Volta Voices January-February 2011 Magazine by Alexander Graham Bell Association for the Deaf and Hard of Hearing

VOICES

A l e x a n d e r G r a h a m B e l l A s s o c i at i o n f o r t h e D e a f a n d Ha r d o f H e a r i n g

January/February 2011

Addressing the Needs of Families Today

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Super

Power to learn, freedom to explore

As part of our commitment to help children with hearing loss achieve their full potential, Oticon is proud to introduce the newest member of the Safari family – Safari Super Power – specifically designed to help children overcome the challenges of severe to profound hearing loss. • Our smallest and most powerful (143/82) Super Power with a size 13 battery • High-speed processing and efficient battery consumption from advanced RISE2TM platform • Speech Guard technology delivering not only audibility but also protecting vital speech cues • Freedom to have control with a user-friendly VC wheel • Visual LED indicator for peace of mind for parents • Easy connectivity to Bluetooth devices via Streamer Contact your hearing care professional for more information about Safari Super Power, or visit www.oticonusa.com/children.

January/February 2011 VOLUME 18 ISS U E 1

VOICES V

Departments

Features

Voices from AG Bell 3 Supporting Listening and Spoken Language Professionals 36 Conversations with Alex Graham

Learning the Language of Elementary Arithmetic 38 Addition

Tips for Parents 40 Finding Financial Resources

2 5 6 8 44 52

Want to Write for VV? Editor’s Note voices Contributors Soundbites Directory of Services List of Advertisers

Improving Outcomes for Children Living in Poverty

By Jenna Voss, M.A., LSLS Cert. AVEd, and Susan Lenihan, Ph.D.

Learn strategies and tactics professionals can utilize to aid the development of listening and spoken language for children who are deaf and whose family may struggle financially.

Grandparents and the Circle of Love By Amy McConkey Robbins, M.S., CCC-SLP

Read about one boy’s incredible journey to developing listening and spoken language and how his grandparents played a key role in his early life. VERSIÓN EN ESPAÑOL

Los abuelos y el círculo del amor Por Amy McConkey Robbins, M.S., CCC-SLP

Esta es la historia del viaje increíble que hizo un niño para desarrollar la audición y el lenguaje oral, y cómo sus abuelos jugaron un papel clave en sus primeros años de vida.

Hear Our Voices 42 A Single Dad’s Story

In Every Issue

Auditory Oral School of New York: Meeting the Needs of New York City Children with Hearing Loss By Melody Felzien

This article introduces you to the Auditory Oral School of New York, which provides listening and spoken language development opportunities to the diverse populations of New York City.

Understanding a Child’s Hearing Aid Characteristics (Part 2) By Pamela D. Millett, Ph.D.

In the second of a two-part series, parents and professionals will learn how to use their child’s hearing test data to better advocate for technology and classroom modifications to ensure optimal listening and spoken language opportunities.

Alex ander Graham Bell A s s o c i a t i o n f o r t h e D e a f a n d Ha r d o f H e a r i n g

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

VOICES Advocating Independence through Listening and Talking

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

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

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

Volta Voices Staff Production and Editing Manager Melody Felzien Manager of Advertising and Exhibit Sales Garrett W. Yates, CEM Design and Layout EEI Communications AG Bell Board of Directors President Kathleen S. Treni (NJ) President-Elect Donald M. Goldberg, Ph.D., LSLS Cert. AVT (OH) Secretary-Treasurer Meredith K. Knueve, Esq. (OH) Immediate Past President John R. “Jay” Wyant (MN) Executive Director/CEO Alexander T. Graham (VA) Corrine Altman (NV) Christine Anthony, M.B.A. (IL) Rachel Arfa, Esq. (WI) Holly Clark (DC) Cheryl Dickson, M.Ed., LSLS Cert. AVT (Australia) Catharine McNally (VA)

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

Graham Bell Association for the Deaf and Hard of Hearing cannot issue or disseminate reprints, authorize copying by individuals and libraries, or authorize indexing and abstracting services to use material from the magazine. Art Submission Guidelines Volta Voices prefers digital images over original artwork. When submitting electronic files, please provide them in the following formats: TIF, EPS or JPG (no BMP or GIF images). Digital images must be at least 300 dpi (at size).

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

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

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

VOICES Letters to the Editor

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

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

Volta Voices (ISSN 1074-8016) is published six times a year. Periodicals postage is paid at Washington, DC, and other additional offices. Copyright ©2011 by the Alexander Graham Bell Association for the Deaf and Hard of Hearing, Inc., 3417 Volta Pl., NW, Washington, DC 20007. Postmaster: Send address changes to Volta Voices, Subscription Department, 3417 Volta Pl., NW, Washington, DC 20007, 202/337-5220 (voice) or 202/337-5221 (TTY). Claims for undelivered issues must be made within 4 months of publication. Volta Voices is sent to all members of the association. Yearly individual membership dues are $50. Volta Voices comprises $30 of membership dues. Subscriptions for schools, libraries and institutions are $105 domestic and $125 international (postage included in both prices). Back issues, when available, are $7.50 plus shipping and handling. Articles published in Volta Voices do not necessarily reflect the opinions of the Alexander Graham Bell Association for the Deaf and Hard of Hearing. Acceptance of advertising by Volta Voices does not constitute endorsement of the advertiser, their products or services, nor does Volta Voices make any claims or guarantees as to the accuracy or validity of the advertisers’ offer. PUBLICATIONS MAIL AGREEMENT NO. 40624074 Return Undeliverable Canadian Addresses to: P.O. Box 503, RPO West Beaver Creek, Richmond Hill, ON L4B 4R6

On the cover: Non-traditional families need specialized support to provide listening and spoken language opportunities for their children with hearing loss.

VOICES FROM AG BELL

Supporting Listening and Spoken Language Professionals

ast month, we hosted the first AG Bell Listening and Spoken Language Workshop Series in Oak Brook, Ill. We had an incredible turnout from professionals not only from the Chicago area, but from all over the country. The national presence of educators, administrators and in-service specialists (along with the many inquiries to the AG Bell office asking when we’d be offering a workshop in their area) was yet another indication of the growing demand for the knowledge, skills and abilities of a listening and spoken language professional. AG Bell is committed to continue providing these opportunities at our national conferences, and now through our workshop series. We are also looking at other locations throughout the United States to provide local and regional accessibility to listening and spoken language-specific programming. I’d like to extend my thanks to those presenters who helped us launch this series – Donald Goldberg, Ph.D., CCC-SLP/A, LSLS Cert. AVT; Teresa Caraway, Ph.D., CCC-SLP, LSLS Cert. AVT; Rebecca Kooper, Au.D.; and Judy Horvath, M.A., LSLS Cert. AVEd. They did an incredible job of taking what can be very dense subject matter and making it interesting and applicable to our everyday work with children who are deaf or hard of hearing and learning to listen and talk. In conjunction with our workshop in Oak Brook, Ill., we also had an opportunity to host a reception with the AG Bell Illinois Chapter. I had the chance to meet new members to AG Bell as well as some of our strongest advocates in the Midwest. The greatest pleasure so far as President of AG Bell has been the warm moments I’ve had getting to know the membership better and hearing all the unique stories of challenges and rewards our members have to share. We have so much to learn from each other and I VOLTA VOICES • JANUARY/FEBRUARY 201 1

encourage everyone to connect with their local Chapters, even if you only make it to one event a year. The incredible boost that comes from connecting with other families, professionals and adults with hearing loss is what makes AG Bell like a family to so many of us. As always, if you want to contact me directly you may do so at ktreni@agbell.org. I look forward to hearing from you. At AG Bell, we have worked diligently to create a recognized credential that identifies a professional who is proficient in what are known as the nine domains of listening and spoken language. Part of the requirements to secure and maintain a Listening and Spoken Language Specialist (LSLS) certification is to continually stay fresh and relevant in the field through

participation in designated online courses through www.audiologyonline.com, and a wide variety of providers throughout the United States and internationally. Visit the AG Bell Academy website at www.agbellacademy.org for a list of upcoming courses that offer continuing education credit that can be applied toward new or renewed LSLS certifications. Over the last several months we have been actively promoting AG Bell’s new online Parent Advocacy Training (P.A.T.) program. We are both surprised and pleased that so many in-service professionals have viewed the program. In fact, I strongly encouraged my staff at the Hearing Impaired Program in the Bergen County Special Services District to engage in P.A.T. as well. I think it’s important for professionals

At AG Bell, we have worked diligently to create a recognized credential that identifies a professional who is proficient in what are known as the nine domains of listening and spoken language. continuing education. Now that the certification program has been established, we are looking at ways to provide opportunities to earn continuing education credits that can be applied toward certification or recertification with the AG Bell Academy for Listening and Spoken Language. Some of those ways include participating at national AG Bell conferences, such as our upcoming Listening and Spoken Language Symposium this July in Washington, D.C. (see www.agbell.org for more information), and in our new workshop series program. Continuing education credits with the AG Bell Academy can also be earned through

to have an understanding of the parents’ perspective and their rights in the decision-making process when it comes to the education of their child. Of course, the school district has certain rights and obligations as well but I believe that with a greater understanding between parents, educators and administrators, the greater the outcome will be for the child. And, as an added bonus, continuing education credit for the AG Bell Academy is also offered to LSLSs and professionals seeking LSLS certification. See www.agbell.org for more details or to view the online program.

VOICES FROM AG BELL In closing, I’d like to share what an exciting year we have ahead here at AG Bell. Our Listening and Spoken Language Symposium, as well as another round of our Leadership Opportunities for Teens (LOFT) program, will both be held in July in Washington, D.C. This summer, we will be distributing a new monograph from The Volta Review on the effectiveness of Early Hearing Detection and Intervention programs. We’re conducting a survey of our adult members who are deaf or hard of hearing to find out what kind of programming they would be interested in participating in from AG Bell. We have a new Congress with which we will continue to work and educate about issues that impact individuals who are deaf or hard of hearing, and we will continue our efforts to

raise awareness among federal agencies about the listening and spoken language option and what’s needed for today’s children with hearing loss to maximize their potential in the educational system. Our efforts in the development of the Listening and Spoken Language Knowledge Center will continue and regular visitors to our website will begin to note subtle changes to its functionality and content management. Four more additional LSLS certification exams will be administered in the summer and fall in our efforts to build capacity among professionals qualified to work with children with hearing loss who are learning to listen and talk. And, we will be hosting another workshop series in a location yet to be determined so, as always, stay tuned to the AG Bell website

or our e-newsletter, AG Bell Update, for more information as it becomes available. Sincerely,

Kathleen Treni President

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

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VOLTA VOICES • JANUARY / F EBRUARY 201 1

EDITOR’S NOTE

Serving the Spectrum of Family Life

his issue of Volta Voices focuses on the diverse nature of family life. We begin with “Improving Outcomes for Children Living in Poverty,” a look at what professionals can do to help families with limited resources expand the listening and spoken language opportunities for their children with hearing loss. “Grandparents and the Circle of Love” is the story of Oliver, whose grandparents raised him until he was 4 years old. Oliver’s unique story is a testament to the possibilities for any child with hearing loss to develop listening and spoken language, no matter what the circumstances. “Auditory Oral School of New York” introduces you to a New York City early intervention and pre-K program serving the unique and diverse needs of children in New York who are deaf and hard of hearing. “Tips for Parents” provide you with a list of possible resources that may help families in any situation provide opportunities for their child with hearing loss to listen and talk. Finally, “Hear Our Voices” introduces you to a single

dad raising two children, one of whom is deaf and listens and talks. You won’t want to miss his family’s incredible story. This issue also contains other fascinating reads. “Understanding a Child’s Aided Hearing Characteristics, Part 2” continues an article from the November/ December 2010 edition of Volta Voices. In Part 2, readers will learn more about reading hearing test data and utilizing it to benefit a child’s auditory access at home and in the classroom. We continue a new column, “Learning the Language of Elementary Arithmetic,” with a look at addition math word problems and how understanding them can lead to better listening and spoken language communication. Finally, this installation of “Conversations” introduces you to Jon Fatemi, a long time AG Bell member and volunteer at the Volta Bureau, AG Bell’s national headquarters in Washington, D.C. Thank you for reading. As always, please contact me at editor@agbell.org with your comments and suggestions or to submit a story idea. As a reminder,

an editorial calendar and full back issues are available online at www.agbell.org/VoltaVoices. (Please note you must be a member and logged in to view the back issues.) Best regards,

Melody Felzien Editor, Volta Voices

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Voices contributors Alexander T. Graham, author of “Conversations,” is the executive director of AG Bell. He has a bachelor’s degree from Lynchburg College in Lynchburg, Va., and masters’ degrees in organizational effectiveness and business administration from Marymount University in Arlington, Va. His late mother had a hearing loss as a result of a childhood illness. He can be contacted at agraham@agbell.org. Susan Lenihan, Ph.D., co-author of “Improving Outcomes for Children Living in Poverty,” is professor and director of deaf education at Fontbonne University. Prior to her work in professional preparation, Dr. Lenihan taught children with hearing loss primarily at the pre-K through 3rd grade level. Her research interests include parent-child interaction, cochlear implants and literacy development for children with hearing loss. She has worked collaboratively with colleagues in Germany and Costa Rica on early intervention programs. She can be contacted at slenihan@fontbonne.edu. Jane Madell, Ph.D., CCC A/SLP, LSLS Cert. AVT, co-author of “Learning the Language of Elementary Arithmetic,” is a certified audiologist, speechlanguage pathologist, and listening and spoken language specialist in auditory-verbal therapy. Dr. Madell’s clinical and research interests are in hearing evaluation of infants and young children, management of hearing loss in children with severe and profound hearing losses, selection and management of amplification, including cochlear implants and FM systems, and assessment of auditory function. Dr. Madell has published four books, numerous book chapters and journal articles. She can be contacted at jane@janemadell.com.

Rob Madell, Ph.D., coauthor of “Learning the Language of Elementary Arithmetic,” earned his Ph.D. in mathematics at the University of Wisconsin in 1968. He has taught mathematics at all levels, from kindergarten through graduate school. He taught in an elementary school in New York City for 10 years before beginning a 20-year career at Sesame Street. He has authored several elementary mathematics textbooks and writes about arithmetic for parents and teachers. He can be contacted at madell@earthlink.net. Amy McConkey Robbins, M.S., CCC-SLP, author of “Grandparents and the Circle of Love,” is a speech-language pathologist in private practice in Indianapolis, Ind., who grew up in Latin America. An adjunct assistant professor at Vanderbilt University, she teaches internationally and publishes extensively. Two recent projects include the integrated speech/music curriculum “TuneUps,” with music therapist Chris Baron, and “Whirlwinds and Small Voices: Sustaining Commitment to Work with Special-Needs Children,” co-written with her father. Robbins writes a cochlear implant blog for www.therapytimes.com and serves on several editorial boards. For more information, please visit www.amymcconkeyrobbins.com.

Pamela D. Millett, Ph.D., author of “Understanding a Child’s Hearing Characteristics,” is an educational audiologist and assistant professor in the Teacher of the Deaf and Hard of Hearing Education Program at York University in Toronto, Canada. She has over 20 years experience working with students and teachers in schools, and is currently conducting research projects in literacy outcomes for students with cochlear implants and the impact of sound field systems on development of phonological awareness skills for young children. She can be contacted at pmillett@edu.yorku.ca. Jenna Voss, M.A., LSLS Cert. AVEd, co-author of “Improving Outcomes for Children Living in Poverty,” is a National Leadership Consortium in Sensory Disabilities fellow in her first year of Ph.D. studies in audiology and communication sciences at Washington University in St. Louis. Voss has worked as a preschool teacher and early intervention provider in listening and spoken language programs, most recently at the Central Institute for the Deaf. She has also served as a parttime instructor in the communication disorders program at Fontbonne University. She can be contacted at jvoss@cid.edu.

VOLTA VOICES • JANUARY / F EBRUARY 201 1

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SOUND NEWS BITES AG Bell and AG Bell Academy Board Meets in Washington, D.C. On November 5-7, 2010, the AG Bell board of directors and the AG Bell Academy for Listening and Spoken Language board of directors met in Washington, D.C., for their final in-person meeting in 2010. Highlights of the AG Bell Academy board meeting included the appointment of a task force on mentoring and a preview of a Listening and Spoken Language Specialist (LSLS) practice certification exam. Highlights of the AG Bell board meeting included the approval of an updated position statement on cochlear implants in children and on the UN Convention on the Rights of Persons with Disabilities, both of which are available on the AG Bell website.

Calendar of Events

7/19-23, 2011 The AG Bell 2011 Listening & Spoken Language Symposium will be held July 19-23, 2011, at the Omni Shoreham in Washington, D.C. Stay tuned to www.agbell.org as more details are announced.

7/24-28, 2011 The AG Bell 2011 Leadership Opportunities for Teens program will be held July 24-28, 2011, at the Omni Shoreham in Washington, D.C. More information about how to apply is available at www.agbell.org.

AG Bell

quarters, the Volta Bureau, for AG Bell members and guests from the deaf and hard of hearing community.

AG Bell President Kathleen Treni presents the AG Bell 2010 Award of Distinction to Congressman Chris Van Hollen (D-MD).

In addition, on Friday, November 5, AG Bell President Kathleen Treni and President-elect Donald Goldberg presented Congressman Chris Van Hollen (D-MD) with the AG Bell 2010 Award of Distinction for his strong advocacy efforts on behalf of individuals with hearing loss. That evening, board members hosted an open house at AG Bell’s landmark head-

P.A.T. Program Featured in The Hearing Journal AG Bell’s acclaimed Parent Advocacy Training (P.A.T.) program was featured in an article penned by AG Bell President Kathleen Treni and published by The Hearing Journal in its November 2010 edition. The article, “AG Bell Program Trains Parents to Advocate,” discusses how AG Bell’s P.A.T. program can help parents effectively advocate for their child’s educational rights through the Individualized Education Program (IEP). P.A.T. is a free program, accessible through the AG Bell website at www.agbell.org. The Volta Review Expands its Editorial Board On December 1, 2010, the editorial board for The Volta Review expanded from five to 13 members with the addi-

tion of eight new associate editors. The newest associate editors are experts in a wide range of research topics relevant to the listening and spoken language community including pediatric and educational audiology, speech and language acquisition, literacy skills development, and educational issues. The new members will serve a two-year term, ending in December 2012. A full list of the expanded editorial board is available at www.agbell.org/TheVoltaReview.

