hearing loss to develop listening and spoken language and the indispensability of listening and spoken language development for mainstream educational settings. “Their joint work has strengthened research methodologies and statistical analysis in the field, and has moved the profession towards evidence-based practice,” said Susan Lenihan, Ph.D., CED, who serves on the AG Bell board of directors. Past recipients of the Volta Award include world-renowned audiologist Marion Downs of the Marion Downs Hearing Center; Hearing Loss Association of America’s Rocky Stone; the Oberkotter Foundation; Jim Garrity of the John Tracy Clinic; and Karl R. White, Ph.D., founder and director of the National Center for Hearing and Assessment Management at Utah State University; among many others. The award was formally presented to Geers and Moog during a May 1 reception at the Washington University School of Medicine in St. Louis.

WHAT’S NEW IN THE KNOWLEDGE CENTER

Welcome to the Spanish-language Knowledge Center! BY MARIA SIGILLITO

The Listening and Spoken Language Knowledge Center has added a new Spanishlanguage website section for families of children newly diagnosed with hearing loss whose primary language of communication is Spanish. These multilingual resources increase the global reach of the Knowledge Center in meeting the needs of those who prefer to access materials in Spanish, the second-most commonly used language in the United States and the fourth most commonly used language worldwide. Visit ListeningandSpokenLanguage.org/ Espanol to access this website section. There is a critical need for culturally sensitive and relevant resources for monolingual Spanish-speaking parents of children with hearing loss. Hispanic American children demonstrate an increased prevalence in hearing loss compared to other children (Mehra, Eavey, & Keamy, 2009), yet there are few resources for promoting the development of listening and spoken language for these families and children. “The Spanish-language version of the Listening and Spoken Language Knowledge Center serves to fill an informational and resource gap for families of children with hearing loss whose primary language of communication is Spanish. We hope and expect this information will help families obtain information, resources and guidance in critical periods for their child with hearing loss when time is of the essence,” said AG Bell president Donald M. Goldberg, Ph.D., CCC-A/SLP, FAAA, LSLS Cert. AVT.

Visitors can access the Knowledge Center en español at ListeningandSpokenLanguage.org/Espanol.

A Gateway to Spanish-language Resources Within the Knowledge Center Spanishlanguage site, AG Bell has developed content that meets an essential need for resources for professionals who work with Spanish-speaking families as well as families seeking information on childhood hearing loss. Visitors can access the Knowledge Center en español at ListeningandSpokenLanguage. org/Espanol. A link to the Spanish-language website section landing page is found in the blue bar at the top of each page on the

website by clicking on the “en espanol” green button in the upper right-hand corner. Visitors will be welcomed to the Knowledge Center in Spanish and will gain an overview of available content in Spanish and tips on navigating the website. Content translated into Spanish was reviewed by Spanishlanguage speakers worldwide to ensure a high-quality translation that retained the meaning of terminology specific to hearing loss and listening and spoken language. The Knowledge Center en español focuses on three key areas to guide families along the first steps for their child,

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providing information related to learning, advocacy and families. Visitors can navigate to these sections through Spanishlanguage tabs along the main navigation bar at the top of the website and through the left-hand navigation panel. Visitors will find: Critical information about hearing loss and next steps for families. The website guides families who may be overwhelmed with their feelings following a hearing loss diagnosis to help their child develop communication as early as possible. The website provides information on the benefits of early intervention and choosing a method for communication. Resources for language and cognitive development. The Spanish-language section provides a guide to help families understand the general timeline for how

a child develops language, milestones to look for, and what to do if parents do not see these skills developing in their child(ren) with hearing loss. Families also will learn practical tips for promoting listening and spoken language for children with hearing loss through songs, play and narrating everyday activities. Information about hearing technology and assistive devices. The growth in choices in the world of assistive hearing technology has expanded tremendously in the last several decades, and continues to evolve at a rapid pace. This website section provides a primer on the different devices that are available in the market and encourages families to consult with professionals to learn about what technologies are right for their child. Advice on legal rights of children with hearing loss. Parents will find several easy to navigate resources that provide

advice on the legal rights of children with hearing loss and information on educational resources under U.S. federal law to ensure that children receive the services and classroom supports that they need. The launch of the Spanish-language section of the Knowledge Center is the beginning of a growing collection of resources in Spanish. We welcome your feedback on this website section and content that you would find valuable. Complete the survey on the Knowledge Center en espaĂąol website section landing page or visit es.surveymonkey.com/s/ KCenespanol. REFERENCE Mehra, S., Eavey, R. D., & Keamy Jr., D. G. (2009). The epidemiology of hearing impairment in the United States: Newborns, children and adolescents. Otolaryngologyâ&#x20AC;&#x201D; Head and Neck Surgery, 140(4), 461-472. doi: 10.1016/j. otohns.2008.12.022

Chapter News: We will share a booth with Rosieâ&#x20AC;&#x2122;s Ranch and Listen Foundation at the Orlando AG Bell Conference. Come Visit Us!

Come join the fun!

2014 Events to Look For: Family Zoo Event, Spring Walk 4 Hearing with the CO AG Bell Team, June Fundraising at Cherry Creek Arts Festival, July

Visit us at: www.coloradoagbell.org

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TIPS FOR PARENTS

Back to School with Hearing Loss BY ANNA KARKOVSKA MCGLEW, M.A.

ListeningandSpokenLanguage.org/Quick_Cards_to_Give_to_Teachers Each school year is a new beginning, presenting children and parents with challenges but also with opportunities for growth and progress. Transitioning from the carefree and fun-filled summer days into the busyness and increased demands of structured school time can be a difficult period for everyone in the family.

Communication First For children with hearing loss and their families, communication with teachers and other school staff in the beginning of the school year is key. Many of the daily obstacles in the classroom stem from a lack of clear understanding about how to best interact with children with hearing loss. Many teachers in the mainstream setting may not have had a child with hearing loss in their classroom, and while their intentions are always in the best

interest of the children, they may benefit from some background information. AG Bell has developed some templates that outline key information that provides teachers with a better understanding of a child’s hearing loss, and some easy ways to avoid some traditional obstacles. This is an excellent resource for educating the team that is developing the student’s Individualized Education Program (IEP) or 504 plan about the child’s needs and it is a great resource for substitute teachers who may not be familiar with the requirements of the child’s education plan or accommodations. Visit the Listening and Spoken Language Knowledge Center to download and customize these templates for your child and their needs at ListeningandSpokenLanguage.org/ Quick_Cards_to_Give_to_Teachers. This is a great way to open dialog between

the teacher and the student. Another helpful resource is the All About My Ears Classroom Information Sheet developed by Cochlear Implant Online and available at cochlearimplantonline.com/site/all-aboutmy-ears-classroom-information-sheet. Parents will find tips for a smooth transition time into the new school year and strategies for establishing open and involved communication with teachers in the mainstream from Krysty Krywko, Ed.D., author of the blog, “After the Diagnosis: Helping Families with Hearing Loss.” Krywko advises parents to review their child’s IEP, make proactive contact with their child’s teacher(s), make a classroom plan to address issues with acoustics, schedule appointments with the professionals providing hearing health services to their child, and involve their child through role plays to ease and address anxiety and fear at the beginning of the school year. Read more about her tips at lateonsethearingloss.org/2012/08/24/ back-to-school-with-hearing-loss.

Building Self-advocacy Skills Self-advocacy skills in children with hearing loss are essential. Self-advocacy is the ability of the child to describe his or her own skills and needs for communication, for parents and children to set goals and develop a plan to reach them, and advocacy for legal and legislative rights and accommodations for people who are deaf and hard of hearing. In the AG Bell Family Needs Assessment survey, while self-advocacy was rated as necessary at all age levels, the transition points to elementary, middle and high school represented a jump in the need for these skills. While extremely necessary in middle school and beyond,

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training to support these skills is very important to instill in elementary school. Parents noted the need, particularly in younger children, to develop these skills for activities outside of school, where the structure and experience of teachers and therapists cannot be relied upon. The Knowledge Center has an abundance of self-advocacy resources. Just visit ListeningandSpokenLanguage.org and click on Self-Advocacy Resources under the Advocate tab to access articles, videos and other information on the topic. The AG Bell Parent Advocacy Training free online course helps parents and educators build knowledge and confidence as they become advocates for their children living with hearing loss and work with local school districts and service providers. Go to ListeningandSpokenLanguage.org/PAT to access the course.

Learn from Experts and Families Who Have Been There One of the best ways to receive support on any issue related to hearing loss is to tap into the collective experience and wisdom of families who have been on a similar journey and understand your needs and feelings. Click on the “You Are Not Alone” section under the Families tab on the Knowledge Center to read blogs from the community. Other blogs as well as a collection of tips and resources on the back to school transition can be found on the Stanford Initiative to Cure Hearing Loss website, which provides a great compilation of clickthrough resources. Visit hearinglosscure. stanford.edu/2012/09/going_back_to_ school_with_hearing_loss to learn more. For students who may be reluctant users of FM systems and other technology to improve hearing in the classroom, the Pinterest board (pinterest.com/audielynn/ back-to-school-with-hearing-loss) provides links to helpful strategies.

Parents interested in second language learning and bilingual approaches for their child with hearing loss should check out Jane Madell’s “Hearing and Kids” blog, which covers many topics from a listening and spoken language professional perspective. Visit hearinghealthmatters. org/hearingandkids for a wealth of information and resources. Use the above resources and this issue of Volta Voices as a jumpstart to your preparations for the new school year. Most importantly, remember that skillful communication opens doors and creates understanding, while cultivating a positive outlook eases anxiety and fosters motivation.

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

TO HEAR FROM THE START Advances in newborn hearing screening, early hearing detection and intervention 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.

PARENT-INFANT FINANCIAL AID PROGRAM DEADLINE: OCTOBER 7, 2014 More information, including eligibility criteria and an application packet, is available at ListeningandSpokenLanguage.org. TEL 202.337.5220 EMAIL FINANCIALAID@AGBELL.ORG

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HEAR OUR VOICES

Feel the Beat: Connecting Through Music and Advocating for CART BY DELANIE HARRINGTON

Being a musician who is deaf sounds like an oxymoron, yet Beethoven is credited with having said, “To play a wrong note is insignificant; to play without passion is inexcusable.” This is the answer I often give people who ask how I can play music and be deaf, like the well-meaning music student who asked me one day as I was leaving band class why I was in music. I gave him my answer and returned the question. I suppose he was surprised that I took the question so lightly and with complete disregard to my hearing loss, and so he proceeded to ignore it as well. He later came to see me as an average person and friend. My hearing loss—this little thing that has followed me around my entire life—does not, and will not, ever define my abilities or me. Music has been a large part of my life for many years. My earliest memory of musical enjoyment was when I was 7 years old. Every Sunday I’d sit in the second row of my church congregation, right in front of the piano. Every Sunday I’d watch the

Delanie fooling around with the piano at the 2013 AG Bell Leadership Opportunities for Teens program. credit: matthew browne

pianist play. By the time I was 9, I knew the words to every lyric in the songbook. When I was 11 years old, I began playing the piano myself. The piano is predictable. If I hit the right key, it will play the same note every time, and if I play a song correctly, there will always be harmony. Life is unpredictable and always changing, and the piano is my safe haven. It is my happy place. Life will happen as it may, but the piano will always be there for me. Music has impacted my life for the better.

Young Delanie, center, at a girl scout event.

Although everyone has different experiences and backgrounds, music is a language we all can share. It is one of the few experiences that connect us human beings. I have been a musician since I was 11 years old, and now at 18, I hope to never stop playing music. The experience of being a part of music in my youth church choir, recitals and high school marching band has taught me how to work with other people in a unified goal of either performing or sharing our faith. Musical group performance allows me to blend in, when I have spent much of my life standing out. Music transcends cultural differences, race or ability. Because of music, I belong somewhere. For my Girl Scout Gold Award this year, I observed music therapists and facilitated drum circles with various groups in the community, but especially with very young children who are deaf and hard of hearing. It was inspiring seeing these kids have so much enthusiasm for an activity many think they cannot do. I loved working with and teaching them about breaking stereotypes through music. My goal was to

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build these children’s confidence in their own abilities, so they can work to achieve whatever passion they have beyond what is expected of them. Music puts into words what we ourselves are often unable to. This project also gave me much insight into career possibilities. As a result of my passion for music, I am exploring the field of music therapy as a profession. That’s what I believe in and hope to do: connect with people. I will be attending the University of Dayton and hope to receive my bachelor’s degree in music therapy, so that I can spread my own sanctuary to others.

Barriers Bring Advocacy Opportunities Having limits set on you by other people is incredibly frustrating, especially when you and those close to you understand that you are completely capable of anything but hearing like everyone else. Anyone who has grown up deaf or hard of hearing understands exactly what I am talking about. It is also frustrating when, after years of accepting that it is okay to ask for help and receive accommodations, you are all of a sudden denied. When I was in middle school, my family requested CART (Communication Access Realtime Translation) on my behalf as an accommodation from the Poway Unified School District. It quickly became clear that it would be something I would have to fight for and my family and I initiated a lawsuit against the school district. I believe they overlooked my disability and right to education despite the Americans with Disabilities Act (ADA). During this time, I was also taking honors and AP classes without any form of transcription.

Delanie on the news for speaking at the Poway Unified School Board meeting and presenting her CART petition and signatures. credit: channel 10 news

After four years with no result, I’d had enough. I decided to put my frustration to productive and positive use. I drafted a petition that collected over 1,900 signatures from around the world with the support of various organizations and news outlets, and presented them at the School District Board meeting. During the second semester my senior year in high school, I won an injunction at the 9th U.S. Circuit Court of Appeals to receive CART during the District’s appeal, and succeeded in fighting for my right to equal education. The outcome of my case, deemed a violation of the ADA by the federal court, will make it very difficult for any school

district to deny future requests for CART. I am glad that, as a result of my efforts, students who are deaf and hard of hearing will not have to fight as I did for equal access to education. My whole life I was taught to advocate for myself, but it was not until these past few years that I learned what advocacy really means and how necessary it is. Whether it is requesting caption glasses at the movie theater, asking for the play script so that you can follow along, or standing up for what you believe is right, always know that even though your ears don’t “work,” your brain and your heart do.

Above: Making silly faces with a group of preschool kids with hearing loss who use listening and spoken language at Whitman Elementary School. credit: suzy aaberg Left: Delanie facilitating a drum circle at a mainstreamed kindergarten class at Garden Road Elementary School. credit: terri gosen

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DIRECTORY OF SERVICES

Directory of Services

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.

California

Echo Center/Echo Horizon School, 3430 McManus Avenue, Culver City, CA 90232 • 310-838-2442 (voice) • 310-838-0479 (fax) • 310-202-7201 (tty) • vishida@echohorizon. org (email) • www. echohorizon.org (website) • Vicki Ishida, Echo Center Director. Private elementary school incorporating an auditory/ oral mainstream program for students who are deaf or hard of hearing. Daily support provided by credentialed DHH teachers in speech, language, auditory skills and academic follow-up.