Department of Education Launches TEACH Campaign According to the U.S. Department of Education, over the next few years up to a quarter of the teaching workforce will leave the profession, mostly due to retirement. To address this looming shortage, the department has launched the TEACH Campaign and TEACH.gov – a new website dedicated to providing information, testimoVOLTA VOICES • JANUARY / F EBRUARY 201 1

BITES President Signs 21st Century Communications and Video Accessibility Act of 2010 On October 8, 2010 President Barack Obama signed the 21st Century Communications and Video Accessibility Act of 2010 into law at a ceremony in the East Room of the White House. This legislation will greatly increase access to technology with advances in areas such as closed captioning, delivery of emergency information and other advanced communications. AG Bell supported this legislation as part of its participation in the Coalition of Organizations for Accessible Technology (COAT). FCC Sponsors Contest on Improving Internet Technology Access The Federal Communications Commission (FCC) has partnered with the Coleman Institute for Cognitive Disabilities and Raising the Floor, an international coalition of individuals and organizations who promote Internet accessibility for people with disabilities, to launch “Lifted by the Cloud: Visions of Cloud-Enhanced Accessibility.” The challenge solicits short multimedia presentations from the public on their visions of how cloud computing can create new opportunities for people with disabilities. Cloud computing and other platforms allow people to access the assistive technologies they need anytime, anywhere and on any device. The contest runs until May VOLTA VOICES • JANUARY/FEBRUARY 201 1

1, 2011. For more information, visit www.challenge.gov/challenges/82.

Compiled by: Melody Felzien

AG Bell Announces Formation of an Archive Advisory Committee AG Bell has formed an Archive Advisory Committee focused on the maintenance and management of the AG Bell archives, specifically the history of individuals who were deaf or hard of hearing who used spoken language to communicate (also commonly referred to as “the oral deaf”). Chaired by Joseph Rosenstein, the advisory committee is comprised of AG Bell volunteer leaders including Kathleen Treni, Jay Wyant, Don McGee, LaFawn Biddle, Christopher Lehfeldt, Rachel Dubin, Thomas Fields, J. Tilak Ratnanather and Jenny Swartzberg.

Bell and Jim Marsters. The committee will work to ensure the preservation of the history of these remarkable individuals as well as the rest of the archives, which hold tremendous value for historians as well as those dedicated to the fields of hearing health and deaf education. For more information, contact Gary Yates, manager of advertising and exhibit sales, at gyates@agbell.org.

AG Bell

nials and resources for students and prospective teachers, including a new interactive “path to teaching” tool designed to help individuals chart their course to becoming a teacher. Visit www.teach.gov for more information.

From L to R: Helen Keller, Anne Sullivan-Macy and Alexander Graham Bell.

AG Bell’s historic archives include extensive information on the history of individuals who were deaf or hard of hearing who learned spoken language. Some notable names in this group include Helen Keller, George Saunders, Mabel Hubbard

NTID Names Gerard Buckley as its New President On January 1, 2011, Gerard Buckley assumed the position of president of the Rochester Institute of Technology (RIT), National Technical Institute for the Deaf (NTID). Buckley, who is deaf, has more than 30 years of experience in higher education, including more than 20 years at NTID as chairman of the department of educational outreach, associate dean for student services and, currently, assistant vice president for college advancement. “I am honored to have been selected as NTID’s president…RIT/NTID has enriched the lives of thousands of deaf and hard of hearing students and I am excited about the opportunity to work with and for the students, faculty, staff and alumni,” said Buckley. Visit www.ntid.rit.edu/media/ full_text.php?article_id=1284 for more information. Centers for Disease Control Launches New Website on Hearing Loss in Children The Center for Disease Control (CDC)’s National Center on Birth

SOUND BITES CHAPTERS On April 16, 2011, the AG Bell Iowa Chapter will host a Family-Friendly Tailgating Event in conjunction with the University of Iowa Spring Hawkeye football game in Iowa City, Iowa. The event will take place from 9:00 a.m. to 12:00 p.m. at the University of Iowa Center for Disabilities and Development. There will be several short presentations for parents, students and professionals as well as games for the kids with opportunities for parents and kids to socialize. The event is open to any professionals, individuals with hearing loss or family members in the state regardless of whether they are AG Bell members. For further updates, email agbell.iowa@gmail.com or visit http://tinyurl.com/agbellofiowa. On October 30, 2010, the AG Bell Nevada Chapter hosted its annual Charity Bowling Event. With a fantastic turnout of nearly 150 members, families, friends and sponsors, the 30 lanes at Sam’s Town Bowling Center in Las Vegas, Nev., were packed. One of the highlights of this year’s event was the 22 children with hearing loss that received bowling balls and bags. In addition, Congresswoman Dina Titus (D-NV), a supporter of the Hearing Aid Tax Credit bill, stopped by to visit the families and present a check for the Bowling Ball & Bag Program. Other corporate sponsors provided back packs, raffle items and door prizes. It was a great event with lots of winners!

“

Defects and Developmental Disabilities has launched a new website on hearing loss in children. There are specific pages for families, health care providers, Early Hearing Detection and Intervention (EHDI) programs, and national partners. The site contains statistical data on hearing loss and information on prevention, signs and symptoms, screening and diagnosis, and treatment of hearing loss. An overview of CDC and other partners’ initiatives, as well as updates from research projects and scientific publications, can also be found on the new site. In addition, free materials are available for download. For more information, visit www.cdc.gov/hearingloss.

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D I R E C T O R Y

O F

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n Michigan Security Income (SSI). Final rules have

Monroe County Program for Hearing now been published in the Federal Impaired Children, 3145 Prairie St., Ida, MI

Register that extend (voice/TTY) SSI benefits to 48140-9778 • 734-269-3875 • 734-269-3885 (fax) • whitman@ida.k12.mi.us children with cochlear implants up to (e-mail) • www.misd.k12.mi.us • Kathleen Whitman, age 5, or for at least one year after Supervisor. Auditory/oral program, full continuum of services, birth to 25 years. Staff: 21. receiving a cochlear implant, whichever comes For more Redford Unionlater. Oral Program forinformaChildren with Hearing Impairments, 18499 Beech Daly tion, visit www.federalregister.gov/ Rd. Redford, MI 48240 • 313-242-3510 (voice) • articles/2010/06/02/2010-13094/ 313-242-3595 (fax) • 313-242-6286 (tty) • Dorothea B. French, Ph.D., Director. Auditory/oral day program revised-medical-criteria-forserves 80 center students/250 teacher consultant evaluating-hearing-loss. students. Birth to 25 years of age.

VOLTA VOICES • JANUARY/FEBRUARY 201 1

University of Michigan Cochlear Implant Program, 475 Market Place, Building 1 Suite A,

Ann Arbor, MI 48108 • 734-998-8119 (voice/tty) • 734-998-8122 (fax) • www.med.umich.edu/oto/ci/ (website) • Terry Zwolan, Ph.D. Director • New Brochure Highlights zwolan@med.umich.edu (email). A multidisciplinary program that provides audiology, speech-language Benefits of Genetic pathology, and medical services to children with Evaluation and Services severe to profound hearing impairment. Services include pre-operative determination of candidacy, The American College of Medical surgical management, post-operative programming Genetics and the National and audiological management, speech-language evaluations and provision of Auditory-Verbal therapy, Coordinating Center for the Regional and educational outreach and support provided Genetic and Newborn Screening by a joint grant from the University of Michigan Department of Otolaryngology and the State of Service Collaboratives have teamed Michigan - our Sound Support program: up to offer an informational brochure www.med.umich.edu/childhearinginfo/.

called “Hearing Loss, Genetics

nand Minnesota Your Child.” The brochure was

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

to parents about the purpose and Minnesota 55113 • 651-415-5399 (voice). The mission of the program is to provide an intensive process of genetic evaluation as well oral education to children with impaired hearing. as how genetic services can provide Centered-based services are provided in a least restrictive public school environment, combining a tool in the diagnosis of hearing oral specific early intervention services within the loss. According Dr. Kathleen Arnos mainstream setting forto students pre-school through kindergarten age. Birth to 3 services andofparent/child of Gallaudet University, one the groups are tailored to meet identified needs. Parent brochure’s “A child can and professionaldevelopers, workshops are offered. Referrals are through the local school district in which the family live.

Northern Voices, 1660 West County Road B,

Roseville, MN 55113-1714 • 651-639-2535 (voice) • 651-639-1996 (fax) • director@northernvoices.org (e-mail) • Kristina Blaiser, Executive Director. Northern Voices is a nonprofit early education center have on a genetic-related hearing where loss focused creating a positive environment children with hearing losshis andor their families learn to even if no one in her family communicate through the use of spoken language. has a hearing loss.” Parents may Our goal is for students to become fluent oral communicators and to joinany their possible hearing peers in a choose to explore traditional classroom at their neighborhood schools.

genetic cause of their child’s hearing and the brochure will guide nloss Mississippi them process. The DuBard through School forthis Language Disorders, The University is of Southern Mississippi, 118 College brochure available in both English Drive #10035, Hattiesburg, MS 39406-0001 • and Spanish, and is available for 601-266-5223 (voice) • dubard@usm.edu (e-mail) • www.usm.edu/dubard • Maureen K. Martin, Ph.D., download from www.nccrcg.org. CCC-SLP, CED, Director • The school is a clinical

division of the Department of Speech and Hearing Sciences and serves children from birth to age 13 in New Study Could its state-of-the-art facility. Working collaboratively Advance Cochlear with 22 public school districts, the school specializes in coexisting language disorders, learning disabilities/ Implant Use in Adults dyslexia and speech disorders, such as apraxia, Researchers at the University through its non-graded, 11-month program.of The Association Method, as refined, and expanded by Western Ontario have identified an the late Dr. Etoile DuBard and the staff of the school, increase in peripheral vision and is the basis of the curriculum. Comprehensive evaluations, individual therapy, audiological services detection of movement in deaf cats. and professional development programs also are The results open the door to future available. AA/EOE/ADAI

V OLTA V OIC E S • M A R C H/ A P R IL 2009

SOUND BITES research on how the brain adapts to cochlear implants. According to Dr. Stephen Lomber, the principal investigator, “It’s basically saying that the deaf brain isn’t a normal brain minus hearing. A deaf brain is a normal brain, but the areas that would normally process hearing are now processing other things.” Future research will focus on the flexibility of the human brain and how adults who use cochlear implants adapt to the new stimuli. This study was published in the November 2010 edition of Nature Neuroscience.

Consent Decree Reached in Lawsuit Against Norwegian Cruise Lines The U.S. Department of Justice announced it is seeking a federal

court’s approval of a consent decree with Norwegian Cruise Line (NCL) to resolve a lawsuit under the Americans with Disabilities Act (ADA) on behalf of individuals who are deaf or hard of hearing, among those with other disabilities. Under the proposed consent decree, NCL will ensure that individuals who are deaf or hard of hearing get the auxiliary aids and services they need to fully participate in the activities on the ship and in the shore excursions, including visual tactile alert systems, closed captioning on televisions, written transcripts of emergency procedures and pagers for guests who are deaf or hard of hearing that will transmit safety and other important announcements. Visit www.ada.gov for more information on the consent decree.

iPhone Application Offers Captioned Movie Information Captionfish, a captioned movies search engine, has launched an iPhone application of its popular service. Using the GPS location of your phone, the service will find the closest theaters and showtimes with deaf-accessible movie showings. It also provides captioned trailers of upcoming movies. To learn more or download the app, visit www.captionfish.com. Jean Weingarten Oral School Awarded Grant for Audiological Services The Jean Weingarten Peninsula Oral School for the Deaf was awarded a 2010 LiveOps Foundation grant

VOLTA VOICES • JANUARY / F EBRUARY 201 1

People in the News AG Bell member Carianne Muse, M.P.H., has been appointed to represent AG Bell on the Joint Committee on Infant Hearing (JCIH). Muse brings to JCIH her professional talents as a public health researcher and consultant, along with her experience as the mother of two children, one of whom was identified with a profound hearing loss through newborn hearing screening. Muse is an associate at Booz Allen Hamilton who has over 11 years of experience in public health research and consulting, including as a strategic planner, management analyst and public health analyst for the Centers for Disease Control (CDC). She has also served as a consultant for the National Center on Birth Defects and Developmental Disabilities, specifically the Division of Developmental Disabilities where the Early Hearing Detection and Intervention program lies within the federal government. AG Bell is also represented on JCIH by its Director of Programs, Judy Harrison, M.A. In November 2010, the American Speech-Language-Hearing Association awarded AG Bell member Emily Tobey, Ph.D., its prestigious Honors of the Association award for her study of speech production by cochlear implant users and her groundbreaking studies in oral rehabilitation, among other notable accomplishments. Tobey, who is also a frequent reviewer for AG Bell’s research journal, The Volta Review, helped organize the first Food and Drug Administration trials for cochlear implants, which resulted in approval of the devices for children in 1992. She currently holds the Nelle C. Johnston Chair in Communication Disorders in the School of Behavioral and Brain Sciences at the University of Texas at Dallas and conducts much of her research in the Callier Center for Communication Disorders in Dallas, Texas.

to fund an audiology program. The program will provide the technology and services necessary to ensure students are fitted with the optimal equipment needed to support listening and spoken language development. The LiveOps Foundation believes the Jean Weingarten School shares its goal of reducing barriers that impact how individuals live and work. For more information, visit www.deafkidstalk.org.

Captioning Service Launched for Mobile Phones Hamilton Relay has partnered with Consumer Cellular and Mobile Captions Company to offer a new service, Mobile Captioning Service. Similar to closed captioning, the service allows individuals who are VOLTA VOICES • JANUARY/FEBRUARY 201 1

deaf and hard of hearing to read typed captions of what is being said on a wireless phone display as the conversation is taking place. Currently, the service is only available through Consumer Cellular and only for Nokia E5 phones, which are M3/T3 hearing aid-compatible. For additional information, visit www.consumercellular.com/ mobilecaptions.

New Children’s Book Addresses Challenges of Speech Delays A new children’s book, “He Talks Funny,” addresses the challenges faced by children who have trouble talking or being understood. The book tells the story of Joey, a young boy with a speech impediment who goes to camp and must

SOUND BITES educate his campmates about his speech delay. “He Talks Funny” seeks to foster understanding and tolerance for children with speech disorders. For more information, visit www.authorhouse.com

Center for Hearing and Communication Raises over $1 Million at Gala The Center for Hearing and Communication (CHC) celebrated 100 years of innovation and care in hearing health with a centennial gala on October 18, 2010, that raised over $1 million to benefit children and adults with hearing loss. Dr. Noel Cohen was also honored with the Centennial Award for his groundbreaking vision and clinical excellence in cochlear implant surgery.

In Memoriam Susan V. Coffman, a former member of the AG Bell staff and a speechlanguage pathologist, passed away October 22 in her Bethesda, Md., home from Alzheimer’s disease. She was 68 years old. Coffman was the director of planning and programs for AG Bell from 1987-1989, and a speech-language pathologist for the Fairfax County school system in Fairfax, Va. She is survived by her husband, David H. Coffman, son Mathew and a sister. The gala’s success reaffirms CHC’s leadership role as CHC begins a second century of service.

University of Hawaii to Host Annual Pacific Rim International Conference Disabilities On April 18 and 19, 2011, the University of Hawaii Center on Disabilities Studies will host the

27th Annual Pacific Rim International Conference Disabilities, “Humanity: Advancing Inclusion, Equality and Diversity.” For additional information about session content, speakers and registration fees, visit www.pacrim.hawaii.edu.

VOLTA VOICES • JANUARY / F EBRUARY 201 1

AG Bell awards thousands of dollars in scholarships to exceptional undergraduate and graduate level students who have a bilateral hearing loss. Qualified applicants must be full-time students, have a moderate-toprofound hearing loss and must use spoken language as their primary mode of communication. Scholarships are awarded toward attendance in a mainstream and accredited college or university.

Motivated.

Independent.

Eager to Learn.

To learn more about the program, visit www.agbell.org. Information about eligibility criteria, deadlines and a downloadable application will be available after January 15, 2011.

George H. Nofer Scholarship for Law and Public Policy This scholarship is for students entering post-graduate school for law, public policy or public policy administration. Specific criteria include: � Rising first-, second- and third-year students in an accredited law school or graduate program in public policy or public administration. �

�

Moderate-to-profound hearing loss diagnosed prior to acquiring spoken language. Use spoken language as the primary mode of communication.

TEL 202.337.5220 • TTY 202.337.5221 • WWW.AGBELL.ORG

Improving Outcomes

for Children Living in Poverty

By Jenna Voss, M.A., LSLS Cert. AVEd, and Susan Lenihan, Ph.D.

any factors affect the development and educational outcomes of children with hearing loss. If our goal as professionals is to increase the opportunities for positive outcomes, we must consider each of these factors. One such factor is the impact of living in poverty. Payne (1996) defines poverty as “the extent to which an individual goes without resources.” Cauthen and Fass (2008) state that “families and their children experience poverty when they are unable to achieve a minimum, decent standard of living that allows them to participate fully in mainstream society.” According to the National Center for Children in Poverty (2009), the average income level for a family of four living in

poverty is $22,050, and there are 14 million American children living in poverty. Sadly, the number of children living in poverty has increased by 2.5 million in the last decade and there are predictions that an additional 2.6-3.3 million children will fall into poverty due to the recent recession. Several characteristics increase the chance of living in poverty including parental education levels, single parent family status and immigrant status. African-American and Latino children as well as infants and toddlers are disproportionately represented in the population of children living in poverty, but the issue impacts children of all races, ethnicities and ages. In addition, 28 percent of children with disabilities ages 3-21 are living in poverty (Park, Turnbull,

& Turnbull, 2002). For children with hearing loss, poverty may impact their access to vital audiological and education services. Suskind and Gehlert (2009) reported that children with cochlear implants who are living in poverty are less likely to be mainstreamed in general education and are much more likely to drop out of school. Columnist Paul Krugman stated, “Growing up in poverty puts you at a disadvantage at every step” (2008). While lack of food, housing and health insurance are primary issues for children living in poverty, child development and educational outcomes are also seriously impacted. Many studies (e.g. Hart & Risley, 1995; Hoff, 2006; Kelly, 2010; Pungello, et al., 2009) have documented the detrimental impact VOLTA VOICES • JANUARY / F EBRUARY 201 1

of poverty on language development, a key domain for children with hearing loss. There are several strategies professionals can utilize that may improve outcomes for children with hearing loss who live in poverty, including building stronger relationships, assessing family needs, improving safety, providing resources and support, and increasing agency awareness.