HEAR Center, 301 East Del Mar Blvd., Pasadena, CA 91101 • 626-796-2016 (voice) • 626-796-2320 (fax) • Specializing in audiological services for all ages. AuditoryVerbal individual therapy, birth to 21 years.

HEAR to Talk, 547 North June Street, Los Angeles, CA 90004 • 323-464-3040 (voice) • Sylvia@hear2talk.com (e-mail) • www.hear2talk. com • Sylvia Rotfleisch, M.Sc.A., CED, CCC, Certified Auditory-Verbal Therapist®, LSLS Cert. AVT, Licensed Audiologist, California NPA Certified. Trained by Dr. Ling. Extensive expertise with cochlear implants and hearing aids.

Jean Weingarten Peninsula Oral School for the Deaf, 3518 Jefferson Ave. Redwood City, Ca. 94062 • jwposd@jwposd.org (email) • www.deafkidstalk.org (website) • Kathleen Daniel Sussman–Executive Director–Pamela Hefner Musladin–Director of School A listening and spoken language program where deaf and hard of hearing children listen, think and talk! Cognitive based program from birth through Kindergarten. Students develop excellent language, listening and social skills with superior academic competencies. Services include educational programs, parent/infant, speech/language/auditory therapy, mainstream support, educational/clinical audiology, occupational therapy and Tele-therapy.

John Tracy Clinic, 806 West Adams Boulevard, Los Angeles, CA 90007 • 213-748-5481 (voice) • 800-522-4582 · PALS@JTC.org • www.jtc. org & www.youtube.com/johntracyclinic. Early detection, school readiness and parent empowerment since 1942. Worldwide Parent Distance Education and onsite comprehensive audiological, counseling and educational services for families with children ages birth-5 years old. Intensive Summer Sessions (children ages 2-5 and parents), with sibling program. Online and on-campus options for an accredited Master’s and Credential in Deaf Education.

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.

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.

No Limits Speech and Language Educational Center and Theatre Program,

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

Listen and Learn, 4340 Stevens Creek Blvd.,

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 fiveand-eighteen as well as a biweekly literacy program, computer training, weekly parent classes and a nationwide theatrical program.

Training and Advocacy Group (TAG) for Deaf & Hard of Hearing Children and Teens, Leah Ilan, Executive Director • 11693 San Vicente Blvd. #559, Los Angeles, CA 90049 • 310-339-7678 • tagkids@aol.com • www.tagkids. org. TAG provides exciting social opportunities through community service, field trips, weekly meetings, college prep and pre-employment workshops, guest speakers and parent-only workshops. site in the community. Group meetings and events offered to oral D/HoH children in 5th grade through high school seniors.

Colorado

Rosie’s Ranch: Ride! Listen! Speak! 720-851-0927 • www.rosiesranch.com • Director: Mary Mosher-Stathes, Cert. AVT, LSLS cert.avt • Our mission: To provide a FUN ranch experience, where children with deafness and oral language challenges expand their skills by engaging in activities with horses. Our programs: Parent/ Tot: 2-5 yrs, 90 minute language experience with ponies. Pony/Horse Camp: 6-10 yrs, Day Camp 9:00 - 3:00 Wranglers Round-Up: 11-13 yrs, Day Camp 9:00 - 3:00 Riding Club: Private riding lessons for all ages. Annual Family Event: Free day on the Ranch for families.

Connecticut

CREC Soundbridge, 123 Progress Drive, Wethersfield, CT 06109 • 860- 529-4260 (voice/ TTY) • 860-257-8500 (fax) • www.crec.org/ soundbridge (website). Dr. Elizabeth B. Cole, Program Director. Comprehensive audiological and instructional services, birth through postsecondary, public school settings. Focus on

Turnpike, Hampton, CT 06247 • 860-4551404 (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 postrehabilitation, 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.

Florida

Clarke Schools for Hearing and Speech/ Jacksonville, 9803 Old St. Augustine Road, Suite 7, Jacksonville, FL 32257 • 904-880-9001 • info@clarkeschools.org • www.clarkeschools. org. Alisa Demico, MS, CCC-SLP, LSLS Cert AVT, and Cynthia Robinson, M.Ed., CED, LSLS Cert. AVEd, Co-Directors. A member of the Option Schools network, Clarke Schools for Hearing and Speech provides children who are deaf and hard of hearing with the listening, learning and spoken language skills they need to succeed. Comprehensive listening and spoken language programs prepare students for success in mainstream schools. Services include early intervention, toddler, preschool, pre-K, kindergarten, parent support, cochlear implant habilitation, and mainstream support. Summer Listening and Spoken language Program provides additional spoken language therapy for toddler and preschool-aged children. Clarke Schools for Hearing and Speech has locations in Boston, Bryn Mawr, Jacksonville, New York City, Northampton and Philadelphia.

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DIRECTORY OF SERVICES 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) • scarr@atlspsch. org (email) • www.atlantaspeechschool.org (website). A Listening and Spoken Language program serving children who are deaf or hard of hearing from infancy to early elementary school age. Children receive language-rich lessons and highly individualized literacy 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 education evaluations. Established in 1938.

Auditory-Verbal Center, Inc.—Atlanta, Macon, Teletherapy—1901 Century Boulevard, Suite 20, Atlanta, GA 30345 • OFFICE: 404-6338911 • EMAIL: Listen@avchears.org • WEBSITE: www.avchears.org AVC provides Auditory-Verbal Therapy that teaches children who are deaf and hard of hearing to listen and speak WITHOUT the use of sign language or lip reading. AVC provides AV therapy expertly by their Listening &

Spoken Language Specialists (LSLSTM) through their two main locations in Atlanta and Macon but also virtually through teletherapy. Together, the LSLS and the parents work together to maximize each child’s listening and spoken language skills. AVC also has a full Audiology & Hearing Aid Clinic that provides diagnostic testing, dispensing and repair of hearing aids and cochlear implant mapping for adults. Additional offices: 2720 Sheraton Drive, Suite D-240, Macon, GA 31204, 478-471-0019 (voice)

Illinois

Alexander Graham Bell Montessori School (AGBMS) and Alternatives In Education for the Hearing Impaired (AEHI), www. agbms.org (website) • info@agbms.org (email) • 847-850-5490 (phone) • 847-1!50-5493 (fax) • 9300 Capitol Drive Wheeling, IL 60090 • AGBMS is a Montessori school educating children ages 15 months-12 who are deaf or hard of hearing or have other communicative challenges in a mainstream environment with hearing peers. Teachers of Deaf/Speech/ Language Pathologist /Reading Specialist/ Classroom Teachers emphasize language development and literacy utilizing Cued Speech. Early Intervention Services available to children under 3. 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.

Child’s Voice School, 180 Hansen Court, Wood Dale, IL 60191 • (630) 565-8200 (voice) • (630) 565-8282 (fax) • info@childsvoice.org (email) • www.childsvoice.org (website). Michele Wilkins, Ed.D., LSLS Cert. AVEd., Executive Director. A Listening and Spoken Language program for children birth to age 8. Cochlear implant (re) habilitation, audiology services and mainstream support services provided. Early intervention for birth to age three with parent-infant and toddler classes and home based services offered in Wood Dale and Chicago. (Chicago– phone (773) 516-5720; fax (773) 516-5721) Parent Support/Education classes provided. Child’s Voice is a Certified Moog Program.

Maryland

The Hearing and Speech Agency’s Auditory/Oral Program: Little Ears, Big Voices, 5900 Metro Drive, Baltimore, MD 21215 • (voice) 410-318-6780 • (relay) 711 • (fax) 410318-6759 • Email: hasa@hasa.org • Website: www.hasa.org • Jill Berie, Educational Director; Olga Polites, Clinical Director; Erin Medley,

Listen, Talk, and Grow. Preschool programs at Clarke enhance children’s listening, speech, language and pre-literacy skills while fostering their social, emotional, cognitive, and creative development. To learn more, email info@clarkeschools.org or visit clarkeschools.org/preschool.

Boston • Jacksonville • New York • Northampton • Philadelphia Clarke Schools for Hearing and Speech provides children who are deaf and hard of hearing with the listening, learning and spoken language skills they need to succeed.

Clarke Preschool Volta Voice Half page

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“ When I first observed a Clarke classroom, I saw immediately that the children were really involved and asking thoughtful questions. I could see there was an emphasis not just on language, but on thinking and being confident. I knew this would be the place for my daughter because I saw how accepting and wonderful the teachers were. I knew she would blossom at Clarke.” —Parent, Boston campus

clarkeschools.org

DIRECTORY OF SERVICES Teacher of the Deaf. Auditory/Oral education and therapy program for infants and young children who are deaf or hard of hearing. Early intervention services are available for children birth to age 3 and a preschool program for children ages 3 through 5. Cheerful, spacious, state-of-the-art classrooms located in Gateway School are approved by the Maryland State Department of Education. Services include onsite audiology, speech-language therapy, family education and support. Applications are accepted year-round. Financial aid available.

Massachusetts

Clarke Schools for Hearing and Speech/ Boston, 1 Whitman Road, Canton, MA 02021 • 781-821-3499 (voice) • 781-821-3904 • info@ clarkeschools.org • www.clarkeschools.org. Barbara Hecht, Ph.D., Director. A member of the Option Schools network, Clarke Schools for Hearing and Speech provides children who are deaf and hard of hearing with the listening, learning and spoken language skills they need to succeed. Comprehensive listening and spoken language programs prepare students for success in mainstream schools. Services include early intervention, preschool, kindergarten, speech and language services, parent support, cochlear implant habilitation, and an extensive mainstream services program (itinerant and consulting). Children and families come to our campus from throughout Eastern and Central Massachusetts, Cape Cod, Rhode Island, Maine and New Hampshire for services. Clarke Schools for Hearing and Speech has locations in Boston, Bryn Mawr, Jacksonville, New York City, Northampton and Philadelphia.

Clarke Schools for Hearing and Speech/ Northampton, 45 Round Hill Road, Northampton, MA 01060 • 413-584-3450 • info@ clarkeschools.org • www.clarkeschools.org. Bill Corwin, President. A member of the Option Schools network, Clarke Schools for Hearing and Speech provides children who are deaf and hard of hearing with the listening, learning and spoken language skills they need to succeed. Comprehensive listening and spoken language programs prepare students for success in mainstream schools. Services include early intervention, preschool, day school through 8th grade, cochlear implant assessment, summer programs, mainstream services (itinerant and consulting), evaluations for infants through high school students, audiological services, and a graduate degree program in teacher education. Clarke Schools for Hearing and Speech has locations in Boston, Bryn Mawr, Jacksonville, New York City, Northampton and Philadelphia.

Minnesota

Northeast Metro #916 Auditory/Oral Program, 1111 S. Holcombe Street, Stillwater MN 55082 • 651-351-4036 • auditory.oral@nemetro. k12.mn.us (email). The purpose of Northeast Metro 916’s Auditory/Oral Program is to provide

a listening and spoken language education to children who are deaf or hard of hearing. Services strive to instill and develop receptive (listening) and expressive (speaking) English language skills within each student. Well-trained specialists carry the principles of this program forward using supportive, necessary and recognized curriculum. The program’s philosophy is that children who are deaf or hard of hearing can learn successfully within a typical classroom environment with peers who have typical hearing. This can be achieved when they are identified at an early age, receive appropriate amplification, and participate in an spoken language-specific early intervention program. Referrals are through the local school district in which the family lives.

SoundWorks for Children, 18 South Main Street, Topsfield, MA 01983 • 978-887-8674 (voice) • soundworksforchildren@verizon.net (e-mail) • Jane E. Driscoll, MED, Director. A comprehensive, non-profit program dedicated to the development of auditory-verbal 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/selfadvocacy groups for mainstreamed students are offered at our Family Center. Summer programs, in-service training, and consultation available.

Mississippi

DuBard School for Language Disorders, The University of Southern Mississippi, 118 College Drive #5215, Hattiesburg, MS 394060001 • 601-266-5223 (voice) • dubard@usm.edu (email) • www.usm.edu/dubard • Maureen K. Martin, Ph.D., CCC-SLP, CED, CALT, QI, Director. The DuBard School for Language Disorders is a clinical division of the Department of Speech and Hearing Sciences at The University of Southern Mississippi. The school serves children from birth to age 13 in its state-of-the-art facility. Working collaboratively with 20 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 DuBard Association Method®, an expanded and refined version of The Association Method, is the basis of the curriculum. Comprehensive evaluations, individual therapy, audiological services and professional development programs also are available. AA/EOE/ADAI.

Magnolia Speech School, Inc., 733 Flag Chapel Road, Jackson, MS 39209 – 601-922-5530 (voice), 601-922-5534 (fax)– anne.sullivan@ magnoliaspeechschool.org–Anne Sullivan, M.Ed. Executive Director. Magnolia Speech School serves children with hearing loss and/or severe speech and language disorders. Listening and Spoken Language instruction/therapy is offered to students 0 to 12 in a home-based early intervention program (free of charge), in classroom settings and in the Hackett Bower

Clinic (full educational audiological services, speech pathology and occupational therapy). Assessments and outpatient therapy are also offered to the community through the Clinic.

Missouri

CID–Central Institute for the Deaf, 825 S. Taylor Avenue, St. Louis, MO 63110 314-977-0132 (voice) • 314-977-0037 (tty) • lberkowitz@cid.edu (email) • www.cid.edu (website) Lynda Berkowitz/Barb Lanfer, coprincipals. Child- and family-friendly learning environment for children birth-12; exciting adapted curriculum incorporating mainstream content; Family Center for infants and toddlers; expert mainstream preparation in the CID pre-k and primary programs; workshops and educational tools for professionals; close affiliation with Washington University deaf education and audiology graduate programs.

The Moog Center for Deaf Education, 12300 South Forty Drive, St. Louis, MO 63141 • 314692-7172 (voice) • 314-692-8544 (fax) • www. moogcenter.org (website) • Betsy Moog Brooks, Executive Director, bbrooks@moogcenter.org. 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 (3–9 years), Audiology (including cochlear implant programming), Teleschool, mainstream services, educational evaluations, parent education and support groups, professional workshops, teacher education, and student teacher placements. The Moog Center for Deaf Education is a Certified Moog Program.

New Jersey

HIP of Bergen County Special Services, Midland Park School District, 41 E. Center Street, Midland Park, NJ 07432. • Contact Kathleen Treni, Principal (201) 343-8982, kattre@bergen.org. An integrated, comprehensive pre-K through 6th grade auditory oral program. Services include AV Therapy, Cochlear Implant Habilitation, Parent Education and Audiology services. STARS Early Intervention for babies, 0 to 3, with Toddler and Baby and Me groups available. SOUND SOLUTIONS consulting teacher services for mainstream students in North Jersey public schools. Contact Lisa Stewart, Supervisor at 201-343-6000 ext 6511 for information about teacher of the deaf, speech and audiology services to public schools. SHIP is the state’s only 7 through 12th grade auditory oral program. CART (Computer Realtime Captioning) is provided in a supportive small high school environment and trained Social Worker is onsite to work with social skills and advocacy issues.