Build Relationships Identify Personal Biases. If we can understand our own “values and attitudes and be prepared to suspend judgment on behaviors, world views and lifestyles of others that conflict” with our own beliefs (Thomas-Presswood & Presswood, 2008, p. 154), we can better serve families and VOLTA VOICES • JANUARY/FEBRUARY 201 1

young children with hearing loss. Every conclusion a professional makes about a family’s circumstance (how they choose to spend their money, time, energy, etc.) are judgments viewed through one’s own lens of experience. Professionals are encouraged to dismiss the notion that: yy If I wouldn’t do it that way, it must not be the right way to do it. yy If other people in my circle of friends wouldn’t do it that way, it must not be the right way to do it. yy If my own parents didn’t do it that way, then it must not be the right way to do it. In fact, there are many ways to do things. The families we serve have the right to make their own choices. We can help them evaluate the anticipated outcomes of their choices, but in the end it is ultimately their right to make that choice. It is best if we try to set aside our own judgments because, for most of us, we have no real idea what it is like to live in poverty. David Luterman (2001) reminds us to be present, nonjudgmental and selfless in our interactions with families, and this mantra may help us refrain from passing judgment. In addition, professionals must aim high. When providers model high expectations, families come to believe it is possible to have them. Low expectations on the part of professionals are as detrimental to a family’s success as if the family themselves had low expectations. Provide frequent feedback and authentic affirmation. Remember, there is hope in words. Words are free yet they will do great things for children living in poverty. A study by Hart & Risley (1995) showed that one major difference among families from different socio-economic classes was the quantity of talk. This discrepancy in words had long term effects on children’s performance in kindergarten and beyond. If professionals can help families understand the power of talk, we can profoundly improve outcomes for young children regardless of economic status. Coaching families on ways to enrich their communication through modeling, expanding, self and parallel talk is without a financial cost. Make families feel comfortable. Providers must be aware of the impact of their presence. Consider what you wear and how it could be perceived by families. Consider the materials used during educational or therapy sessions. If children are without

toys, then perhaps bringing the toys into the child’s home could enrich the experience for that one hour session. However, if providers aren’t willing to leave the toys to be used over a period of time, then consider, are you setting the children up for disappointment and parents for embarrassment? Consider what materials are available to families. Before birthdays or holidays when many families get new toys for their children, it may be helpful to “think aloud” about the toys that families are considering purchasing. If professionals can help families thoughtfully select toys that will grow with their children, or select toys that will provide more “bang for the buck” educationally, then that can be an appropriate family session activity. It has been said that listening and spoken language professionals can make a language experience out of anything…so do just that.

Assess Family Needs Professionals must first identify what kind of need a family has before determining an appropriate intervention. Keep in mind, deficiencies can include financial, emotional, mental, spiritual, physical, support systems, knowledge of cultural rules and role models. When families lack resources in one or more of these areas, they may feel overwhelmed at the gravity of their situation. But when professionals guide families and allow them to prioritize their own needs, the challenge can be tackled. After a family prioritizes their needs, professionals must probe a bit further to understand what has caused this to become a need. Even when the challenge is visible, it doesn’t necessarily mean the professional understands the cause of the problem. For our interventions to be successful over the long term, the strategy we provide has to match the challenge (or the need). For example, if a family is working to achieve consistent hearing device use for their child, the professional first needs to determine what the roadblock is to achieving this goal. If the roadblock is “buy-in,” then we need to find a strategy to help families understand the importance of device use during all-waking hours. But for a family who lacks financial resources, the true roadblock may be their inability to afford batteries. Knowing the true roadblock to achieving this goal, the professional can then spend time and energy finding an

appropriate strategy, which might include seeking a funding source or discount program for batteries or assistive technology instead of preparing a lecture on the importance of consistent device use. Most families are highly motivated to do right by their children. However, there are certain times when professionals are faced with families who appear to be the exception to this general rule. Consider, however, that these families who present with lower than expected motivation or investment in their child’s education may appear this way because of the life circumstances with which they are faced. Perhaps this apparent lack of family motivation is actually a misinterpretation on the part of professionals, and is really directly related to the concept of Maslow’s hierarchy of needs (Figure). If a caregiver must focus all of her or his energy on meeting a more basic need, then it could appear that she or he is less invested in the priorities of the professional. Once again, professionals are reminded of the importance of refraining from passing judgment and instead focusing on assessment and reflection of family circumstances.

gested interventions and strategies can impact a family’s sense of safety. When providers don’t fully understand the motivation behind certain parts of a family’s routine, they may suggest something that isn’t comfortable for the family. While outdoor play can provide great language and listening opportunities, if the neighborhood isn’t safe, recommending that as a strategy for listening or spoken language development may not be appropriate. If a family needs to keep the TV on or the dryer running to block out frightening noises or sounds of violence, providers need to consider what they suggest as they guide caregivers to eliminate background noise. Finally, it is important to recognize that a disability puts a child at greater risk for abuse or neglect, and that poverty is also a predictor of substantiated child maltreatment (DHHS, 2003). When assessing safety, one must both identify instances of abuse and neglect, and make appropriate referrals in order to protect the children we serve. For more information on how to identify abuse and neglect and for additional resources, visit www.childhelp.org or call 1-800-4-A-CHILD.

Keep Everyone Safe

Provide Resources and Support

Figure: Maslow’s Hierarchy of Needs. Adapted from Maslow, A. (1970). Motivation and Personality, 2nd ed. New York: Harper & Row.

“get-by,” while others are more longterm. Consider the use of Individualized Education Program (IEP)/Individualized Family Service Plan (IFSP) teams, local religious communities, or agencies (such as the Social Security Administration, Medicaid, DHHS/Regional Center or United Way) because collaboration is key to helping families find success. Financial Resources. Some families need temporary financial support over the short term. Often this kind of support is to fill the car with gas or purchase a bus pass. Sometimes just helping families become aware of the public transportation in the area is assistance enough. Become familiar with area food banks and housing shelters so when families need food and shelter in emergency situations, you can refer them. For families who will need more sustained support, use the IEP/IFSP team as a starting point to locate other resources. Early intervention programs especially should have resources, such as access to social workers, when the most basic family needs overshadow individual child needs. The costs of services for children with hearing loss contribute to the financial challenges families face. For children whose families have chosen a listening and spoken language approach, there are high quality OPTION schools across the country that offer subsidized tuition packages or scholarships so children can attend these schools (visit www.auditoryoralschools.org). Additionally, AG Bell offers excellent financial aid opportunities for families. Visit www.agbell.org to learn more about the application process and deadlines. Health Services. Children who qualify for Medicaid can receive additional resources through the hospital or medical home if the educational or therapy program cannot provide such resources. Medical transportation to physician or audiology appointments may be available to children who receive public aid. Providers may also consider assisting families in completing a supplemental security income (SSI) application. Finally, referring families to the regional center or the local department of health and human services may lead to additional support. Most government resources have very clear guidelines available online, but since many families in poverty don’t

VOLTA VOICES • JANUARY / F EBRUARY 201 1

As professionals assess all aspects of family needs, it is critical they include informal assessment of family and child safety. Providers must be cognizant of how sug-

Certain challenges are most easily met by providing a specific resource. Some of these resources are just to help a family

have consistent access to the Internet, consider holding sessions at a library or school where families have access to the web to navigate online resources.

Increase AgencyWide Awareness Central Institute for the Deaf (CID) faculty and staff dedicated an entire year of professional development to better understand how poverty affects some of the families they serve. It was believed that a greater understanding of poverty, agency-wide, would enhance a professional’s ability to serve all families. The professional development opportunities included a poverty simulation offered though a local non-profit agency, a family resource simulator available through the National Center for Children in Poverty, and the reading and discussion of Ruby Payne’s “A Framework for Understanding Poverty” (1996). Every CID staff member who interacts with families, from the administration to the support staff, found participating in this focused professional development beneficial.

Conclusion Poverty creates additional obstacles to the development and academic achievement of a child with a hearing loss, but through the collaborative efforts of professionals, families and community resources, all children have the opportunity to become capable communicators and successful learners. By implementing proactive strategies to improve the outcomes for children living in poverty, professionals increase the likelihood that all children will have a bright future.

References Cauthen, N. & Fass, S. (2008). Ten important questions about child poverty and family economic hardship. New York, NY: National Center for Children in Poverty, Columbia University, Mailman School of Public Health. Department of Health and Human Services (DHHS). (2003). Emerging practices in the prevention of child abuse and neglect. Office on Child Abuse and Neglect. Retrieved November 9, 2010, from http://stage.childwelfare.gov/preventing/ programs/whatworks/report/report.pdf. Hart, B., & Risley, T. (1995). Meaningful differences in the everyday experience of American children. Baltimore, MD: Paul H. Brookes. Hoff, E. (2006). How social contexts support and shape language development. Developmental Review, 26, 55-88.

Kelly, D. (2010). Language acquisition challenges for preschoolers residing in low-SES households: Implications for speech-language pathologists and developmental researchers. Perspectives on Language Learning and Education, 17, 41-48. doi:10.1044/lle17.2.41. Krugman, P. (2008, February 18). Poverty is poison. New York Times. Retrieved November 9, 2010, from http://www.nytimes. com/2008/02/18/opinion/18krugman.html. Luterman, D. (2001). Counseling persons with communication disorders and their families. Austin, TX: Pro Ed. National Center for Children in Poverty. (2009). Measuring poverty. Retrieved November 15, 2010, from http://www. nccp.org/topics/measuringpoverty.html Park, J., Turnbull, A., & Turnbull, H. (2002). Impacts of poverty on quality of life in families of children with disabilities. Exceptional Children, 68(2), 151-170. Payne, R K. (1996). A framework for understanding poverty. Highlands, TX: aha! Process, Inc. Pungello, E., Iruka, I., Dotterer, A., Mills-Koonce, R., & Reznick, J.S. (2009). The effects of socioeconomic status, race, and parenting on language development in early childhood. Developmental Psychology, 45, 544-557. Suskind, D. & Gehlert, S. (2009). Working with children from lower SES families. In L. Eisenberg (Ed.), Clinical Management of Children with Cochlear Implants (pp. 555572). San Diego, CA: Plural Publishing. Thomas-Presswood, T., & Presswood, D. (2008). Meeting the needs of students and families from poverty: a handbook for school and mental health professionals. Baltimore, MD: Paul H Brookes Pub Co.

We’re ‘Hear’ for the Future!

Sunshine Cottage School for Deaf Children is proud to announce the completion of our new 57,000 square foot campus. On a beautiful hilltop, our one-story multitextured building, has accents of cypress, skylights and expanses of glass to usher in light. Twenty classrooms along three wings are specially insulated from extraneous outside noises and complimented with dramatic views.

We continue to offer the very best programs and comprehensive educational environment for infants and school-aged children with hearing impairment.

We invite you to visit!

Other campus highlights are: • Early Childhood and Elementary Programs • Parent-Infant Cottage • Speech Pathology • Audiology Center with five testing booths • Outdoor and Discovery classrooms • Music and Art classrooms

603 E. Hildebrand Ave. • San Antonio, Texas 78212 (210) 824-0579 • www.sunshinecottage.org

Sunshine Cottage, a listening and spoken language school, is accredited by the Southern Association of Colleges and Schools Council on Accreditation and School Improvement, OPTIONschools International, and is a Texas Education Agency approved non-public school. We accept students of any race, color, national or ethnic origin. Program ad 2010b.indd 1

VOLTA VOICES • JANUARY/FEBRUARY 201 1

7/29/2010 8:42:54 AM

Grandparents and the Circle of Love By Amy McConkey Robbins, M.S., CCC-SLP

art of the privilege of working with children who are deaf or hard of hearing is that we share in some of their highest and lowest moments – we are given the gift of being present at intimate moments in the lives of the families we serve. Each child and family with whom I’ve worked these past 30 years has been special but, as most clinicians would say, a few families and children hold an abiding place in one’s heart. Such is the case of Oliver. The perfect storm of events that came together for this family compelled Oliver’s maternal grandparents, life-long residents of Honduras, to care for him for the first four and a half years of his life, then to relinquish his care, joyfully

but with a sense of loss, to his parents in the United States. As with many things in life, Oliver’s world has come full circle – he maintains contact with his grandparents through visits, phone calls and email, grandparents who protected and loved him in his early years. Oliver’s story began with his birth in Honduras to a Honduran mother and an American father – loving parents who welcomed their first and only child. Urgent passport and visa restrictions required that the parents return to the United States shortly after Oliver was born in order to get their documents in place to return to Honduras and bring Oliver home to the United

States. They could not have predicted what would occur in the ensuing days. Shortly after Oliver’s parents left their newborn temporarily in the care of his grandparents in Choluteca, Honduras, the United States was attacked on September 11, 2001. Immediately, a new policy of restriction on immigration and an interminable wait lists were instituted for national security. Although Oliver’s parents made repeated appeals to various agencies, they were unsuccessful in getting permission to bring him to the United States. He was placed on a list of thousands of other non-residents whose relatives were desperate to bring them into America. As time passed, Oliver’s

VOLTA VOICES • JANUARY / F EBRUARY 201 1

grandparents and his three maternal aunts accepted that he might be with them in Honduras for much longer than originally planned. To quote the ancient poet Rumi, they “stepped out of the circle of time and into the circle of love.” That is, although they realized they had little control over how long Oliver would live with them, they had complete control over how they loved and cared for him. They provided a nurturing, secure and happy home for the precious and bright toddler, who seemed to be developing typically in every way except in speech. They expressed their concerns in frequent phone calls to his parents, who made multiple trips back to Honduras in unsuc-

VOLTA VOICES • JANUARY/FEBRUARY 201 1

The news came: Oliver would receive his papers and was cleared to enter the United States. His arrival was a combination of great joy and sobering reality. Here was a 4 ½ year old in a new country with new foods and customs, separated from his grandparents and aunts, living with people he knew but didn’t understand, and facing the obstacle of severe language deprivation. His parents made the decision to attempt a listening and spoken language, diagnostic teaching approach; Oliver had cochlear implant surgery and began an intense therapy and home program with me as well as a fulltime placement at the St. Joseph Institute for the Deaf in Indianapolis, Ind. Due to his age, the parents made a decision in our sessions to augment his spoken language by using some sign support as a means of rapid communication development; Oliver needed a working vocabulary to express his wants, needs and feelings, and to understand what his parents expressed. Though working an exhausting job as a full-time pediatric medical interpreter, his mother played language games and fostered his communication development

McKown Family

Oliver with Grandma (“Abuela”) celebrating his 4th birthday and hoping to soon come to the United States.

cessful attempts to secure Oliver’s papers and bring him to the United States. After a particularly worrisome report from her parents, Oliver’s mother asked them to take him for a hearing evaluation. The news was devastating to the family: he was diagnosed with a profound, bilateral hearing loss. When Oliver’s mother called and spoke to the ear, nose and throat specialist in Honduras, his response was, “Don’t waste your money buying hearing aids. This child is so deaf that only cochlear implants will help him.” However, cochlear implants were not available in Honduras. Thus his parents became even more frantic to find a way to legally bring Oliver into the United States, understanding that Oliver was losing ground in his communication abilities. In spite of the futility of their efforts, one thing remained constant: Oliver’s grandparents continued to love him, nurture him and provide for him in every way they knew, even though he was unable to hear or understand anything they said to him in their native Spanish. Yet, they never gave up hope that he would one day be united with his parents and receive the cochlear implants. The foundation of love and security they gave him, though it was non-linguistic, created a boy who was happy and confident, though unable to communicate with symbolic language. He learned to love the food and customs of the only culture he had ever known, that of Honduras, and he was deeply bonded to his grandparents and aunts. He loved his visits from mommy and daddy, but we can only imagine that, without any language, he was unsure of who these visitors were. After dozens of unsuccessful attempts, his parents finally made an appeal to Senator Evan Bayh of Indiana who intervened at the highest level in the U.S. State Department.

Oliver with his father, shortly after arriving in United States.

McKown Family

at every opportunity, bringing a written weekly summary to each of our sessions. On one she wrote, “When I tried to join him in playing something, Oliver said, ‘Mommy, you go away; it’s my turn’ and we were thrilled at his desire for independence and his ability to express this verbally.” His implant was highly successful, and he often made the transfer between the signed and spoken English word after only one or two exposures, typically dropping the sign on his own as his spoken language improved. At school, his program was strictly listening and spoken language, and he began to blossom in his linguistic skills. With the deep commitment of his parents, supported by love from his grandparents in Honduras, Oliver began to make progress that astounded us all. While I can not predict that many children with his history would progress as he did, I think it is not an exaggeration to say that Oliver defied the odds. As he progressed, his bonding with his parents became complete and I have a memory of his father, who often brought him to therapy, chuckling as he explained to me that my pretend food therapy toys might not be culturally appropriate. Whereas children raised in the United States would be familiar with pizza, french fries and hamburgers, he said Oliver craved and asked for tamales, tortillas and queso. What a gift this was to me to have a father so invested in his son’s progress. (By the way, clinicians can buy large sets of play food that have an ethnic theme, and Oliver’s dad prompted me to do so.) Meanwhile, Oliver’s spoken language improved by leaps and bounds.

Oliver with Grandpa (“Abuelo”) on a return visit to Honduras.