Stephanie Shaeffer, M.S., CCC-SLP, LSLS Cert. AVT • 908-879-0404 • Chester, NJ • srshaeffer@comcast.net. Speech and Language Therapy and Communication Evaluations. Auditory-Verbal Therapy, Aural Rehabilitation, Facilitating the Auditory Building Blocks Necessary for Reading. Fluency and Comprehension.

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DIRECTORY OF SERVICES Summit Speech School for the HearingImpaired Child, F.M. Kirby Center is an exclusively auditory-oral/auditory-verbal school for deaf and hard of hearing children located at 705 Central Ave., New Providence, NJ 07974 • 908-508-0011 (voice/TTY) • 908508-0012 (fax) • info@summitspeech.org (email) • www.summitspeech.org (website) • Pamela Paskowitz, Ph.D., CCC-SLP, Executive Director. Programs include Early Intervention/ Parent Infant (0-3 years), Preschool (3-5 years) and Itinerant Mainstream Support Services for children in their home districts. Speech and language, OT and PT and family support/ family education services available. Pediatric audiological services are available for children birth-21 and educational audiology and consultation is available for school districts.

New York

Anne Kearney, M.S., LSLS Cert. AVT, CCC-SLP, 401 Littleworth Lane • Sea Cliff, Long Island, NY 11579 • 516-671-9057 (Voice) • Kearney@ optonline.net. Family-centered auditoryverbal speech therapy for infants, children and adults with any level of hearing loss.

Auditory/Oral School of New York, 3321 Avenue “M”, Brooklyn, NY 11234 • 718-5311800 (voice) • 718-421-5395 (fax) • info@

auditoryoral.org (email). Pnina Bravmann, Program Director. An Auditory/Oral Early Intervention and Preschool Program serving children with hearing loss and their families. Programs include: Early Intervention (centerbased and home-based), preschool, integrated preschool classes with children with normal hearing, multidisciplinary evaluations, parent support, auditory-verbal therapy (individual speech, language and listening therapy), complete audiological services, cochlear implant (re)habilitation, mainstreaming, ongoing support services following mainstreaming.

Center for Hearing and Communication, 50 Broadway, 6th Floor, New York, NY 10004 • 917 305-7700 (voice) • 917-305-7888 (TTY) • 917-305-7999 (fax) • 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 have a hearing loss as well as children with listening and learning challenges. Our acclaimed services for children include pediatric hearing evaluation and hearing aid fitting; auditory-oral therapy; and the evaluation and treatment of auditory processing disorder (APD). Comprehensive services for all

ages include hearing evaluation; hearing aid evaluation, fitting and sales; cochlear implant training; communication therapy; assistive technology consultation; tinnitus treatment, emotional health and wellness; and Mobile Hearing Test Unit. Visit www.CHChearing. org to access our vast library of information about hearing loss and hearing conservation.

Clarke Schools for Hearing and Speech/ New York, 80 East End Avenue, New York, NY 10028 • 212-585-3500 • info@clarkeschools. org • www.clarkeschools.org. Meredith Berger, Director. A member of the Option Schools network, Clarke Schools for Hearing and Speech provides children who are deaf and hard of hearing with the listening, learning and spoken language skills they need to succeed. Comprehensive listening and spoken language programs prepare students for success in mainstream schools. Clarke’s New York campus is located on the Upper East Side of Manhattan and serves children age birth-5 years old from New York City and Westchester County. Clarke is an approved provider of early intervention evaluations and services, service coordination, and pre-school classes (self-contained and integrated). There are typically little or no out of pocket expenses for families attending Clarke New York. Our

St. Joseph Institute for the Deaf

At St. Joseph Institute for the Deaf (SJI), we believe that children with hearing loss deserve the opportunity to listen, speak and read. As international leaders in listening and spoken language (LSL) based education, our highly trained staff of certified deaf educators, speech therapists and audiologists help children develop oral language without the use of sign language. SJI is the only school for the deaf to be fully accredited by the prestigious Independent Schools Association of the Central States (ISACS). Visit us at sjid.org & ihearlearning.org for more information on our locations and services

Indianapolis Campus ihear- Internet Therapy St. Louis Campus 9192 Waldemar Rd. Indianpolis, IN 46268 (317) 471-8560

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ihearlearning.org (636) 532-2672

1809 Clarkson Rd St. Louis, MO 63017 (636) 532-3211

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DIRECTORY OF SERVICES expert staff includes teachers of the deaf/ hard of hearing, speech language pathologists, audiologists, social workers/service coordinators and occupational and physical therapists. Clarke Schools for Hearing and Speech has locations in Boston, Bryn Mawr, Jacksonville, New York City, Northampton and Philadelphia.

Cleary School for the Deaf, 301 Smithtown

onsite, integrated auditory-verbal preschool and kindergarten programs; comprehensive curriculum utilizes play, music, literacy and hands on experiences to promote listening and spoken language skills and academic standards. Speech, occupational and physical therapies, as well as counseling and Cochlear Implant MAPpings, are available onsite.

Boulevard, Nesconset, NY 11767 • 631-588-0530 (voice) • www.clearyschool.org • Jacqueline Simms, Executive Director. Auditory Oral Programs include Parent-Infant (birth-3years) and Preschool (3-5 years). Offers Teacher of the Deaf, Speech Therapy & AV therapy. The primary focus of the Auditory-Oral Program is to develop students’ ability to “listen to learn” along with developing age appropriate speech, language, and academic skills. These programs offer intensive speech therapy services with a goal to prepare students for life long learning. Additional services: Autism Resource, Audiological, Music, Art, Library, OT, PT and Parent Support.

Rochester School for the Deaf, 1545 St.

Mill Neck Manor School for the Deaf,

St. Joseph’s School for the Deaf, 1000

40 Frost Mill Road, Mill Neck, NY 11765 • (516) 922-4100 (voice). Francine Atlas Bogdanoff, Superintendent. State-supported school: Infant Toddler Program focusing on parent education and support including listening and spoken language training by a speech therapist and TOD. Certified AVEd and Audiological services

Hutchinson River Pkwy., Bronx, NY 10465 • 718-828-9000 (Voice) • 718-828-1671 (TTY) • 347-479-1271 (Video Phone) • www.sjsdny. org. Debra Arles, Executive Director. SJSD has a long history of providing academically rich programs for students with hearing loss from birth to 8th grade. All students receive individual

Paul Street, Rochester, NY 14621 • 585-544-1240 (voice/TTY) • 866-283-8810 (videophone) • info@RSDeaf.org • www.RSDeaf.org • Harold Mowl, Jr., Ph.D., Superintendent/CEO. Serving Western and Central New York State, Rochester School for the Deaf (RSD) is an inclusive, bilingual school where children who are deaf and hard of hearing and their families thrive. Established in 1876, RSD goes above and beyond all expectations to provide quality Pre-K through 12th grade academic programs, services and resources to ensure a satisfying and successful school experience for children with hearing loss.

and/or small group speech therapy sessions. Individual and sound field FM systems are utilized throughout the school day. Onsite audiological services (assessments and amplification fitting/maintenance) are available in addition to occupation and physical therapies, and counseling. Our Parent-Infant Program offers individual family sessions and a weekly group session, and emphasizes language acquisition, development of spoken language and auditory skills. In addition, our vibrant, multi-lingual Parent Education program provides practical information and peer support to empower parents raising a child with hearing loss.

North Carolina

CASTLE- Center for Acquisition of Spoken Language Through Listening Enrichment, 5501 Fortunes Ridge Drive, Suite A, Chapel Hill, NC 27713 • 919-419-1428 (voice) • http://www.med. unc.edu/earandhearing/castle (website) • CASTLE is a part of the UNC Ear & Hearing Center and the UNC Pediatric Cochlear Implant Team, Our mission is to provide a quality listening & spoken language program for children with hearing loss; empower parents as primary teachers and advocates; and train and coach specialists in listening and spoken language. We offer toddler classes, preschool language groups, Auditory-Verbal parent sessions, and distance therapy through UNC REACH. Hands-on training program for hearing-related professionals/university students.

Our Programs *Pony Camp: M-TH; Daily riding and camp activities; ages 6-10; eight sessions this summer; special needs inclusion *Parent and Tot: A 90 minute “play-date” includes a ride and barn activities *Riding Club: For beginner or advanced beginner riders *NEW program: Wranglers Round-Up! Day Camp M-TH: Daily riding and camp activities for kids ages 11-13; two sessions this summer!

NOW ENROLLING!! MAKE IT A SUMMER TO REMEMBER!! SUMMER RIDING ACTIVITIES FOR ALL CHILDREN WHO LOVE HORSES VOLUNTEERS WANTED AND NEEDED Visit our website to register. All programs mix kids with and without special needs together. We all have fun!

www.rosiesranch.com * 303-257-5943 * 720-851-0927 Our Mission: Assist children with hearing loss and oral language challenges to listen and speak through engaging in activities with horses and their peers. We are a 501(c)(3) corporation.

Four miles east of Parker at 10556 East Parker Road Parker, CO 80138

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DIRECTORY OF SERVICES OHIO

Ohio Valley Voices • 6642 Branch Hill-Guinea Pike, Cincinnati, OH 45140 • 513-791-1458 (voice) • 513-791-4326 (fax) • mainoffice@ohiovalleyvoices.org (email) • www. ohiovalleyvoices.org (website). Ohio Valley Voices’ mission is to teach children with hearing loss to listen and talk. Our primary goal is for children with hearing impairment to leave our program speaking within normal limits and reading at or above grade level. Our vision is for all children with hearing loss to have a bright future with endless possibilities. We provide early intervention, oral deaf education through 2nd grade, intensive speech/ language therapy, parent education, and support groups for families. We offer a 1:3 therapist to child ratio and complete audiology services, including daily maintenance/repairs on children’s cochlear implants and/or hearing aids.

Oklahoma

Hearts for Hearing, 3525 NW 56th Street, Suite A-150, Oklahoma City, OK 73112 • 405-5484300 • 405-548-4350(Fax) • Comprehensive hearing health care for children and adults with an emphasis on listening and spoken language outcomes. Our family-centered team includes audiologists, LSLS Cert. AVTs, speech-language pathologists, physicians and educators working closely with families for optimal listening and spoken language outcomes. Services include newborn hearing testing, pediatric and adult audiological evaluations, hearing aid fittings, cochlear implant evaluations and mapping. Auditory-verbal therapy as well as cochlear implant habilitation is offered by Listening and Spoken Language Specialists (LSLS®), as well as an auditory-oral preschool, parenttoddler group and a summer enrichment program. Continuing education and consulting available. www.heartsforhearing.org.

OREGON

Butte Publications, Inc., P.O. Box 1329, Hillsboro, OR 97123 • 866 312-8883 • www. ButtePublications.com. Butte Publications is an educational publisher focused on the needs of deaf or hard-of-hearing students, their families, teachers and other professionals. At Butte, you’ll find time tested as well as new titles covering language skill building, professional resources, and other interesting and informative publications. Visit our website to see the scope of our line.

Pennsylvania

Clarke Schools for Hearing and Speech/ Pennsylvania, 455 South Roberts Road, Bryn Mawr, PA 19010 • 610-525-9600 • info@ clarkeschools.org • www.clarkeschools.org. Judith Sexton, MS, CED, LSLS Cert AVEd, Director. A member of the Option Schools network, Clarke Schools for Hearing and Speech provides children who are deaf and hard of hearing with the listening, learning and spoken language skills they need to succeed. Comprehensive listening and spoken language

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programs prepare students for success in mainstream schools. Locations in Bryn Mawr and Philadelphia. Services include early intervention, preschool, parent education, individual auditory speech and language services, cochlear implant habilitation for children and adults, audiological services, and mainstream services including itinerant teaching and consulting. Specially trained staff includes LSLS Cert. AVEd and LSL Cert. AVT professionals, teachers of the deaf, special educators, speech language pathologists and a staff audiologist. Clarke Schools for Hearing and Speech has locations in Boston, Bryn Mawr, Jacksonville, New York City, Northampton and Philadelphia.

Delaware County Intermediate Unit # 25, Hearing and Language Programs, 200 Yale Avenue, Morton, PA 19070 • 610-938-9000, ext. 2277, 610-938-9886 (fax) • sdoyle@dciu.org • Program Highlights: A publicly funded program for children with hearing loss in local schools. Serving children from birth through 21 years of age. Teachers of the deaf provide resource room support and itinerant hearing therapy throughout Delaware County, PA. Services also include audiology, speech therapy, cochlear implant habilitation (which includes LSLS Cert. AVT and LSLS Cert. AVEd), psychology and social work.

DePaul School for Hearing and Speech, 6202 Alder Street, Pittsburgh, PA 15206 • 412-924-1012 (voice) • 412-924-1036 (fax) • www.depaulhearingandspeech.org (website) • nl@depaulhearingandspeech.org (email) • Mimi Loughead, Early Childhood Coordinator. DePaul School is the only school in the western Pennsylvania tri-state region that provides Listening and Spoken Language (LSL) education to children who are deaf or hard of hearing. DePaul School serves children in Pennsylvania and from Ohio and West Virginia. A State Approved Private School, most programs are tuition-free to approved students. DePaul School provides early intervention services for children (birth to age 5); a center-based toddler program (ages 18–36 months); a preschool program (ages 3–5) and a comprehensive academic program grades K-8. DePaul School provides clinical services including audiology, Auditory-Verbal and speech therapy, cochlear implant MAPping and habilitation, physical and occupational therapy, mainstreaming support and parent education and support programs. Most children who participate in DePaul School’s early intervention programs gain the Listening and Spoken Language (LSL) skills needed to succeed and transition to their neighborhood schools by first grade.

South Carolina

The University of South Carolina Speech and Hearing Research Center, 1601 St. Julian Place, Columbia, SC, 29204 • (803) 777-2614 (voice) • (803) 253-4143 (fax) • Center Director: Danielle Varnedoe, daniell@mailbox.sc.edu. The center provides audiology services, speech-

language therapy, adult aural (re)habilitation therapy, and Auditory-Verbal Therapy. Our audiology services include comprehensive diagnostic evaluations, hearing aid evaluations and services, and cochlear implant evaluations and programming. The University also provides a training program for AV therapy and cochlear implant management for professional/university students. Additional contacts for the AVT or CI programs include Wendy Potts, CI Program Coordinator (803-777-2642), Melissa Hall (803777-1698), Nikki Herrod-Burrows (803-7772669), Gina Crosby-Quinatoa (803) 777-2671, and Jamy Claire Archer (803-777-1734).

Tennessee

Child Hearing Services (CHS) - University of Tennessee Health Science Center, 578 South Stadium Hall • Knoxville, TN 37996 • 865-974-5451 (voice) • 865-974-1793 (fax) • http://www.uthsc.edu/allied/asp/hsc/chs.php (website) • Eclark1@uthsc.edu (email) • Emily Noss, M.A. CCC-SLP • CHS provides aural re/ habilitation services for children who are deaf or hard of hearing ranging in age from birth-21. Group and individual treatment as well as aural/ oral communication assessments, pre and post cochlear implant assessments, auditory training, adult cochlear implant training, and parent guidance are offered. The objectives of CHS are for each child to develop listening and spoken language skills commensurate with their peers. CHS is also a training program for audiology and speech-language pathology students.