As a decision neared regarding a school placement, Oliver’s father tragically died. This left another scar on this young boy’s life, and that of his mother. Again, his grandparents were there to comfort and support, and to provide the encouragement that led his mother to move to St. Louis where Oliver is a fulltime student at the St. Joseph Institute for the Deaf – St. Louis. He and his mother return to Honduras on a regular basis, and it is “fantastico,” as his grandfather

says, that he now greets them by saying “Hi, Abuelo, Hello, Abuela. I am happy to be here!” For these loving grandparents who knew him when he could only point, cry or lead them to a desired object, his spoken communication is nothing short of miraculous. When clinicians think of managing children who are deaf or hard of hearing and their families, time becomes our master – for good reasons. We count the hours, days and weeks until a child receives his or her hearing aids or cochlear implants, or begins a new therapy program. But when we have no control over time, we must, as these grandparents so bravely demonstrated, set a new priority: to ensure that a child is fully wrapped in a blanket of security and love. They say life brings us full circle, and when I think of what these parents and grandparents sacrificed for a little boy who has been through more trauma than many adults have, I sense the presence of a circle of love that surrounded Oliver in Central America, in Indianapolis and now in St. Louis, where he continues to thrive and fulfill his potential. In loving memory of Brian McKown.

VOLTA VOICES • JANUARY / F EBRUARY 201 1

AG Bell

July 21-23

2011 Omni Shoreham Hotel

2500 Calvert Street, NW

Washington, D.C.

WHAT TO EXPECT: � Short courses and presentations on the latest advances in intervention for infants and children who are deaf or hard of hearing. � CE credits towards professional certification. � Public policy briefings about the growing demand of families seeking a listening and spoken language outcome and the need for policy to support that outcome. � Learn how your clinical and educational skills can effect change far beyond your own practice. � Interact with providers of hearing technology and hearing assistive devices for classroom/therapeutic settings.

WHO SHOULD AT TEN D: � Listening and Spoken Language Specialists (LSLS Cert. AVEds and LSLS Cert. AVTs) � Educators of the Deaf � Speech-Language Pathologists � Audiologists � Early intervention and special education specialists and administrators � Parents of children who are deaf or hard of hearing, and adults with hearing loss � Public policy professionals concerned with early intervention and education of individuals who are deaf and hard of hearing

The premier professional development opportunity for teachers, therapists and early interventionists who support listening and spoken language for children with hearing loss.

Los abuelos y el círculo del amor Por Amy McConkey Robbins, M.S., CCC-SLP

arte del privilegio de trabajar con niños sordos o con problemas de audición es poder compartir algunos de los momentos altos y bajos. Tenemos el honor de poder presenciar momentos íntimos en las vidas de las familias que servimos. Cada uno de los niños y familias con las que he trabajado estos últimos treinta años han sido especiales pero, como la mayoría de especialistas dirían, hay algunas familias y niños que se le quedan a uno en el corazón. Eso fue lo que pasó con Oliver. La sucesión de eventos que vivió esta familia hizo que los abuelos maternos de Oliver, residentes en Honduras de toda la vida, se hicieran cargo de su nieto durante

los primeros cuatro años y medio de su vida, para luego renunciar a su cuidado con alegría pero con una sensación de pérdida, para que sus padres lo criaran en Estados Unidos. Como tantas cosas en la vida, el mundo de Oliver ha vuelto al punto de partida, ya que sigue en contacto con sus abuelos a través de visitas, llamadas telefónicas y correos electrónicos. Unos abuelos que lo quisieron y protegieron durante sus primeros años de vida. La historia de Oliver comienza con su nacimiento en Honduras, hijo de madre hondureña y padre estadounidense. Unos padres amorosos que le dieron la bienvenida a su hijo único. Los padres se vieron obligados a volver a Estados

Unidos al poco tiempo del nacimiento de Oliver debido a restricciones urgentes en el pasaporte y visado que necesitaban resolver para poder volver a Honduras a recoger a Oliver para llevarlo de vuelta con ellos a Estados Unidos. Sus padres no podrían haber predicho lo que ocurriría en los días siguientes. A los pocos días de que los padres dejaran a su recién nacido al cuidado temporal de sus abuelos en Choluteca, Honduras, Estados Unidos sufrió un ataque el 11 de septiembre de 2001. De inmediato se instituyó en aras de la seguridad nacional una nueva política de restricción en la inmigración y una lista de espera interminable. A pesar de que los padres de

VOLTA VOICES • JANUARY / F EBRUARY 201 1

Oliver apelaron repetidas veces a diferentes agencias, no tuvieron éxito en obtener la autorización para traerlo a Estados Unidos. A Oliver se le colocó en una lista de miles de no residentes cuyos familiares estaban desesperados por traerlos a Estados Unidos. Con el paso del tiempo, tanto los abuelos de Oliver como sus tres tías maternas aceptaron el hecho de que era posible que tuvieran al niño en Honduras durante más tiempo del planeado. Citando a Rumí, un antiguo poeta, se “salieron del círculo del tiempo y entraron en el círculo del amor”. Es decir, a pesar de que eran conscientes de que tenían muy poco control sobre el tiempo que Oliver viviría con ellos, tenían el control total sobre la forma de cui-

VOLTA VOICES • JANUARY/FEBRUARY 201 1

profundamente unido a sus abuelos y tías. Le encantaban las visitas de mamá y papá, pero nos podemos imaginar, que sin el lenguaje, no sabía muy bien quienes eran estos visitantes. Después de una docena de intentos infructuosos, sus padres al final apelaron al Senador por Indiana, Evan Bayh, quien intervino al más alto nivel en el Departamento de Estados de EE.UU. Por fin llegó la noticia que todos habían estado esperando: Oliver recibiría sus papeles y tenía autorización para entrar en Estados Unidos. Su llegada fue una combinación de gran alegría y una triste realidad. Aquí estaba un niño de cuatro años y medio en un país nuevo con costumbres y comidas nuevas, separado de sus abuelos y tías, viviendo con personas que conocía pero no entendía, y teniéndose que enfrentar con el obstáculo de una grave privación del lenguaje. Sus padres tomaron la decisión de intentar un enfoque de enseñanza por diagnóstico de la audición y lenguaje oral. Oliver se sometió a una cirugía para que se le implantaran los implantes cocleares e inició una terapia intensiva y un programa en casa conmigo, además de asistir

McKown Family

Oliver con su abuela celebrando su 4º cumpleaños y esperando venir pronto a los Estados Unidos.

darlo y quererlo. La familia en Honduras proporcionó un hogar amoroso, seguro y feliz a este infante brillante y valioso, que parecía desarrollarse como cualquier niño de su edad con la excepción del lenguaje oral. En las frecuentes llamadas a sus padres les expresaban sus preocupaciones. Los padres realizaron múltiples viajes a Honduras para intentar sin éxito conseguir los papeles de Oliver para poderlo llevar con ellos de vuelta a Estados Unidos. Después de una llamada especialmente preocupante de sus padres, la madre de Oliver les pidió que lo llevaran a que le revisaran la audición. La noticia fue devastadora para la familia: se le diagnosticó una pérdida auditiva bilateral de grave a profunda. Cuando la madre de Oliver llamó al otorrino de su hijo en Honduras para hablar con él, la respuesta del especialista fue “No tire su dinero comprando audífonos. Este niño es tan sordo que sólo los implantes cocleares le podrán ayudar”. Sin embargo, los implantes cocleares no existían en Honduras. Por lo que los padres estaban aún más desesperados en encontrar la manera de poder traer a Oliver legalmente a Estados Unidos, ya que sabían que Oliver estaba perdiendo terreno en su comunicación. A pesar de la futilidad de sus esfuerzos, una cosa permaneció constante: los abuelos de Oliver siguieron queriéndolo, cuidándolo y haciéndose cargo de él de todas las formas posibles, a pesar de que él no podía oírlos ni entender lo que le decían en español. Pero, nunca perdieron la esperanza de que algún día se reuniría con sus padres y recibiría los implantes cocleares. La base de amor y seguridad que le dieron a Oliver, aunque no fuera lingüística, creó un niño feliz y seguro, aunque fuera incapaz de comunicarse con lenguaje simbólico. Aprendió a querer las costumbres y la comida de la única cultura que había conocido, la hondureña, y estaba

Oliver con su padre al poco tiempo de llegar a Estados Unidos.

padre de Oliver me impulsó a hacerlo.) Mientras tanto, el lenguaje oral de Oliver mejoró a pasos acelerados. A medida que se acercaba la decisión de la escolarización de Oliver, su padre murió trágicamente. Este hecho dejó otra cicatriz en la vida de este niño, y también en la de su madre. De nuevo, sus abuelos estaban allí para consolar y apoyar, y para animar a su madre a mudarse a San Luis en donde Oliver es alumno a tiempo completo en el St. Joseph Institute for the Deaf – St. Louis. Tanto él como su madre viajan con frecuencia a Honduras, y es “fantástico”, su abuelo dice que ahora los saluda diciendo “Hola abuelo, hola abuela. ¡Estoy feliz de estar aquí!” Para estos abuelos cariñosos que lo conocieron cuando sólo podía señalar, llorar o llevarlos hacia el objeto que quería, su comunicación oral es casi un milagro. Cuando los especialistas pensamos en gestionar niños sordos o con problemas

de audición y sus familias, el tiempo se vuelve nuestro amo y por muy buenas razones. Contamos las horas, días y semanas que faltan para que un niño reciba sus audífonos o implantes cocleares, o empiece una terapia nueva. Pero cuando no podemos controlar el tiempo, debemos, igual que estos abuelos demostraron con valentía, salirnos de la tiranía del tiempo y establecer una prioridad nueva: asegurarnos de que el niño esté arropado completamente en amor y seguridad. Dicen que la vida nos devuelve al punto de partida, y cuando pienso en lo que estos padres y abuelos sacrificaron por un niño pequeño que ya ha pasado más traumas que muchos adultos, siento la presencia de un círculo de amor rodeando a Oliver en América Central, Indianápolis y ahora en San Luis, donde sigue creciendo y desarrollando su potencial. En memoria de Brian McKown.

McKown Family

a tiempo completo al St. Joseph Institute for the Deaf in Indianapolis, Indiana. Debido a su edad, los padres decidieron que para aumentar su lenguaje oral durante nuestras sesiones utilizáramos temporalmente algún tipo de soporte de signos como forma de desarrollar rápidamente la comunicación, ya que Oliver necesitaba un vocabulario funcional para expresar sus deseos, necesidades y sentimientos, así como para entender lo que sus padres le decían. A pesar de trabajar a tiempo completo como intérprete médico pediátrico, su madre jugaba con él a juegos de lenguaje y fomentaba el desarrollo de su comunicación siempre que podía, trayéndome en cada una de nuestras sesiones un resumen semanal escrito. En uno de esos resúmenes escribió, “Una vez traté de sumarme a él a jugar a algo, Oliver me dijo, ‘Mami, vete, es mi turno’ y nos emocionó su deseo de independencia y su capacidad de expresar esto verbalmente”. Su implante fue sumamente exitoso, y a menudo cambiaba la palabra en lenguaje de signos por la palabra hablada en inglés después de estar expuesto a ella una o dos veces, por lo general dejaba de usar el signo a medida que su lenguaje oral mejoraba. En la escuela, su programa era estrictamente de audición y lenguaje oral, y su capacidad lingüística empezó a florecer. Con el compromiso profundo de sus padres, y el apoyo amoroso de sus abuelos en Honduras, Oliver comenzó a progresar de tal forma que nos sorprendió a todos. Aunque no puedo predecir que muchos niños con su historia progresarían de la forma en la que él lo hizo, creo que no exagero cuando digo que Oliver venció las probabilidades. A medida que progresaba, terminó de afirmar su vínculo con sus padres, y me acuerdo de su padre, que lo traía a terapia con frecuencia, riéndose mientras me explicaba que quizás la comida de juguete que utilizaba en la terapia no era culturalmente apropiada. Su padre me dijo que aunque los niños que crecen en Estados Unidos estarían familiarizados con la pizza, patatas fritas y hamburguesas, Oliver lo que quería y pedía eran tamales, tortitas de maíz y queso. Para mí fue un regalo ver a un padre tan involucrado con el progreso de su hijo. (Por cierto, los especialistas pueden comprar grandes paquetes de comida étnica de juguete, y el

Oliver con su abuelo en una visita a Honduras. VOLTA VOICES • JANUARY / F EBRUARY 201 1

J u ly 2 4 - 2 8 , 2 0 1 1

•

Omni ShOreham

•

Wa S h i n g t O n , D.C .

Leadership Opportunities for Teens (LOFT) 2011 LOFT is a four-day program designed for participants to develop skills in individual leadership, teamwork, public speaking and self-advocacy. The program is structured so that participants increase their selfconfidence and their understanding of their own strengths and abilities through activities designed to challenge them more each day to push beyond their comfort zone in a supportive environment.

“Summer camps come and then vanish quickly from your mind, but LOFT is a program that is unique. What I learned during the program will stay with me for many years. I made connections and friends, and found myself among others with the burning desire to make a difference in the world. LOFT is a program that has the ability to change lives for the better.”

“Meeting new friends whom I hope to keep in touch with for a lifetime has been the absolute best experience I’ve ever gone through. Those self-advocacy exercises really put things in perspective for me and I wouldn’t have met the people I did that inspired me. Without AG Bell, my summer wouldn’t have been the same!”

– Teen Participant

“Who knew that just five days in the LOFT program could alter one’s life? Not only did my son gain the value of developing leadership and self-advocacy skills, but he established deep connections with other hearing impaired teens in a very short time! He’s in constant contact with some of them weeks after he returned home. I would highly recommend LOFT to any teen fortunate enough to have the opportunity!” – Parent

More information and an application will be available on the AG Bell website at www.agbell.org after December 1, 2010. Application deadline is March 1, 2011.

Auditory Oral School of New York

Meeting the Needs of New York City Children with Hearing Loss

By Melody Felzien

ince 1999, the Auditory Oral School of New York (AOSNY) and its early intervention program, StriVright to Succeed, has offered listening and spoken language opportunities to children who are deaf or hard of hearing living in New York City. The schoolâ&#x20AC;&#x2122;s professional staff is dedicated to meeting the individual educational and developmental needs of each child who walks through its doors. The services at AOSNY/StriVright include parent-infant, early intervention and preschool programs, family training and support groups, counseling, individual speech and listening therapy, audiological services, and physical,

occupational, and sensory integration therapy as well as comprehensive multidisciplinary evaluations. AOSNY/ StriVright helps children who are deaf and hard of hearing develop listening and spoken language through an interactive, cognitive and social curriculum. The children are encouraged to rely on their ability, not their disability. AOSNY was founded by a group of professionals in the fields of deaf education, audiology and speech-language pathology who are also parents of children with hearing loss. Together, they have successfully advocated for listening and spoken language options to the New York City department of education and department of health as

well as other related agencies. As a result of these efforts, these agencies have adopted listening and spoken language options to the service provision model for the education of children with hearing loss in New York, and the New York City department of education has begun providing transition classes for children who need additional support before entering mainstream classrooms. Volta Voices recently had the opportunity to sit down with Michele Bornfeld, M.A., CCC-SLP, director of professional development of AOSNY/StriVright to Succeed, to discuss the challenges and opportunities afforded a program in a large urban environment like New York City. VOLTA VOICES â&#x20AC;˘ JANUARY / F EBRUARY 201 1

child and his/her family carefully to determine if formal counseling with a mental health provider is needed.

Auditory Oral School of New York

V.V.: How do you support underprivileged or uninsured families?

Children at the Auditory Oral School of New York participate in a fall walk in New York City.

Volta Voices: What are the greatest challenges facing parents/guardians of newly diagnosed children in New York City? Michele Bornfeld: Our experience has been that some parents of newly diagnosed children have difficulty accepting their infant’s diagnosis of hearing loss, especially if there is no history of hearing loss in the family. Our team of evaluators assess the child in the family’s home or in our center, depending on the preference of the family. We provide concrete, easy to understand information along with the emotional support a family may need. Our dedicated and specially trained team of early intervention service coordinators monitors each VOLTA VOICES • JANUARY/FEBRUARY 201 1

M.B.: At AOSNY/StriVright to Succeed, we work with infants, toddlers, preschoolers and school-aged children who are deaf or hard of hearing throughout the New York City area. Our specialized team of hearing professionals (i.e., teachers of the deaf, speech-language pathologists, audiologists, certified Listening and Spoken Language Specialists, music therapists, etc.) and evaluators reach families early after initial diagnosis or concern (i.e. their newborn did not pass the newborn hearing screening test). Our ability to connect with children in need at their homes or at our centerbased program is facilitated by our partnership with the New York City Early Intervention Program (EIP) and with the New York City Department of Education’s Committees on Special Education. This partnership allows us to help any infant or child who meets the eligibility criteria mandated by the aforementioned entities, regardless of medical/health insurance coverage. In addition, for those of our students whose families are experiencing tangible costof-living difficulties, AOSNY/StriVright service coordinators refer families in need to agencies within New York City that can provide help finding appropriate housing, applying for food stamps, obtaining medical/health insurance and even coordinating babysitting services. V.V.: Living in such a diverse city, how do you address the challenges of varied cultures and customs? M.B.: Consistent with the variety of cultures represented and languages spoken in New York City, many families of the children at AOSNY/StriVright speak a language other than or in addition to English. These include Spanish, Mandarin, Cantonese, Urdu, Punjabi, Yiddish, Russian, Creole, Tagalog, Farsi, Greek, Hebrew, Italian, Arabic and Polish. We find the multicultural aspect of our student body actually enhances

our students’ learning experiences and knowledge, and celebrating our students’ cultural diversity is inherent to our curriculum. Learning the names of other countries, the respective languages spoken and associated customs are a focus at AOSNY. In addition, parents are asked to come in and share an aspect of their culture with their child’s class (e.g. cook a specific dish). Several of our staff are multilingual and available to interpret, if needed. Our teachers facilitate their students’ learning of diversity by reading books or stories that illustrate various cultural experiences and by encouraging families to send in photos that depict familial events that encapsulate their culture. In addition, AOSNY/StriVright’s Parent Association has a highly diverse membership. We are thrilled that the association has grown extensively over the past few years, and it is a pleasure to hear the varied suggestions and ideas offered by its members, many coming from different religious and cultural backgrounds. It is clear to us that parents are connected by sharing the goal of having their children reach their full potential, and learning all they can to facilitate the process. V.V.: What services or programs do you offer that are unique to a large city environment? M.B.: At AOSNY/StriVright to Succeed, the policy of adhering to the best practice model at all times and across all parameters of service delivery is paramount. We know that when we “strive right,” we can and do succeed! Our staff is committed to having our students reach their full potential and acquire age-appropriate listening and speaking skills in preparation for learning in a general education classroom alongside their peers with typical hearing. To achieve that goal, we create tailor-made educational programs for each child depending upon their clinical profile and parental preferences. AOSNY/StriVright offers a number of venues in which to serve a child who is deaf or hard of hearing: in his or her home, in one of our parent-infant/parenttoddler groups, in a language-enriched classroom, at our early intervention

Auditory Oral School of New York

Children at the Auditory Oral School of New York participate in a wide rage of activities to promote the learning of other cultures and the development of listening and spoken language.

center or preschool, or itinerantly in a mainstream setting. The related services that AOSNY/StriVright provides include hearing education services; speech, occupational, and physical therapies; and

counseling. In addition, we have created a multitude of “specials,” i.e. specialized, focused learning provided by trained specialists within the classroom, that allows for specific areas of development to be

targeted. These include music therapy, literacy groups, social skills groups, syntax groups, creative arts and sensory integration exercises. All of these combined experiences help our children develop the auditory, linguistic, cognitive, speech, social and pre-academic abilities they will need in a mainstream educational setting. The philosophy behind the creation and ultimate success of AOSNY/StriVright also rests upon the concepts of professional collaboration and consistent partnering with parents/guardians. We see the parent/guardian as the primary facilitator of his or her child’s development, and to that end they need to know effective facilitation strategies and techniques that can be used at home. Members of a child’s team at AOSNY/StriVright consist of his or her teacher, therapists and audiologist. Collaborative team meetings take place to discuss each child’s performance and progress in achieving his or her goals. V.V.: How does being in such a large city environment impact the services you are able to offer?

VOLTA VOICES • JANUARY / F EBRUARY 201 1

M.B.: AOSNY/StriVright is committed to providing outstanding (re)habilitation and education to infants and children all around New York City, and we serve children in Brooklyn, Staten Island, Queens, the Bronx and Manhattan. Professional collaboration with audiologists in Brooklyn, Manhattan, Staten Island and Nassau County occurs regularly, allowing us to increase the impact of our services.

allow achievement of age-appropriate speech, language and listening skills at a younger age, and earlier entry into mainstream learning environments.

Editor’s Note: To learn more about AOSNY/ StriVright, please visit www.auditoryoral.org.

M.B.: The future of listening and spoken language communication outcomes is bright and growing brighter each year, as the age at which children are receiving their auditory amplification has decreased dramatically, secondary to mandatory newborn hearing screenings and tremendous advances in hearing technology and cochlear implants. This reduction in the time gap between the child’s chronological age and his or her hearing age will

Auditory Oral School of New York

V.V.: What do you view as the future of listening and spoken language communication outcomes?

The Auditory Oral School of New York prides itself on its comprehensive programming and cultural diversity, all promoting the listening and spoken language development of children with hearing loss.

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VOLTA VOICES • JANUARY/FEBRUARY 201 1

Understanding a Child’s Aided Hearing Characteristics And How the Desired Sensation Level (DSL) Approach Can Help (Part 2)

By Pamela D. Millett, Ph.D.

art 1 of this article, published in the November/December 2010 issue of Volta Voices, described some of the limitations of using aided audiograms to prescribe hearing aids, and verifying that they provide the most appropriate amplification for each child. Most parents/caregivers and teachers are familiar with aided audiograms, which indicate hearing thresholds for the child while wearing the hearing aids. We are used to comparing aided hearing levels with unaided hearing levels, and describing this difference to teachers and others who need to understand how a child hears with his or her hearing aids. However, real ear measurement technology, in combination

with a software program called the Desired Sensation Level (DSL) program, now allows audiologists to select, program, recommend and verify the characteristics of a child’s hearing aids more quickly and accurately. The Desired Sensation Level program (DSL), developed by Richard Seewald and colleagues at the University of Western Ontario in London, Ontario, specifically for children, provides a more accurate way of evaluating hearing aid characteristics and is widely used across North America and internationally (Seewald, et al., 1997). The DSL program converts the hearing threshold data from the child’s audiogram into a different kind of decibel, dB sound pressure level (or SPL). All hear-

ing aid data is measured in this different kind of decibel and therefore comparing hearing testing information to hearing aid data compares apples to oranges. The DSL program plots the converted audiogram (in dB SPL) on an audiogramlike format, called the SPLogram. The SPLogram looks like an upside down audiogram. Frequency is still read from left to right; however, loudness values are now reversed – very soft sounds are at the bottom of the graph and loud sounds are at the top. Figure 1 shows the SPLogram for an audiogram with a 50 dB hearing loss at all frequencies. The DSL program then calculates targets for both average conversational

VOLTA VOICES • JANUARY / F EBRUARY 201 1

Craig Huey Photography

speech level sounds and loud sounds for children. Figure 1 shows the child’s hearing thresholds (as circles), targets for conversational speech (+) and targets for the maximum output of the hearing aid (*). The key to understanding the DSL printouts is to realize that the hearing aid targets have been calculated to ensure audibility of the speech sounds within that frequency range. By definition, the oft used audiological phrase “a good match to all DSL targets was obtained” implies that all speech sounds are audible (at least in quiet, which is all anyone can predict). Once the targets are obtained, the audiologist can assess many hearing aids and

VOLTA VOICES • JANUARY/FEBRUARY 201 1

settings to see which aid provides the best amplification. One of the advantages of the DSL program is that this process can occur without the child’s presence. Once the Real Ear to Coupler Difference (RECD) is measured and incorporated into the DSL program, there is no need for the child to be physically present. Figure 2 provides a sample hearing aid printout from the DSL program. The hearing aid response is the solid line; this example Figure 1. Unaided audiogram shown in SPLogram format from the shows an excellent DSL program of the AudioScan VeriFit real ear measurement system. match to DSL targets hearing (the range between the softest since the response line touches all of the level that can be heard and the loudest conversational speech targets (+) without level that can be tolerated). The SPLogram going over or under them. This means demonstrates how well the hearing aid is that speech has been amplified to a level accomplishing this task. It also demonlouder than the child’s hearing threshstrates another audiological truth – that olds (which it must be in order for the sometimes this “range of hearing” can be child to hear) without making it so loud very small. With sensorineural hearing that it is uncomfortable for the child. loss, the individual’s uncomfortable level The SPLogram shows what actually for sounds (UCL) may be the same or happens – that speech and other sounds are being made loud enough to be heard, not that we are improving the child’s hearing levels. It is a subtle distinction, but one worth making. The traditional aided audiogram implies that we are changing the child’s hearing levels, but the child’s hearing levels cannot be changed. What is changing is the speech banana. The speech banana typically falls at a level of 50-60 dB and may be too soft for the child to hear, and therefore must be made louder to fall within Figure 2. Printout of an appropriate hearing aid response. the child’s range of

Figure 3. Printout of a poor hearing aid response.

lower than an individual with typical hearing, producing a small “dynamic range” of hearing. The SPLogram format provides a truer picture of audibility across the frequency range since it indicates predicted or measured uncomfortable levels as well as thresholds. Figure 3 shows a poor hearing aid response. The hearing aid matches DSL targets up to 1000 Hz, but then the hearing aid response line falls below targets. If the hearing aid response line falls below the hearing thresholds, sounds in this frequency range are not audible at all with this hearing aid. If the audiologist is prescribing new hearing aids, clearly this particular hearing aid is a poor choice as it does not provide appropriate amplification above 1000 Hz for this child’s hearing loss. In behavioral terms, these results indicate that the child should be able to detect all speech sounds with formant information at 1000 Hz or lower, but probably cannot detect speech sounds above 1000 Hz. We can predict that this child should be able to hear most vowels but would confuse /u/ and /i/ and the words “cat” and “caught,” would not hear the plural marker on most nouns, and would not hear the f, th or sh sounds. Remember that this is a prediction, as is the aided audiogram – it shows what sounds of the speech banana we think the child should be able to hear. However, the

speech banana on an audiogram represents one person’s voice at one point in time; there is no universal speech banana, and therefore comparing an aided audiogram to “the” speech banana is not an accurate reflection of hearing in the real world. The speech spectrum that we hear changes from second to second as distance, noise, reverberation and speaker characteristics change. The speech banana on audiograms is static, but speech in real life is dynamic. Therefore any predictions we make based on an aided audiogram or SPLogram apply only to ideal listening conditions. We must assess and observe the child’s auditory performance in real life situations to know for certain how the child performs with his or her hearing aids.

Case Example

bell rings. She wonders if she should turn down the volume on his hearing aids, but she fears Jamie will then miss some speech sounds (and she would be correct). What is the source of the problem then? The SPLogram provides an immediate answer to this question. Figure 4 shows Jamie’s SPLogram using targets from the DSL program. It is evident that Jamie’s hearing aid provides excellent amplification for conversational level sounds, such as speech, since the hearing aid response for average conversational speech touches all of the targets (+). The results for loud sounds, however, give the real answer to the problem. Targets for loud sounds for this child are shown by the (*) symbols. The hearing aid graph falls above these targets for all frequencies, indicating that this hearing aid is providing too much amplification for loud sounds. Behaviorally, the teacher observes that Jamie hears speech very well but loud sounds, such as the school bell, are not being “managed” by the hearing aid and are so loud that Jamie reacts by covering his ears. The solution to this problem is to adjust the control(s) on the hearing aid responsible for managing loud sounds, not to turn down the hearing aid volume or to in any way change the other amplification characteristics. The source of this problem is not identifiable from the aided audio-

An example of how a SPLogram can provide information about problems not evident from an aided audiogram may be helpful. Jamie is a 3 year old with a moderate hearing loss who has just been fitted with two new hearing aids. Everyone has been commenting favorably on how well Jamie seems to be hearing. He can hear all of the sounds in the Ling Six Sound Test and his aided audiogram shows responses at 20 dB from 250 Hz to 4000 Hz. However, his preschool teacher has noticed that he startles visibly and quickly covers his ears every time the school Figure 4. Jamie’s hearing aid responses compared to DSL targets.

VOLTA VOICES • JANUARY / F EBRUARY 201 1

gram – the aided audiogram only tells us about hearing for soft sounds, not how the child hears moderate or loud sounds.

Conclusion As hearing aids become more sophisticated and as we fit amplification for younger and younger children, we must use the most precise, accurate and comprehensive methods possible. SPLograms predict how well a child is expected to detect speech sounds, although it is not a perfect prediction. Aided audiograms, however, share the same weakness – they are also a prediction of how well the child will detect speech sounds in quiet only. It may be a leap of faith to trust that DSL targets are a more accurate, reliable and comprehensive way to select and evaluate hearing aids when they do not require any response from the child; however, after three decades of painstaking and exacting research, the clinical usefulness of the DSL program has been proven. The same information can be extrapolated from a SPLogram as

VOLTA VOICES • JANUARY/FEBRUARY 201 1

from an aided audiogram; in fact, since the DSL aided results indicate how the hearing aid is performing for conversational level speech, it is a more accurate prediction. With a little practice, parents/ caregivers and professionals can use DSL results as they have traditionally used aided audiograms to understand the benefits and limitations of hearing aids. The DSL program is incorporated into many real ear measurement systems and hearing aid manufacturer software. Parents/caregivers and teachers would not be accessing or using this software themselves; however, they do need to understand how the results of the testing done using this technology relate to a child’s ability to hear in every day life, at home and in school. Parents/caregivers can observe this testing being performed when they visit the audiologist for testing of the child’s present hearing aids or prescription of new hearing aids, and should understand the test results. Teachers and other school staff may receive printouts of the testing performed using the DSL pro-

gram instead of aided audiograms, and need to be able to interpret this information to understand implications for classroom listening. Of course, observation and assessment of a child’s listening performance at home and school using measures (such as the Ling Six Sound Test), checklists (such as the Screening Instrument for Targeting Educational Risk [SIFTER] or Listening Inventory for Education [LIFE; available from www.karenandersonconsulting.com]) and individual assessment based on the listening skills hierarchy are also crucial in giving us the tools to provide children with hearing loss with the best opportunities to learn through listening.

Reference Seewald, R., Cornelisse, L., Ramji, K., Sinclair, S., Moodie, K., & Jamieson, D. (1997). DSL v4.1 for Windows: A software implementation of the Desired Sensation Level (DSLi/o) method for fitting linear gain and wide-dynamic range compression hearing instruments. London, Ontario: Hearing Health Care Research Unit.

VOICES FROM AG BELL

Conversations

With Alex Graham

G Bell is a community that includes some pretty terrific people. Jon Fatemi is definitely one of those folks. As you will learn in this installment of “Conversations,” Jon has been involved with AG Bell in one way or another his entire life. Most recently Jon volunteered his time at the Volta Bureau in Washington, D.C., helping the staff prepare for the AG Bell 2010 Biennial Convention in Orlando, Fla.

coincidentally was also in Orlando. Most of the memories of that week come from the photos that were taken. That 1988 convention, with presentations by Dr. Stephen Epstein and Dr. Daniel Ling, inspired my parents to help me pursue listening and spoken language. It gave them a sense that everything would be okay and that I was going to talk just fine and live a normal, happy life.

Alex Graham: What are your earliest memories of your family’s involvement in AG Bell?

J.F.: The conventions continue to be my favorite events as I get together with friends and we have a good time. In high school, I participated in the Leadership Opportunity for Teens (LOFT) program. And then

Jon Fatemi: I was 2 years old when I attended my first AG Bell convention, which

A.G.: Do you have a favorite program or event?

in college, I attended the Leadership Enrichment Adventure Program (LEAP). A.G.: How do you see yourself staying connected to the people you have met through AG Bell? J.F.: I will continue to attend every convention. When I am back at home in the D.C. area, I also try to attend the various open houses at the Volta Bureau. A.G.: You have volunteered and interned at AG Bell’s headquarters – what would you like people to know about what goes on here at the Volta Bureau? J.F.: I really enjoyed getting to know the staff. They are very committed to their mis-

Freedom Within Reach Imagine making as many calls as you want, as often as you want, for as long as you want—all without having to rely on hearing friends and family members. Sorenson Video Relay Service® (SVRS®) does just that. It gives you the freedom and independence to converse with friends, family, co-workers, businesses and more—on your time, at any time, 24/7/365. And because Sorenson Communications® is one of the world’s largest employers of deaf individuals, you can count on us to continually develop new and exciting ways to improve your daily communication. Simply put, you’ll love life with SVRS. For more information visit www.sorensonvrs.com

© 2009 Sorenson Communications, Inc. All rights reserved. For more information about local 10-digit numbers and the limitations and risks associated with using Sorenson’s VRS or IP Relay services to place a 911 call, please visit Sorenson’s website at: www.sorenson.com/disclaimer.

VOLTA VOICES • JANUARY / F EBRUARY 201 1

A.G.: You recently graduated from college, what are you plans now? J.F.: Currently, I am participating in the Disney College Program. It is a paid internship for one year at Disney World. I have worked as a merchandiser at Disney’s Typhoon Lagoon Water Park, and now I’m being deployed to Disney’s Yacht and Beach Club Resort. Disney interests me because it’s a great company and a very positive atmosphere. It has definitely taught me what life is like in the “real world” and it will be a great addition to my resumé. My future plans include entering the MBA program at Lynn University in Boca Raton, Fla., and I will enroll in September of 2011. I am considering a career in finance.

Meet Jon Fatemi Jon Fatemi graduated from West Virginia Wesleyan College in May of 2010 with a degree in marketing. He will continue his studies in business as he pursues a Master of Business Administration degree at Lynn University in Boca Raton, Fla. Jon enjoys lacrosse, having played in college, as well as serving as a summer camp counselor.

A.G.: What advice do you have for other young people living with hearing loss? J.F.: Young people should not give up on their education just because things get hard. Most teachers will work with you if you show them that you are trying. I also found that going to a small college was important because the professors and staff really want you to succeed. When things go wrong socially in high school, don’t let it bother you because kids are immature. Once you become an adult, it gets much easier and you can laugh about some of the things that used to stress you out.

AG Bell

sion of providing information and options to families dealing with hearing loss. They could probably make more money in a big corporation, but instead they choose to work at AG Bell. I can tell by the letters and emails that come into the Volta Bureau every day that these people are really making a difference in the lives of others.

Editor’s Note: The 2011 Leadership Opportunities for Teens (LOFT) program will take place July 24-28 in Washington, D.C. Additional information and application material is available on the AG Bell website at www.agbell.org. The 2011 LOFT program follows the 2011 Listening and Spoken Language Symposium, July 21-23, at the Omni Shoreham Hotel in Washington, D.C. This year’s Symposium will focus on “Leading Innovation Through Practice” and is an excellent networking and learning opportunity for non-convention years.

Providing children who are deaf and hard of hearing with the listening, learning and spoken language skills they need to succeed. • Birth to 3

• Mainstreaming Services

• Preschool/Kindergarten

• Educational Evaluations

• School Programs • Summer Programs • Professional Development and Trainings • Audiological Services

clarkeschools.org Bo sto n

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VOLTA VOICES • JANUARY/FEBRUARY 201 1

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Arithmetic and Language Development

Addition By Rob Madell, Ph.D., and Jane R. Madell, Ph.D., CCC A/SLP, LSLS Cert. AVT

his is the second in a series of articles about the word problems of elementary arithmetic. In the first (published in the November/December 2010 issue of Volta Voices), we tried to show that learning to solve such problems involves language learning as much as it involves arithmetic. Our purpose here is to carefully examine the language of addition word problems. (In subsequent articles we will examine the language of subtraction, multiplication and division.) Parents and teachers, as well as speechlanguage pathologists and Listening and Spoken Language Specialists, in the case of children who are deaf or hard of hearing, should be prepared to help children acquire this language. Everyone is familiar with word problems – from school arithmetic and from daily life. Here are two simple examples: Problem 1: Eva has 4 lollipops. Rose has 5 lollipops. How many lollipops do they have altogether? Problem 2: Eva has 4 lollipops. Rose has 5 more lollipops than Eva has. How many lollipops does Rose have? Most adults realize that both of these word problems may be represented by the equation 4 + 5 = . But in spite of this similarity you will see below that the two problems have distinct models. Both of those models are important in the study of arithmetic. Importantly, the ability to model word problems involves learning language.