Memphis Oral School for the Deaf, 7901 Poplar Avenue, Germantown, TN 38138 • 901-758-2228 (voice) • 901-531-6735 (fax) • www.mosdkids.org (website) • tschwarz@ mosdkids.org (email). Teresa Schwartz, Executive Director. Services: Family Training Program (birth-age 3), Auditory/Oral Day School (ages 2-6), Audiological Testing, Hearing Aid Programming, Cochlear Implant Mapping and Therapy, Aural (Re)Habilitation, SpeechLanguage Therapy, Mainstream Service.

Vanderbilt Bill Wilkerson Center - National Center for Childhood Deafness and Family Communication, Medical Center East South Tower, 1215 21st Avenue South, Nashville, TN 37232-8718 • www.mc.vanderbilt. edu/VanderbiltBillWilkersonCenter (web). Fred Bess, Ph.D., Director NCCDFC fred.h.bess@ vanderbilt.edu; Michael Douglas, M.S., Principal, Mama Lere Hearing School William.m.douglas@ vanderbilt.edu; Lynn Hayes, Ed.D., Director, Master’s in Education of the Deaf Program lynn. hayes@vanderbilt.edu; Anne Marie Tharpe, Ph.D., Associate Director of Education, NCCDFC anne.m.tharpe@vanderbilt.edu. The National Center for Childhood Deafness and Family Communication (NCCDFC) at the Vanderbilt Bill Wilkerson Center houses a comprehensive program of research, education, and service for infants and children (birth through 18 years) with hearing loss and their families. Early intervention services include newborn hearing

DIRECTORY OF SERVICES screening, full range of pediatric audiology services (diagnostic services, hearing aid fittings, and cochlear implant program), infant-family training, and toddler group. The Mama Lere Hearing School provides preschool educational services for listening and spoken language development. Telepractice services, including deaf education, speech-language intervention, audiology services, and professional coaching are available. The Department of Hearing and Speech Sciences offers an innovative, highlyranked, interdisciplinary graduate program for audiology, speech-language pathology, and deaf education students. The NCCDFC is engaged in cutting-edge, basic and applied research in the area of childhood hearing loss.

Texas

Callier Center for Communication Disorders/UT Dallas, Callier - Dallas Facility: 1966 Inwood Road, Dallas, TX 75235 • Main number: 214-905-3000 • Appointments: 214-905-3030. Callier-Richardson Facility: 811 Synergy Park Blvd., Richardson, TX 75080 • Main number: 972-883-3630 • Appointments: 972-883-3630 • calliercenter@utdallas.edu (email) • www.utdallas.edu/calliercenter. For half a century, the Callier Center has been

dedicated to helping children and adults with speech, language and hearing disorders connect with the world. We transform lives by providing leading-edge clinical services, conducting innovative research into new treatments and technologies, and training the next generation of caring clinical providers. Callier provides hearing services, Auditory-Verbal therapy, and speech-language pathology services for all ages. Audiology services include hearing evaluations, hearing aid dispensing, assistive devices, protective devices and tinnitus therapy. We are a partner of the Dallas Cochlear Implant Program, a joint enterprise among the Callier Center, UT Southwestern Medical Center and Children’s Medical Center. Callier specializes in cochlear implant evaluations and post-surgical treatment for children from birth to 18 years. Our nationally accredited Child Development Program serves children developing typically and allows for the inclusive education of children with hearing impairments.

The Center for Hearing and Speech, 3636 West Dallas, Houston, TX 77019 • 713-523-3633 (voice) • 713-874-1173 (TTY) • 713-523-8399 (fax) - info@centerhearingandspeech.org (email) www.centerhearingandspeech.org (website)

CHS serves children with hearing impairments from birth to 18 years. Services include: auditory/ oral preschool; Audiology Clinic providing comprehensive hearing evaluations, diagnostic ABR, hearing aid and FM evaluations and fittings, cochlear implant evaluations and follow-up mapping; Speech-Language Pathology Clinic providing Parent-Infant therapy, Auditory-Verbal therapy, aural(re) habilitation; family support services. All services offered on sliding fee scale and many services offered in Spanish.

Utah

Sound Beginnings at Utah State University, 2620 Old Main Hill • Logan, UT • 84322-2620 • 435-797-9235 (voice) • 435-797-7519 (fax) • www.soundbeginnings.usu.edu • Ali Devey, MA, Sound Beginnings Program Coordinator, ali.devey@usu.edu • Kristina Blaiser, Ph.D., CCC-SLP, kristina.blaiser@usu.edu • Listening and Spoken Language Graduate Program. A comprehensive listening and spoken language program serving children with hearing loss and their families. Services include early intervention, parent training, toddler and preschool classrooms, pediatric audiology, tele-intervention and individual therapy. The Department of Communicated Disorders

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DIRECTORY OF SERVICES offers an interdisciplinary Listening and Spoken Language graduate training program in Speech-Language Pathology, Audiology, and Deaf Education. Sound Beginnings partners with the Utah School for the Deaf.

Wisconsin

Center for Communication Hearing & Deafness, 10243 W. National Avenue • West Allis, WI 53227 • 414-604-2200 •414-6047200(Fax) • www.cchdwi.org • Amy Peters Lalios, M.A,. CCC-A, LSLS Cert. AVT , Director, Therapy Services. Private non-profit agency, near Milwaukee, providing quality, state-of-the-art comprehensive therapy services to individuals, of all ages, who have hearing loss. Highly qualified professionals at CCHD include: LSLS certified practitioners; speech-language pathologists (including bilingual-Spanish); audiologists; teachers of the deaf and hard of hearing; and social worker. Services include familyfocused, culturally responsive individualized early intervention; parent education; auditoryverbal therapy; tele-therapy via ConnectHear Program; speech-language therapy; toddler communication groups with typically hearing peers; pre- post cochlear implant therapy for all ages; specialized instruction; consultations; professional mentoring as well as agency related programs, resources, ongoing educational and parent-to-parent events.

I NTERNATIONAL Canada

Children’s Hearing and Speech Centre of British Columbia , 3575 Kaslo Street, Vancouver, British Columbia, V5M 3H4, Canada

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• 604-437-0255 (voice) • 604-437-0260 (fax) • www.childrenshearing.ca (website) • Janet Weil, Principal and Executive Director, jweil@childrenshearing.ca. Celebrating our 50th year, our listening and spoken language clinical educational centre serves children and families from birth through Grade 12 including audiology, SLP, OT, First Words family guidance, preschool and primary classes, itinerant services and video-conferencing/tele-therapy.

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). Parentinfant 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.

England

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LIST OF ADVERTISERS Advanced Bionics Corporation..........................Inside Front Cover Auditory-Verbal Center, Inc.................................................................. 49 CapTel.................................................................................................................8 Central Institute for the Deaf................................................................ 16 Clarke Schools for Hearing and Speech..........................................43 Cochlear Americas.......................................................................................3 Colorado AG Bell........................................................................................37 Ear Technology Corp. (Dry & Store)................................................. 17 Jean Weingarten Peninsula Oral School for the Deaf..............29 Let’s Hear It For Almigal.........................................................................33 MED-EL Corporation............................................................. Back Cover National Technical Institute for the Deaf—RIT.............................20 Oticon.................................................................................................................4 Rosie’s Ranch...............................................................................................46 Sophie’s Tales, LLC (Hearing Our Way)...........................................48 Sprint CapTel................................................................................................21 St. Joseph Institute for the Deaf................................................. 15, 45

The Speech, Language and Hearing Centre–Christopher Place, 1-5 Christopher University of Texas Health Science Center....Inside Back Cover

AG Bell Parent-Infant Financial Aid Program............................... 39 Place, Chalton Street, Euston, London NW1 1JF, England • 0114-207-383-3834 (voice) • AG Bell Recurring Gift Program..........................................................50 0114-207-383-3099 (fax) • info@speechlang. org.uk (email) • www.speech-lang.org. uk (website) • Assessment, nursery school and therapeutic centre for children under 5 with hearing impairment, speech/language or communication difficulties, including autism. • We have a Child Psychologist and a Child Psychotherapist. • Auditory-Verbal Therapy is also provided by a LSLS Cert. AVT.