A Model for “Easy Addition” Problem 1 is an example of what we call “Easy Addition.” A model is shown in Figure 1. To help a child represent Problem 1, we can provide actual lollipops

   

    

Eva has 4 lollipops (RED). Rose has 5 lollipops (GREEN). How many lollipops do they have altogether?

Figure 1 – Easy Addition

(or other objects like pennies or toy blocks). Then we can help him or her: • Count out 4 objects (RED) to represent Eva’s 4 lollipops. • Count out 5 objects (GREEN) to represent Rose’s 5 lollipops. He or she can then be guided to use this model to solve the problem by:

       

    

Eva has 4 lollipops (RED). Rose has 5 more lollipops that Eva has (BLUE and GREEN). How many lollipops does Rose have?

Figure 2 – Hard Addition

• Count out 4 objects (RED) to represent Eva’s 4 lollipops. • Count out another 4 objects (BLUE) to represent Rose’s lollipops that correspond to Eva’s 4 lollipops.

• Moving the two collections of objects together.

• Count out 5 more objects (GREEN) to represent Rose’s “5 more” lollipops.

• Counting the two collections together (1, 2, 3, 4, 5, 6, 7, 8, 9).

• Move Rose’s two collections of objects together.

• Reporting the answer, “9.”

• Count Rose’s two collections together (1, 2, 3, 4, 5, 6, 7, 8, 9).

The child who can do this on his or her own understands the language of the problem and has a beginning understanding of addition.

A Model for “Hard Addition” Problem 2 is an example of what we call “Hard Addition.” A model for it is shown in Figure 2. To help a child model Problem 2, and use the model to solve it, we can use the following process:

• And report the answer, “9.” This is not the place for a thorough discussion of the role that the ability to model word problems has in the study of arithmetic. Suffice it to say that this ability is prerequisite to study of the operation of addition. For example, without such understanding it is impossible to understand why the rules for adding a column of figures make sense and actually work for solving word VOLTA VOICES • JANUARY / F EBRUARY 201 1

problems.1 The important point for our purposes here is that at this stage, learning arithmetic and the ability to understand the language of and model word problems are one and the same thing.

Other Addition Word Problems Every addition word problem that children are likely to see in school can be modeled by one of the structures described above. That is, each such problem is an example of either Easy Addition or Hard Addition. But that is not to say that there aren’t significant differences of language among Easy Addition problems and among Hard Addition problems. Consider the following: Problem 3: Eva had some lollipops. Eva gave 5 of her lollipops to Rose. If Eva now has 4 lollipops left, how many lollipops did she start out with? To help a child solve this problem you could help him or her build and then use the model shown in Figure 3.

   

    

Eva had some lollipops. Eva gave 5 of her lollipops to Rose (GREEN). Eva has 4 lollipops left (RED). How many lollipops did Eva start out with?

Figure 3

The model for Problem 3 is the same as that for Problem 1 (Figure 1) – it is, therefore, another example of Easy Addition. But while many children come to understand the language of Problem 1 without formal instruction, most will have difficulty with Problem 3. It is important that children

understand both because one of the most important goals of instruction in arithmetic is that children learn to solve all the different kinds of word problems that surround us in our daily lives. Some mathematics educators distinguish a third category of Easy Addition problems: Problem 4: Eva had 4 lollipops. Rose gave her 5 more lollipops. How many lollipops does Eva have now? Although it is very similar to Problem 1, Problem 4 explicitly describes the joining of the two sets of lollipops. By contrast, the situation described in Problem 1 is static – there is no change in the situation over time. In spite of this distinction, it has been our experience that for instructional purposes, these two categories of Easy Addition problems are essentially equivalent. That is, there is little difference between helping a child model Problem 1 and helping him or her model Problem 4. Finally, here is a second example of Hard Addition: Problem 5: Eva has 4 lollipops. Eva has 5 fewer lollipops than Rose. How many lollipops does Rose have? Although the meaning of Problem 5 is identical to that of Problem 2 (and their models are identical), you won’t be surprised that the language of Problem 5 causes more difficulties.

Conclusion There is significant variety in the language of addition word problems. But the ones that children see in school are all either “Easy” or “Hard.” Parents, teachers and therapists can help children in their study of addition by exposing them to both types, by helping them to model the problems and by helping them to use those models to solve them. The authors would like to thank Rosemary Brener, Ph.D., for useful conversations during the development of this article. Editor’s Note: Also available in Spanish at www.t-oigo.com / También disponible en español en la página web, www.t-oigo.com.

1 Van de Walle, J.A. (2004). Elementary and Middle School Mathematics, Fifth Edition. Upper Saddle River, N.J.: Pearson Education Inc.

VOLTA VOICES • JANUARY/FEBRUARY 201 1

tips for parents

Finding Financial Resources By Melody Felzien

arents with children recently diagnosed with a hearing loss are often in a state of uncertainty. In addition to tackling the challenges of having a child who is deaf or hard of hearing, families must also consider the financial costs resulting from their communication choice. While health insurance may cover many of the medical services families choosing listening and spoken language require, such as cochlear implant surgery or audiological services, benefits may not extend to therapies required to improve listening and spoken language skills, such as auditory-verbal therapy or tuition to private schools. In addition, many states do not require health insurance companies to cover hearing aids, an added expense for the families of children who benefit from the use of hearing aids instead of cochlear implants. Fortunately, there are many resources available that families can utilize to help them provide listening and spoken language opportunities for their children who are deaf and hard of hearing.

Financial Aid Many local and national organizations offer financial aid for children with disabilities, specifically children with hearing loss. For example, AG Bell offers a large financial aid program for many children, from birth through college, and covers a wide range of services, from tuition to arts and sciences programs. Award programs include: Parent-Infant Financial Aid Program offers support to families of infants and toddlers (ages birth through 3) who have been diagnosed with a moderate to profound hearing loss and who are in pursuit of spoken language for their child. Grants are awarded to assist with expenses associated with auditory support services, speech-language therapy, tuition, etc.

Pre-School Age Financial Aid Program offers support to families of preschool-aged children who have been diagnosed with a moderate to profound hearing loss and who are in pursuit of spoken language education for their child. Grants are awarded to assist with expenses associated with auditory support services, speech-language therapy, preschool tuition, etc. School-Age Financial Aid Program is for students who are deaf and hard of hearing in grades one through 12 and who attend a parochial, private or independent (not public) school in a mainstream setting. Awards are intended to help with educational costs such as tuition, room and board, books, equipment, auditory and speech language support services, academic tutoring, transportation, and other school-related expenses. Arts & Sciences Award Program is available to help students with hearing loss in grades one through 12 to participate in after school, weekend or summer programs focused on developing skills in the arts or sciences. Programs can be offered through museums, nature centers, art or music centers, zoological parks, space and science camps, dance and theater studios, martial arts studios or any other program with a focus on the arts or sciences. College Scholarship Awards offers several scholarships for full-time students with hearing loss who are pursuing an undergraduate or graduate degree at a mainstream and accredited college or university. This is a merit-based scholarship program with award selection being extremely competitive. George H. Nofer Scholarship for Law and Public Policy offers support to full-time graduate students with a moderate to profound hearing loss who are attending an accredited law school

or a masters or doctoral program in public policy or public administration. These programs all have various deadlines, so please visit www.agbell.org to view additional criteria and 2011 submission deadlines. In addition, many private schools dedicated to fostering listening and spoken language offer tuition support and therapy services. You may also want to consider asking your audiologist or pediatrician if they know of any local financial aid resources that your family can utilize. A full list of national organizations, nonprofits and government agencies offering financial aid support can be found at www.agbell.org under Programs and Events, Financial Aid & Scholarships.

Foundations and Centers There are also many national and international foundations and centers dedicated to helping individuals with hearing loss develop listening and spoken language. For example, The Starkey Hearing Foundation was founded in 1984 with a mission to “change the social consciousness of hearing and hearing matters through education and research while providing the gift of hearing to those in need around the world.” Through volunteers and donations, the Starkey Foundation delivers more than 50,000 hearing aids annually through more than 100 hearing missions a year in countries stretching from the United States to Vietnam. The Foundation also promotes hearing health awareness while supporting research and education. More information can be found at www.starkeyhearingfoundation.org. Another example is the Center for Hearing and Communication (formerly the League for the Hard of Hearing), which provides hearing health services to people of all ages who have a hearVOLTA VOICES • JANUARY / F EBRUARY 201 1

ing loss. Services include free hearing screenings, complete hearing evaluations, pediatric services, hearing aid fittings, sales and repair, speech therapy, and emotional health and wellness services. In addition, the center’s website provides much information about hearing loss and hearing technology that can help parents research the benefits and costs of listening and spoken language communication. The Center for Hearing and Communication has two locations, in New York City, N.Y., and in Ft. Lauderdale, Fla. Additional information is available at www.chchearing.org. In addition, AG Bell offers a comprehensive list of local foundations and centers that also offer support. This list can be found on the AG Bell website at www.agbell.org under Hearing Loss Resources, Organizations & Associations.

State Level Mandates for Hearing Aid Coverage

State Health Insurance Mandates for Hearing Aids Arkansas (HB 1930 / Act 1179) in effect 1/2010. Does not mandate coverage of the cost of hearing aids, but rather requires insurance companies to offer coverage to employers in the state. However, if the employer chooses to add this option, the health plan must provide hearing aid coverage of no less than $1,400 per ear every three years for individuals of all ages. Limit – $1,400 per aid every three years.

Missouri (376.1220 R.S. Mo) in effect 2004. Newborn coverage for screening, audiological assessment and hearing aid purchases. Limit – Coverage amount varies per need of newborn.

Connecticut (SB 136) in effect 10/2001. Covers children under age 12. Limit – $1,000 total every 24 months.

New Jersey (S. 467 / A. 1571) in effect 4/2009. Covers children under age 15. Limit –$1,000 per aid, once every two years.

Colorado (CO SB 057) in effect 1/2009. Covers children under age 18. Limit – One hearing aid per ear every five years; no limit on cost, but deductibles and co-pays may apply.

More and more states are passing laws mandating insurance companies cover costs associated with hearing aids for children. In addition, several states are in the process of passing a hearing aid tax credit similar to legislation that is being promoted at the federal level. The side bar contains current state mandates for hearing aid coverage.

Delaware (DE HB 355) in effect 1/2009. Covers children under age 18. Limit – $1,000 per aid, one hearing aid per ear, every 36 months.

Tips for Success

Louisiana (La R.S. 22:215.25) in effect 1/2004. Covers children under age 18. Limit – $1,400 per aid every 36 months.

No matter what type of assistance families are seeking, be aware of the details. Pay close attention to the award criteria (does your child and/or family circumstances qualify?), application deadline, and application process (is it online or paper based?). Due to the high demand for financial assistance, many organizations disqualify applicants who don’t follow the guidelines provided. It also pays to be persistent. If you don’t receive an award one year, consider reapplying the next year. You probably won’t find out why you didn’t receive financial aid in a particular year, and it may simply be a matter of too many applicants for a limited amount of money. But keep trying!

Kentucky (KRS 304.17A-132) in effect 2002. Covers children under age 18 and state employees. Limit – $1,400 per aid every 36 months.

Maine (ME LD 1514) in effect 1/2008, 1/2009, 1/2010. Coverage for children ages 18 and under. Limit – $1,400 per aid every 36 months. Maryland (HB 160) in effect 2002. Covers children under age 18. Limit – $1,400 per aid every 36 months Minnesota (Minn. Stat. 62Q.675) in effect 8/2003. Covers children under age 18. Limit – one hearing aid per ear every 36 months; no limit on cost and no additional deductible or similar restriction.

New Hampshire (HB 561) in effect 1/2011. No age restrictions on coverage. Limit – $1,500 per hearing aid, per ear, once every 60 months.

New Mexico (SB 529) in effect 7/2007. Covers children under age 18, or those under age 21 if still enrolled in high school. Limit – $2,200 per ear once every 36 months. North Carolina (HB 589) in effect 1/2011. Covers children under age 22. Limit – $2,500 per hearing aid, per ear, once every 36 months. Oklahoma (36 Okl. St. 6060.7) in effect 11/2002. Covers children under age 18. Limit – None for hearing aid cost, once every 48 months. Oregon (HB 2589 / Chapter 553 - 2009 Laws) in effect 1/2010. Covers children under age 18 who are dependents. Limit – $4,000 per aid once every 48 months. Rhode Island (R.I. Gen. Stat. 27-19-51) in effect 1/2002. Covers all ages. Limit – $2,000 per hearing aid for those under age 19 and $800 per hearing aid for all others; once every three years for both groups. Wisconsin (SB 27 / 2009 Wisconsin Act 17) in effect 1/2010. Covers children under age 18 and applies to both hearing aids and cochlear implants. Limit – None. Covers the cost of one hearing aid per ear (once every three years), cochlear implants and related therapy.

Accurate as of 12/8/2010. Information courtesy of the Hearing Industries Association.

VOLTA VOICES • JANUARY/FEBRUARY 201 1

Hear Our Voices

A Single Dad’s Story By Tobias Kindberg

Kindberg Family

livia is a 4-year-old little girl with lots of energy. When Olivia was 18 months old she lost her hearing and we were at a loss for what to do or where to go. Cincinnati Children’s Hospital in Cincinnati, Ohio, was so helpful in getting us to where we needed to be. Dr. John Greinwald, a pediatric otolaryngologist at Cincinnati Children’s Hospital, was amazing with Olivia; she began using hearing aids for the first few months as we went through the testing to see how she lost her hearing. In February 2008, I enrolled Olivia in Ohio Valley Voices in Loveland, Ohio, when she was 2 years old. This was awesome for Olivia. She was with children her own age and she was beginning to speak words. As we went from test to test, Olivia was very good and through it all she was better at seeing doctors than I was. Dr. Greinwald recommended we go ahead with the surgery to give Olivia bilateral cochlear implants. I had huge reservations about doing this surgery. I had taken American Sign Language classes in high school and served as an interpreter at my workplace, and saw that these signing individuals who were deaf were doing fine in a hearing world without them hearing. As I did my research and discovery, I based my decision on what would my child do or want me to do. Knowing that Olivia was just learning her words, had some of the language and was so inquisitive, I decided that giving her cochlear implants was her best option and would open up her world. Yet I still had reservations – it would be a very long surgery for such a little person and I didn’t want anything to go wrong; there was nothing I could do as I saw her go to sleep before the surgery. Olivia had the surgery just after her 3rd birthday in February 2009. As a single dad raising two children under the age of 7, this has been a challenge that I wasn’t ready for.

Olivia, age 4, has a bilateral hearing loss and uses cochlear implants to access sound.

However, I would not change it for the world. This experience has taught me very much about myself and my children. I also have my family to thank for all of their support through this whole process. Without their love and support it would have been a very difficult challenge. I am amazed by the progress Olivia has made in school and in her life in general. She loves to go to school and is very strong-willed and eager to learn. I am hoping for her to transi-

tion from Ohio Valley Voices to our local school system when she goes to first grade. This would be awesome for her and for everyone around her. I am also amazed at the patience she has taught myself and those around her. Olivia is an outdoor girl. She loves to explore and catch bugs, snakes, frogs and lightning bugs. She also loves to go trail riding in the Big 4 Wheel International Scout. I enjoy spending time outdoors with Olivia and her older VOLTA VOICES • JANUARY / F EBRUARY 201 1

Kindberg Family

Olivia with her father, Toby.

brother, Parker. They are learning so much about the world around them and I want them to have fun outside more than inside. Her other interests include dancing, swimming and riding bicycles. I am very thankful that Olivia was able to attend Ohio Valley Voices and

VOLTA VOICES • JANUARY/FEBRUARY 201 1

she is able to hear everything around her. She has some pretty awesome teachers at school. I feel that with her love of life and determination, she will become whatever her heart desires. She is independent enough to get what she wants and she continues to amaze the family with her

knowledge of things. I am very proud of what she has accomplished in just a yearand-a-half with the cochlear implants. Being a single dad, working fulltime and going to the kid’s practices and games along with all the doctors appointments, is interesting and challenging, to say the least. I work the early morning shift at Target so that I am home when the kids get off the school buses in the afternoon. I am in the process of finishing my college degree to be able to get a better job. Growing up I would ask my mom how she seemed to juggle all the schedules, be there at every game and competition for band and other activities for three growing boys, and work full time. Her answer: time management, organization and lots of running from here to there. I now appreciate all she did for me! Tobias Kindberg is a 27-year-old single dad with two wonderful kids: Parker, age 6, and Olivia, age 4, who is deaf and uses bilateral cochlear implants. When he has time he enjoys camping, hiking, canoeing and biking.