Your recurring monthly donation means that together we will:

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Every

Step

of the

Way Join Our Recurring Gift Program and Make it Possible for Children to Listen and Speak!

At AG Bell, a recurring gift helps us in our work of informing families, raising awareness, preparing professionals and building communities that will help our children to Listen, Speak and Succeed.

• Further our mission to Advance Listening and Spoken Language for Individuals Who Are Deaf and Hard of Hearing at diagnosis and transitions throughout life. • Help families, students and young adults through our scholarship programs. • Provide culturally relevant and sensitive materials for families and children. • Increase access to professionals who hold the Listening and Spoken Language Specialist (LSLS®) certification.

HOW IT WORKS You determine the amount and frequency of your donation. • We will charge your gift to your credit card at the predetermined interval (charges are made on or around the same date each period). • We will send you an e-mail confirming the charge. • Your gift will automatically renew each year. • You can increase, decrease or suspend your gift at any time by contacting AG Bell. • We will send you an annual statement that can be used for tax purposes. It’s simple, secure and one of the best ways that you can support AG Bell.

ListeningandSpokenLanguage.org/RecurringGift

PAQUIN CONTINUED FROM PAGE 52 I still couldn’t see through it. I finally understood what I was missing and the most powerful hearing aids couldn’t give me what I needed and what I wanted. I wanted to hear. I wanted to hear the sound of my pencil writing on paper, the sounds of spring awakening, the din of a classroom full of children. I wanted to be able to understand young children, hear their conversations and engage. I knew I wanted to teach and understanding tiny voices was challenging. After many months and years I decided to take the plunge and get my first cochlear implant in 2001 as a college junior. Wow is all I can say! We live in a noisy world, but what joy there is in hearing. This newfound way of hearing certainly didn’t come with a manual. I received intense weekly auditory therapy for almost two years at NECHEAR in Connecticut learning to make sense of sounds and speech. NECHEAR gave me many tools to train my brain to process the multitudes of sounds I was confronted with. I eventually learned to switch between active and passive listening. In 2007, I jumped on the bilateral bandwagon and got my second cochlear implant. I was teaching pre-kindergarten at the time and decided that in order to get my second ear up and running, I was going to take off the first cochlear implant. I also opted to train myself to hear with the second implant. I put myself through the rigors of hearing with a brand new ear, all the while teaching a classroom of children with and without hearing loss who never stopped talking. Within several months, I had started understanding spoken language without speechreading, using the telephone and was able to complete the many listening tasks I could do with my first implanted ear. I had achieved success, but not without giving myself a major auditory workout. I then put the first implant back on.

All smiles after finishing the Graffiti Run in San Antonio, Texas. credit: danielle paquin

As a teacher of the deaf, I can say for certain that my students are positively influenced by having a teacher with hearing loss. They recognize there are no excuses for not giving 100 percent at everything they do. At the same time I recognize when emotional and social development support is needed for students with hearing loss as they figure out their identity as a child with hearing loss in today’s world. I’m able to stand before children and their families as living proof that it’s possible! The dreams parents had for their child before they were born are within reach, even though the path they may take is different. My advice to parents and teachers of children with hearing loss? Children need to be given the opportunity to take charge of their learning and, to do that, parents must realize it is their job to instill a love of learning, a desire to want to know more and the confidence to ask for help and clarification when needed, not just in the comfort of the classroom, but in the real world. If parents and teachers always do everything for the child, the child will never truly understand what his/her needs are unless he/she is put in charge of asking for it. It’s imperative that educating the child is a

joint effort between parents/caregivers and schools. Parents need to do their part in pre-teaching, yet the teachers need to have clear and consistent communication with families about upcoming vocabulary, language and academic content. My advice to students with hearing loss? Get involved. Ask questions. Most importantly, don’t fake it. Pretending you know what is going on and what people are talking about doesn’t help in the long run. It will take time to figure out who to trust and who to go to for help, but those people exist. Be patient. Do your school work. Be diligent about it and study. Without knowledge, there is no power. Educate yourself, learn and discover all there is to know and possibilities will unveil themselves.

Sharing some laughs in the yard while enjoying the spring weather with family. credit: tammy koenig

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UP FRONT ON THE BACK PAGE Danielle Paquin, M.E.D., LSLS Cert. AVEd Teacher of the deaf with hearing loss on wanting to hear, getting two cochlear implants, and not missing a beat INTERVIEW BY ANNA KARKOVSKA MCGLEW, M.A.

Hearing loss was never an issue for me or my family. It was part of who I was and my family made it work for us. I was included and encouraged to become whatever I wanted. I can remember as a young child dreaming of being the first female baseball player. I wasn’t going to be the first deaf baseball player, I was going to be the first girl baseball player and I was going to be on the Red Sox. The deafness was secondary. But while I do listen and speak, when my cochlear implants are off, I’m deaf. I was born with a moderate to severe sloping hearing loss that was identified at the age of 2 years 9 months. By the time I was in middle school it had progressed to a severe to profound loss. I was dependent on speechreading and wore two hearing aids until age 13. Around that age, I received a blow to my head from a windsurfing board while playing with a group of friends in the water. From that point on, my hearing in my left ear deteriorated rapidly to where the hearing aid only amplified static. I stopped wearing a hearing aid on my left ear and continued through high school and the first few years of college with just one hearing aid.

Danielle (right), her partner Tammy and son Oliver enjoying a gorgeous fall day at the Hondo cornfield maize in Texas. credit: danielle paquin Top: Enjoying a fall day in Glastonbury, Conn. credit: tammy koenig

College was nothing short of being a huge challenge, one I gratefully took and clobbered outta the park. I attended Roger Williams University in Bristol, R.I., and majored in Elementary Education and Psychology. It was a horrible feeling going from an honor roll student to being a C student my first year of college. Fortunately, I was blessed with phenomenal education professors. They were true educators teaching upcoming educators and they understood the importance of meeting the needs of all their students. My success in my education courses and the encouragement I received from that department gave me the incentive to not give up on college. After my freshman year, I requested Communication Access Realtime Translation (CART) and/or Cued Speech for my classes from the university. Initially,

the school told me this wasn’t their responsibility. My family then suggested a lawsuit, which convinced the school to provide me with these accommodations. The rest of my college academic career was successful because I had access to the same information my peers did. I attended AG Bell’s Leadership Enrichment Adventure Program (LEAP) after my freshman year of college and met a number of people with cochlear implants. The seed for a cochlear implant had been planted, but I was still resistant. I believed I could hear just fine. The following year I attended my first AG Bell convention in Philadelphia, Pa., and was introduced to frequency transposition hearing aids. Suddenly, I was hearing so much “noise,” noise that I knew had meaning, but it all sounded the same to me. These new hearing aids had lifted the veil a bit, yet CONTINUED ON PAGE 51

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WE WANT YOU ON THE BACK PAGE! Read the entire interview online on the Listening and Spoken Language Knowledge Center at ListeningandSpokenLanguage.org/BackPage. If you have stories to tell, experiences to share and a perspective on hearing loss for this column, please send an email to editor@agbell.org and tell us a bit about yourself.

LI S TE N I N GA N DS P O K E N L A N G UAG E .O RG

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