Directory of Services

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

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

n Arizona Desert Voices, 3426 E. Shea Blvd., Phoenix, AZ 85028 • 602-224-0598 (voice) • 602-224-2460 (fax) • info@desertvoices.phxcoxmail.com (email). Emily Lawson, Executive Director. Oral school for deaf and hard-of-hearing children from birth to nine years of age. Programs include Birth to Three therapy, Toddler Group, and full day Educational Program. Other services include parent education classes, speech and language evaluations, parent organization and student teacher placements. Desert Voices is a Moog Curriculum school.

n California Auditory-Verbal Services, 10623 Emerson

Bend, Tustin, CA 92782 • 714-573-2143 (voice) • email KarenatAVS@aol.com • Karen Rothwell-Vivian, M.S.ED. M.A. CCC-A. LSLS-Cert.AVT. Listening and Spoken Language Specialist - Certified Auditory-Verbal Therapist providing Auditory-Verbal Therapy and both audiological and educational consultation for children from infancy through college age. Auditory Rehabilitation is also provided for adults. Extensive expertise with amplification, cochlear implants, and FM systems. Children’s Choice for Hearing and Talking, CCHAT Center – Sacramento, 11100 Coloma

Road, Rancho Cordova, Ca 95670 • 916-361-7290 (voice). Laura Turner, Principal. An auditory/oral day school educating children and their families from birth through early elementary grades. Other programs include adult cochlear implant support, parent-infant program, on-site audiological services and mainstreaming support services. The school is staffed with credentialed teachers, licensed speech-language pathologists and a licensed audiologist. Echo Center/Echo Horizon School, 3430 McManus Avenue, Culver City, CA 90232 • 310-8382442 (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 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 Avenue, Redwood City,

CA 94062 • 650-365-7500 (voice) • jwposd@jwposd. org (e-mail) • www.oraldeafed.org/schools/jwposd (website) Kathleen Daniel Sussman, Executive Director; Pamela Musladin, Principal. An auditory/oral program where deaf and hard of hearing children listen, think and talk! Cognitive based program from birth through mainstreaming into 1st or 2nd grade. Students develop excellent language, listening and social skills with superior academic competencies. Cochlear Implant Habilitation, mainstream support services and Family Center offering special services for infants, toddlers and their families. John Tracy Clinic, 806 West Adams Blvd., L.A., CA 90007 • 213-748-5481 • 800-522-4582 (parents) • www.jtc.org • Since 1942, free worldwide Parent Distance Education Program and onsite comprehensive audiological, counseling and educational services for families with children ages birth thru 5 years. Intensive 3-week Summer Sessions (ages 2-5) with Sibling Program. Online and on-campus options for accredited Master’s and Credential in Deaf Education. Listen and Learn, 4340 Stevens Creek Blvd., Suite

107, San Jose, CA 95129 • 408-345-4949 • Marsha A. Haines, M.A., CED, Cert. AVT, and Sandra Hamaguchi Hocker, M.A., CED • Auditory-verbal therapy for the child and family from infancy. Services also include aural habilitation for older students and adults with cochlear implants. Extensive experience and expertise with cochlear implants, single and bilateral. Mainstream support services, school consultation and assessment for children in their neighborhood school. California NPA certified. No Limits Performing Arts Academy and Educational Center, 9801 Washington Boulevard,

2nd Fl, Culver City, CA 90232 – 310.280.0878, 800.948.7712 • www.kidswithnolimits.org. •Provides free speech, language, literacy and support services to dhh children and their families between the ages of 3 and 18 through its No Limits Educational Center. Additionally, No Limits offers a national performing arts program for schools and the community that builds the self confidence and communication skills of children with a hearing loss. Oralingua School for the Hearing Impaired,

North Campus – 7056 S. Washington Avenue, Whittier, CA 90602 – 562-945-8391 (voice) 562-945-0361 (fax) info@oralingua.org (email) www.oralingua.org (website) South Campus – 221 Pawnee Street, San Marcos, CA 92078 – 760-471-5187 (voice) 760-591-4631 (fax) Where Children are Listening and Talking! An auditory/oral program serving children from infancy to 11 years old. Audiological, Speech, Itinerant, AVI Therapy, and other related Designated Instructional Services available. Contact Elisa J. Roche, Executive Director.

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.

Training and Advocacy Group for Deaf & Hard of Hearing Children and Teens (TAG), 11693 San

Vicente Blvd. #559, Los Angeles, CA 90049, 310-339-7678, tagkids@aol.com, www.tagkids.org. Leah Ilan, Executive Director. Offers free group meetings for ddh children and teens from 5th grade through high school to provide socialization and advocacy training. Half-day workshops for high school seniors are given to prepare students for college or employment. Groups are held in schools during weekdays and in the community during the weekends. The sessions are each two hours long with 8-12 participants. Parent workshops and special extracurricular outings are also offered throughout the school year.

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

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

Rocky Mountain Ear Center, P.C. • 601 East

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

n 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 post-secondary, public school settings. Focus on providing cutting-edge technology for optimal auditory access and listening in educational settings and at home, development of spoken language, development of self advocacy – all to support each individual’s realization of social, academic and vocational potential. Birth to Three, Auditory-Verbal Therapy, integrated preschool, intensive day program, direct educational and consulting services in schools, educational audiology support services in all settings, cochlear implant mapping and habilitation, diagnostic assessments, and summer programs.

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

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

n Florida Bolesta Center, Inc, 7205 North Habana Avenue, Tampa, FL 33614 • 813-932-1184 (voice) • 813-9329583 (fax) • jhorvath@bolestacenter.org (email) • www. bolestacenter.org (website) • Non-profit Listening and Spoken Language Center dedicated to teaching children who are deaf and hard of hearing to listen and speak. No family turned away based on ability to pay. Services provided to families, professionals, and school districts. Specializing in auditory-verbal therapy, educational outreach, and professional development programs. Kids and professionals immersion and summer programs available. Talk to us about our success with late implanted children! Contact Judy Horvath, LSL Cert. AVEd. Clarke Schools for Hearing and Speech/ Jacksonville, 9857 St. Augustine Rd., Jacksonville,

FL 32257 • 904/880-9001 (voice/TTY)• info@ clarkeschools.org, • www.clarkeschools.org • Susan G. Allen, Director. Serving families with children with hearing loss, services include early intervention, toddler, preschool, PreK/kindergarten, primary, parent support, individual listening, speech and language services, and cochlear implant habilitation and mainstream support.

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

GA 30327 - 404-233-5332 ext. 3119 (voice/TTY) 404-266-2175 (fax) scarr@atlspsch.org (email) http:// www.atlantaspeechschool.org (website) A Listening and Spoken Language program serving children who are deaf or hard of hearing from infancy to elementary school age. Children receive language-rich lessons and highly individualized instruction in a nurturing environment. Teachers and staff work closely with parents to instill the knowledge and confidence children need to reach their full potential. Early intervention programs, audiological support services, auditory-verbal therapy, mainstreaming opportunities, and independent educational evaluations. Established in 1938.

Auditory-Verbal Center, Inc - Atlanta, 1901 Century Boulevard, Suite 20, Atlanta, GA 30345, 404633-8911 (voice) • 404-633-6403 (fax) • listen@avchears. org (email) • www.avchears.org (website). AuditoryVerbal Center, Inc - Macon, 2720 Sheraton Drive, Suite D-240, Macon, GA 31204 • 478-471-0019 (voice). A comprehensive Auditory-Verbal program for children with hearing impairments and their families. Home Center and Practicum Site programs provide intensive A-V training for families and professionals. Complete audiological services for children and adults. Assistive listening devices demonstration center.

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n Idaho Idaho Educational Services for the Deaf and the Blind, 1450 Main Street, Gooding, ID 83330

• 208 934 4457 (V/TTY) • 208 934 8352 (fax) • isdb@ isdb.idaho.gov (e-mail). IESDB serves birth to 21 year old youth with hearing loss through parent-infant, onsite, and outreach programs. Options include auditory/ oral programs for children using spoken language birth through second grade. Audiology, speech instruction, auditory development, and cochlear implant habilitation is provided.

n Illinois Alexander Graham Bell Montessori School (AGBMS) and Alternatives in Education for the Hearing Impaired www.agbms.org (website)

• info@agbms.org (email) • 847-850-5490 (phone) • 847-850-5493 (fax) • 9300 Capitol Drive Wheeling, IL 60090 • AGBMS provides challenging academic programs in a mainstream environment for deaf children ages 0-12 years. Teach of the Deaf, Speech/Language Pathologist, and Classroom Teachers utilize Cued speech to provide complete access to English and enable development of age-appropriate language and literacy skills. Speaking and listening skills are emphasized by staff with special training in auditory/verbal therapy techniques. AEHI provides Cued Speech training and other outreach services to families and professionals in the Great Lakes area. Child’s Voice School, 180 Hansen Court, Wood

Dale, IL 60191, (630) 595-8200 (voice) (630) 5958282 (fax) - info@childsvoice.org (email) http://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. Parent Support/ Education classes provided. Child’s Voice is a Moog Curriculum school.

n Indiana St. Joseph Institute for the Deaf Indianapolis. 9192 Waldemar Road, Indianapolis, IN 46268 • (317) 471-8560 (voice) •

(317) 471-8627 (fax) • www.sjid.org; touellette@sjid.org (email) • Teri Ouellette, M.S. Ed., LSLS Cert. AVEd, Director. St. Joseph Institute for the Deaf - Indianapolis, a campus of the St. Joseph Institute system, serves children with hearing loss, birth to age six. Listening and Spoken Language programs include early intervention, toddler and preschool classes, cochlear implant rehabilitation, mainstream therapy and consultation and daily speech therapy. Challenging speech, academic programs and personal development are offered in a nurturing environment. (See Kansas and Missouri for other campus information.)

n Kansas St. Joseph Institute for the Deaf - Kansas City, 8835 Monrovia, Lenexa, KS 66215 • 913-383-

3535 • www.sjid.org • Jeanne Fredriksen, M.S., Ed., Director • jfredriksen@sjid.org. St. Joseph Institute for the Deaf - Kansas City, a campus of the St. Joseph Institute system, serves children with hearing loss, birth to age eight. Listening and Spoken Language programs include: early intervention, toddler playgroups, preschool to second grade classes, cochlear implant/hearing aid rehabilitation and daily speech therapy. Challenging listening/speech and language therapy, academic programs and personal development opportunities are offered in a nurturing environment. (See Missouri and Indiana for other campus information.)

Directory of Services n Maryland

n Minnesota

n Missouri

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

Northern Voices, 1660 W. County Road B,

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.

Northeast Metro #916 Auditory/Oral Program, 3375 Willow Ave., Rm 109, White Bear Lake,

The Moog Center for Deaf Education, 12300

• (voice) 410-318-6780 • (TTY) 410-318-6759 • (fax) 410-318-6759 • Email: hasa@hasa.org • Website: www. hasa.org. Jill Berie, Educational Director, Olga Polites, Clinical Director, Heather Eisgrau, Teacher of the Deaf/ Director. Auditory/Oral education and therapy program for infants and young children who are deaf or hard of hearing. Self-contained, state-of-the-art classrooms located in the Gateway School approved by the Maryland State Department of Education. Additional services include speech-language therapy, family education and support, pre- and post-cochlear implant habilitation, collaboration and support of inclusion, audiological management and occupational therapy. The Hearing and Speech Agency’s Auditory/Oral preschool program, “Little Ears, Big Voices” is the only Auditory/Oral preschool in Baltimore. In operation for more than five years, it focuses on preparing children who are deaf or hard of hearing to succeed in mainstream elementary schools. Applications for all Auditory/Oral Center programs are accepted yearround. Families are encouraged to apply for scholarships and financial assistance. HASA is a direct service provider, information resource center and advocate for people of all ages who are deaf, hard of hearing or who have speech and language disorders.

n Massachusetts Clarke Schools for Hearing and Speech/ Boston Area, 1 Whitman Road, Canton, MA

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

Clarke Schools for Hearing and Speech/ Northampton, 47 Round Hill Rd, Northampton, MA

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

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.

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

Roseville, MN, 55113-1714, 651-639-2535 (voice), 651639-1996 (fax), darolyng@northernvoices.org (email), Darolyn Gray, Executive Director. Northern Voices is a non-profit early education center focused on creating a positive environment where children with hearing loss and their families learn to communicate through the use of spoken language. Our goal is for students to become fluent oral communicators and to join their hearing peers in a traditional classroom at their neighborhood schools. Northern Voices is a Moog Curriculum School. Please visit www.northernvoices.org.

Minnesota 55110; 651.415.5546, • email auditory.oral@ nemetro.k12.mn.us. • Providing oral 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 typical hearing peers. This can be achieved when they are identified at an early age, receive appropriate amplification, and participate in an oral-specific early intervention program. Referrals are through the local school district in which the family live.

n Mississippi DuBard School for Language Disorders, The University of Southern Mississippi, 118 College Drive #5215, Hattiesburg, MS 39406-0001 • 601.266.5223 (voice) · dubard@usm.edu (e-mail) • www.usm.edu/ dubard · Maureen K. Martin, Ph.D., CCC-SLP, CED, CALT, 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 Association Method, as refined, and expanded by the late Dr. Etoile DuBard and the staff of the school, is the basis of the curriculum. Comprehensive evaluations, individual therapy, audiological services and professional development programs also are available. A/EOE/ADAI Magnolia Speech School, Inc. 733 Flag Chapel Road, Jackson, MS 39209 – 601-922-5530 (voice), 601922-5534 (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.

South Forty Drive, St. Louis, MO 63141 • 314-6927172 (voice) • 314-692-8544 (fax) • www.moogcenter. org (website) • Betsy Moog Brooks, Director of School and Family School, 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), 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 Moog Curriculum School.

The Moog School at Columbia, 3301 West Broadway, Columbia, MO 65203 • 573-446-1981(voice) • 573-446-2031 (fax) • Judith S. Harper, CCC SLP, Director • jharper@moogschool.org (e-mail). Services provided to children who are deaf and hard-of hearing from birth to kindergarten. Programs include the Family School (birth to 3). School (3 years to kindergarten). Mainstream services (speech therapy/academic tutoring) ,educational evaluations, parent education, support groups, and student teacher placements. The Moog School—Columbia is a Moog Curriculum School. St. Joseph Institute for the Deaf - St. Louis,

1809 Clarkson Road, Chesterfield, MO 63017 • (636) 5323211 (voice/TYY) • www.sjid.org; Mary Daniels, MAEd, LSLS Cert. AVEd, Director of Education • mdaniels@sjid. org • An independent, Catholic school serving children with hearing loss birth through the eighth grade. Listening and Spoken Language programs include early intervention, toddler and preschool classes, K-8th grade, I-Hear internet therapy, audiology clinic, evaluations, mainstream consultancy, and summer school. Challenging speech, academic programs and personal development are offered in a supportive environment. ISACS accredited. Approved private agency of Missouri Department of Education and Illinois Department of Education. (See Kansas and Indiana for other campus information.)

n Nebraska Omaha Hearing School for Children, Inc.

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

Redford, MI 48240 • 313-242-3510 (voice) • 313-242-3595 (fax) • 313-242-6286 (tty) • Dorothea B. French, Ph.D., Director. Auditory/oral day program serves 80 center students/250 teacher consultant students. Birth to 25 years of age.

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

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

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

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Speech Partners, Inc. 26 West High Street, Somerville, NJ 08876 • 908-231-9090 (voice) • 908-2319091 (fax) • nancy@speech-partners.com (email). Nancy V. Schumann, M.A., CCC-SLP, Cert. AVT. Auditory-Verbal Therapy, Communication Evaluations, Speech-Language Therapy and Aural Rehabilitation, School Consultation, Mentoring, Workshops. Summit Speech School for the HearingImpaired Child, F.M. Kirby Center is an

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

n New Mexico Presbyterian Ear Institute - Albuquerque,

415 Cedar Street, SE, Albuquerque, NM 87106 505-224-7020 (voice) · 505-224-7023 (fax) · www. presbyterianearinstitute.org (website) · Catherine Creamer, Principal. Services include a cochlear implant center and auditory/oral program for children who are deaf and hard of hearing birth thru 9 years old. Exists to assist people with hearing loss to better listen and speak and integrate into mainstream society. Presbyterian Ear Institute is a Moog Curriculum.

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

Lane, Sea Cliff, Long Island, NY 11579 • 516-671-9057 (voice).

Directory of Services Auditory/Oral School of New York, 2164 Ralph

Avenue & 3321 Avenue “M,” Brooklyn, NY 11234 • 718531-1800 (voice) • 718-421-5395 (fax) • info@auditoryoral. org (e-mail) • Pnina Bravmann, Program Director. A premier auditory/oral early intervention and preschool program servicing hearing impaired children and their families. Programs include: StriVright Early Intervention (home-based and center-based), preschool, integrated preschool classes with children with normal hearing, multidisciplinary evaluations, parent support, AuditoryVerbal Therapy, complete audiological services, cochlear implant habilitation, central auditory processing (CAPD) testing and therapy, mainstreaming, ongoing support services following mainstreaming.

Center for Hearing and Communication (formerly the League for the Hard of Hearing), 50 Broadway, 6th Floor, New York, NY

10004 • 917 305-7700 (voice) • 917-305-7888 (TTY) • 917-305-7999 (fax) • http://www.chchearing.org (website). Florida Office: 2900 W. Cypress Creek Road, Suite 3, Ft. Lauderdale, FL 33309 • 954-601-1930 (Voice) • 954-6011938 (TTY) • 954-601-1399 (Fax). A leading center for hearing and communication services for people of all ages who are hard of hearing or deaf. Comprehensive array of services include: audiology, otology, hearing aid evaluation, fitting and sales, communication therapy, cochlear implant training, assistive technology consultation, emotional health and wellness, public education, support groups and Mobile Hearing Test Units. Visit http://www.chchearing.org to access our vast library of information about hearing loss and hearing conservation. For more information or to make an appointment, contact us at info@chchearing.org.

Clarke Schools for Hearing and Speech/ New York, 80 East End Avenue, New York, NY 10028 •

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

Long Island Jewish Medical Center: Hearing & Speech Center, 430 Lakeville Road, New Hyde

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

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

• (516) 922-4100 (Voice) Mark R. Prowatzke, Ph.D., Executive Director. State-supported school maintains Infant Toddler Program with focus on education, parent training, family support and speech/language/audiological services.Collaborates with Early Intervention Services. Preschool/Kindergarten (ages 3 - 6) Auditory/Verbal program serves Deaf /HoH students and typical peers to facilitate academic goals meeting NY Standards. Teachers/ therapists in this certified literacy collaborative program integrate literacy, listening and oral language skills throughout school day. Art, library, audiological services, daily music/speech/language therapies, related services and family-centered programming included.

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

11590 • 516-931-8507 (Voice) • 516-931-8596 (TTY) • 516931-8566 (Fax) • www.nassauboces.org (Web) • JMasone@ mail.nasboces.org (Email). Dr. Judy Masone, Principal. Provides full day New York State standards - based academic education program for children 3-21 within district-based integrated settings. An auditory/oral or auditory/sign support methodology with a strong emphasis on auditory development is used at all levels. Itinerant services including auditory training and audiological support are provided to those students who are mainstreamed in their local schools. Services are provided by certified Teachers of the Hearing Impaired on an individual basis. The Infant/Toddler Program provides center- and home-based services with an emphasis on the development of auditory skills and the acquisition of language, as well as parent education and support. Center-based instruction includes individual and small group sessions, speech, parent meetings and audiological consultation. Parents also receive 1:1 instruction with teacher of the Deaf and Hard of Hearing on a weekly basis to support the development of skills at home. Comprehensive audiological services are provided to all students enrolled in the program, utilizing state of the art technology, FM assistive technology to maximize access to sound within the classroom, and cochlear implant expertise. Additionally, cochlear implant mapping support provided by local hospital audiology team will be delivered on site at the school.

New York Eye & Ear Cochlear Implant And Hearing & Learning Centers, 380 Second

Avenue at 22nd Street, 9th floor, New York, NY 10010 • 646-438-7801 (voice). Comprehensive diagnostic and rehabilitative services for infants, children and adults including audiology services, amplification and FM evaluation and dispensing, cochlear implants, auditory/ oral therapy, otolaryngology, and counseling, early intervention services, and educational services (classroom observation, advocacy, and in-service session).

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

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

n Ohio Auditory Oral Children’s Center (AOCC), 5475

Brand Road, Dublin, OH 43017 • 614-598-7335 (voice) • auditoryoral@columbus.rr.com (email) • http://auditoryoral. googlepages.com (website). AOCC is a non-profit auditory and spoken language development program for children with hearing loss. We offer a blended approach by combining an intensive therapy-based pre-school program integrated into a NAEYC preschool environment. Therapy is provided by an Auditory-Verbal Therapist, Hearing–Impaired Teacher, and Speech-Language Pathologist. Birth to three individual therapy, toddler class, and parent support services also available.

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

44143-3113 • 440-995-7300 (phone) • 440-995-7305 (fax) • www.mayfieldschools.org • Louis A. Kindervater, Principal. Auditory/oral program with a ful continuum of services, birth to 22 years of age. Serving 31 public school districts in northeast Ohio. Early intervention; preschool with typically developing peers; parent support; individual speech, language, and listening therapy; audiological services; cochlear implant habilitation; and mainstreaming in the general education classrooms of Mayfield City School District.

Rochester School for the Deaf, 1545 St. 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, RSD is an inclusive, bilingual school where deaf and hard of hearing children and their families thrive. Established in 1876, RSD goes above and beyond all expectations to provide quality Pre-K through 12th grade academic programs, support services and resources to ensure a satisfying and successful school experience for children with hearing loss.

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

The Children’s Hearing Institute, 380 Second

n Oklahoma

Avenue at 22nd Street, 9th floor, New York, NY 10010 • 646-438-7819 (voice). Educational Outreach Program – provides continuing education courses for professionals to maintain certification, with accreditation by American Speech-Language-Hearing Association (ASHA), American Academy of Audiology (AAA), and The AG Bell Academy for Listening and Spoken Language. Free parent and family programs for children with hearing loss. CHI’s mission is to achive the best possible outcome for children with hearing loss by caring for their clinical needs, educating the professionals that work with them, and providing their parents with the pertinent information needed for in-home success.

Hearts for Hearing, 3525 NW 56th Street, Suite

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

VOLTA VOICES • JANUARY / F EBRUARY 201 1

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

Oklahoma City, OK 73112 • 405-947-6030 (voice) • 405-945-7188 (fax) • Amy.arrington@integris-health.com (email) • www.integris-health.com (website) • Our team includes board-certified and licensed speech-language pathologists, pediatric and adult audiologists, as well as neurotologists from the Otologic Medical Clinic. Services include hearing evaluations, hearing aid fittings, cochlear implant testing and fittings, newborn hearing testing, and speech/language therapy. The Hearing Enrichment Language Program (HELP) provides speech services for children and adults who are deaf or hard of hearing. Our speech-language pathologists respect adults’ and/or parents’ choice in (re) habilitation options that can optimize listening and language skills.

n Oregon Tucker-Maxon Oral School, 2860 SE Holgate

Boulevard, Portland, OR 97202 · (503) 235-6551 (voice) · (503) 235-1711 (TTY) · tminfo@tmos.org (email) · www.tmos.org (website). Established in 1947, TuckerMaxon provides an intensive Listening and Spoken Language (auditory/verbal and auditory/oral) program that enrolls children with hearing loss and children with normal hearing in every class. Programs for children with hearing loss start at birth and continue through elementary. Tucker-Maxon provides comprehensive pediatric audiology evaluations; cochlear implant management; habilitation and mapping; early intervention; and speech pathology services.

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

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

Civic Center Boulevard, Philadelphia 19104 • (800) 5515480 (voice) • (215) 590-5641 (fax) • www.chop.edu/ccc (website). The CCC provides Audiology, Speech-Language and Cochlear Implant services and offers support through CATIPIHLER, an interdisciplinary program including mental health and educational services for children with hearing loss and their families from time of diagnosis through transition into school-aged services. In addition to serving families at our main campus in Philadelphia, satellite offices are located in Bucks County, Exton, King of Prussia, and Springfield, PA and in Voorhees, Mays Landing, and Princeton, NJ. Professional Preparation in Cochlear Implants (PPCI), a continuing education training program for teachers and speech-language pathologists, is also headquartered at the CCC.

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

Avenue, Morton, PA 19070 • 610-938-9000, ext. 2277 610938-9886 (fax) • mdworkin@dciu.org • Program Highlights: A publicly funded program for children with hearing loss in local schools. Serving children from birth through 21 years of age. Teachers of the deaf provide resource room support and itinerant hearing therapy throughout Delaware County, PA. Services also include audiology, speech therapy, cochlear implant habilitation (which includes LSLS Cert. AVT and LSLS Cert. AVEd), psychology and social work. DePaul School for Hearing and Speech, 6202 Alder Street, Pittsburgh, PA 15206 • (412)924-1012 (voice/ TTY) • ll@depaulinst.com (email) • www.speakmiracles. org (website). Lillian r. Lippencott, Outreach Coordinator. DePaul, western Pennsylvania’s only auditory-oral school, has been serving families for 101 years. DePaul is a State Approved Private School and programs are tuition-free to parents and caregivers of approved students. Programs include: early intervention services for children birth to 3 years; a center-based toddler program for children ages 18 months to 3 years; a preschool for children ages 3-5 years and a comprehensive academic program for grades K-8. Clinical services include audiology, speech therapy, cochlear implant mapping/habilitation services, physical and occupational therapy, mainstreaming support, parent education programs and support groups. AV services are also available. Western Pennsylvania School for the Deaf,

300 East Swissvale Avenue, Pittsburgh, PA 15218 • 412-244-4207 (voice) • 412-244-4251 (fax) • vcherney@ wpsd.org (email) • www.wpsd.org (website). The Western Pennsylvania School for the Deaf (WPSD) is a non-profit, tuition-free school with campuses in Pittsburgh and Scranton, PA. Founded in 1869, WPSD provides quality educational services and a complete extracurricular program in an all inclusive communication environment to over 320 deaf and hard-of-hearing children from birth through twelfth grade. WPSD is the largest comprehensive center for deaf education in Pennsylvania serving 138 school districts and 53 counties across the state.

n 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 rehabilitation 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 AVT 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 (803-777-2669), Gina Crosby-Quinatoa (803) 777-2671, and Jamy Claire Archer (803-777-1734).

n South Dakota South Dakota School for the Deaf (SDSD), 2001

East Eighth Street, Sioux Falls, South Dakota 57103, 605-367-5200 (phone) or Video Relay or 605-367-5209 (Fax) www.sdsd@sdbor.edu (website). South Dakota School for the Deaf (SDSD) serves children with hearing loss by offering services onsite for the Bilingual Program, with the Auditory Oral Program located at Fred Assam Elementary and Brandon Elementary with the Brandon Valley School District, and through its Outreach Program. Academic options include a Bilingual Program offering American Sign Language with literacy in English preschool through sixth grade and an Auditory/ Oral Program for students using listening, language and speech for preschool through fifth grade. SDSD utilizes curriculum specific to meeting the needs of individual students with the goal of preparing students to meet state standards. Instructional support in other areas is available as dictated by the IEP, speech-language pathology, auditory training, dual enrollment and special education. Outreach Consultants provides support to families across the state with newborns and children through the age of three while continuing to work with the families and school district personnel of children through age 21 who may remain in their local districts. Any student in South Dakota with a documented hearing loss may be eligible for services through Outreach, Bilingual or Auditory Oral Programs including complete multidisciplinary assessments.

Clarke Schools for Hearing and Speech/ Pennsylvania, 455 South Roberts Rd., Bryn Mawr, PA

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

VOLTA VOICES • JANUARY/FEBRUARY 201 1

Directory of Services n Tennessee Memphis Oral School for the Deaf, 7901 Poplar Avenue, Germantown, TN 38138 • 901-758-2228 (voice) • 901-531-6735 (fax) • www.mosdkids.org (website) • tschwartz@mosdkids.org (email). Teresa Schwartz, Executive Director. Parent-infant program, auditory/oral day school (ages 2 to 6), speech-language and cochlear implant therapy, mainstream services. Vanderbilt Bill Wilkerson Center - National Center for Childhood Deafness and Family Communication, Medical Center East South Tower,

1215 21st Avenue South, Nashville, TN 37232-8718 • 615-936-5000 (voice) • 615-936-1225 (fax) • nccdfc@ vanderbilt.edu (email) • www.mc.vanderbilt.edu/ VanderbiltBillWilkersonCenter (web). Tamala Bradham, Ph.D., Director. The NCCDFC Service Division is an auditory learning program serving children with hearing loss from birth through 21 years. Services include educational services at the Mama Lere Hearing School at Vanderbilt as well as audiological and speech-language pathology services. Specifically, the Service Division includes audiological evaluations, hearing aid services, cochlear implant evaluations and programming, speech, language, and listening therapy, educational assessments, parent-infant program, toddler program, all day preschool through kindergarten educational program, itinerant/ academic tutoring services, parent support groups, and summer enrichment programs.

n Texas Bliss Speech and Hearing Services, Inc.,

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

1966 Inwood Road, Dallas, TX, 75235 • 214-905-3000 (voice) • 214-905-3012 (TDD) • Callier-Richardson Facility: 811 Synergy Park Blvd., Richardson, TX, 75080 • 972-883-3630 (voice) • 972-883-3605 (TDD) • cpiloto@ utdallas.edu (e-mail) • www.callier.utdallas.edu (website). Nonprofit Organization, hearing evaluations, hearing aid dispensing, assistive devices, cochlear implant evaluations, psychology services, speech-language pathology services, child development program for children ages six weeks to five years. The Center for Hearing and Speech, 3636 West Dallas, Houston, TX 77019 • 713-523-3633 (voice) • 713-874-1173 (TTY) • 713-523-8399 (fax) - info@ centerhearingandspeech.org (email) www.centerhearingandspeech.org (website) CHS serves children with hearing impairments from birth to 18 years. Services include: auditory/oral preschool; Audiology Clinic providing comprehensive hearing evaluations, diagnostic ABR, hearing aid and FM evaluations and fittings, cochlear implant evaluations and follow-up 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.

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

Sunshine Cottage School for Deaf Children,

603 E. Hildebrand Ave., San Antonio, TX 78212; 210/824-0579; fax 210/826-0436. Founded in 1947, Sunshine Cottage, a listening and spoken language school promoting early identification of hearing loss and subsequent intervention teaching children with hearing impairment (infants through high school.) State-of-the-art pediatric audiological services include hearing aid fitting, cochlear implant programming, assessment of children maintenance of campus soundfield and FM equipment. Programs include the Newborn Hearing Evaluation Center, Parent-Infant Program, Hearing Aid Loaner and Scholarship Programs, Educational Programs (pre-school through fifth grade on campus and in mainstream settings), Habilitative Services, Speech Language Pathology, Counseling, and Assessment Services. Pre- and post-cochlear implant assessments and habilitation. Accredited by the Southern Association of Colleges and Schools Council on Accreditation and School Improvement, OPTIONschools International, and is a Texas Education Agency approved non-public school. For more information visit www.sunshinecottage.org

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

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

Sound Beginnings at Utah State University,

1000 Old Main Hill, Logan, UT 84322-1000 · 435-7979235 (voice) · 435-797-7519 (fax) · www.soundbeginnings. usu.edu · kristina.blaiser@usu.edu (email) · Kristina Blaiser, Ph.D., CCC-SLP, Sound Beginnings Director todd.houston@usu.edu (email) · K. Todd Houston, Ph.D., CCC-SLP, LSLS Cert. AVT, Graduate Studies Director. A comprehensive auditory learning program serving children with hearing loss and their families from birth through age five; early intervention services include home- and centerbased services, parent training, toddler group, pediatric audiology, tele-intervention and individual therapy for children in mainstream settings. The preschool, housed in an innovative public lab school, provides classes focused on the development of listening and spoken language for children aged three through five, parent training, and mainstreaming opportunities with hearing peers. The Department of Communicative Disorders and Deaf Education offers the interdisciplinary Auditory Learning and Spoken Language graduate training program in Speech-Language Pathology, Audiology, and Deaf Education that emphasizes auditory learning and spoken language for young children with hearing loss. Sound Beginnings is a partner program of the Utah School for the Deaf and Blind. Utah Schools for the Deaf and the Blind (USDB), 742 Harrison Boulevard, Ogden, UT 84404 -

801-629-4712 (voice) 801-629-4701 (TTY) • www.usdb.org (website) • Jennifer Howell EdD, Associate Superintendent for the Deaf, jenniferhow@usdb.org (email). USDB is a state funded program for children with hearing loss (birth through high school) serving students in various settings including local district classes and direct educational and consulting services throughout the state. USDB language and communication options include Listening and Spoken Language. USDB has a comprehensive hearing healthcare program which includes an emphasis on hearing technology for optimal auditory access, pediatric audiological evaluations, and cochlear implant management. Services also include Early Intervention, full-day preschool and Kindergarten, intensive day programs, and related services including speech/language pathology and aural habilitation.

n Washington The Listen For Life Center at Virginia Mason, 1100 9th Ave. MS X10-ON Seattle, WA

98111 - 206-223-8802 (voice) 206-223-6362 (TTY) 206-223-2388 (fax) lsnforlife@vmmc.org (email) http:// www.vmmc.org/listen (website) Non-profit organization offering comprehensive diagnostic and rehabilitation services from infancy through senior years. Audiology, Otolaryngology, hearing aids, implantable hearing aids, cochlear implants, assistive listening devices, Aural Rehabilitation, counseling, support groups, school consultations, professional training workshops, community days, library. Three sites: Seattle, Federal Way, Issaquah.

n Wisconsin Center for Communication, Hearing & Deafness, 10243 W. National Avenue, West Allis,

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

VOLTA VOICES • JANUARY / F EBRUARY 201 1

Build your Listening and Spoken Language Library Today!

AG Bell members receive a 15% discount. Bulk purchases are also available for a discount. Visit the AG Bell Bookstore online today!

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

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

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

Directory of Services I NTERNATIONAL n Australia Telethon Speech & Hearing Centre for Children WA (Inc), 36 Dodd Street, Wembley WA

6014, Australia • 61-08-9387-9888 (phone) • 61-08-93879888 (fax) • speech@tsh.org.au • www.tsh.org.au • Our oral language programs include: hearing impairment programs for children under 5 and school support services, Talkabout program for children with delayed speech and language, audiology services, Ear Clinic for hard to treat middle ear problems, Variety WA Mobile Children’s Ear Clinic, newborn hearing screening and Cochlear Implant program for overseas children.

List of Advertisers Advanced Bionics.................................................................... Inside Back Cover Auditory Verbal Center, Inc (Atlanta) . .................................................................6 Central Institute for the Deaf............................................................................. 30 Clarke Schools for Hearing and Speech...........................................................37 DuBard School for Language Disorders.............................................................5

University of Newcastle, Graduate School.

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

n Canada Montreal Oral School for the Deaf, 4670 St. Catherine Street, West, Westmount, QC, Canada H3Z 1S5 • 514-488-4946 (voice/ tty) • 514-488-0802 (fax) • info@montrealoralschool.com (email) • www. montrealoralschool.com (website). Parent-infant program (0-3 years old). Full-time educational program (3-12 years old). Mainstreaming program in regular schools (elementary and secondary). Audiology, cochlear implant and other support services. Children’s Hearing and Speech Centre of British Columbia (formerly, The Vancouver Oral

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

Ear Technology Corporation..............................................................................10 Harris Communications.................................................................................... 43 Jean Weingarten Peninsula Oral School for the Deaf . ....................................49 John Tracy Clinic................................................................................................11 Moog Center for Deaf Education................................................................ 35, 45 National Cued Speech Association...................................................................22 National Technical Institute for the Deaf/RIT................................................. 7, 47 Oticon Pediatrics..................................................................... Inside Front Cover Phonak, LLC ...................................................................................... Back Cover St. Joseph Institute for the Deaf..................................................................12, 39 Sophie’s Tales.....................................................................................................13 Sorenson Communications.............................................................................. 36 Sound Aid Hearing Aid Warranties....................................................................14

n England

Sunshine Cottage School for the Deaf..............................................................19

The Speech, Language and Hearing Centre – Christopher Place, 1-5 Christopher Place,

Tucker-Maxon.......................................................................................................4

Chalton Street, Euston, London NW1 1JF, England • 0114-207-383-3834 (voice) • 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.

University of Newcastle - Grad School.............................................................31 AG Bell – Bookstore...........................................................................................51 AG Bell – College Financial Aid . .......................................................................15 AG Bell – Symposium . ......................................................................................23 AG Bell – LOFT ................................................................................................. 27

VOLTA VOICES • JANUARY / F EBRUARY 201 1

AB has Answers for Your Child’s Hearing Loss

“The ability to hear so clearly with her cochlear implants allows Addison to participate in group projects in the classroom and student council activities that involve being in social settings. She feels like part of a group and not like an outsider.” —Rachelle Blackmon, mother of Addison, implanted at age 20 months, bilaterally implanted at age 8

I Am a Gifted Student and My Family Chose AB Addison is a talented fifth grader. A straight-A student in the Academically Gifted Program, she excels in school and enjoys running, dancing, swimming, and riding bikes with friends. To help her succeed from kindergarten to college and beyond, Addison needs a high-performing cochlear implant system, which is why her family chose AB. If your child failed a newborn screening test or isn’t benefiting from hearing aids, then it’s time to consider a cochlear implant from Advanced Bionics. At home, in school, and on the playground, many children hear their best with AB’s advanced cochlear implant system.

Contact AB for a FREE Bionic Ear Kit! 866.844.HEAR (4327) hear@AdvancedBionics.com AdvancedBionics.com Published studies available upon request. ©2011 Advanced Bionics, LLC and its affiliates. All rights reserved.

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