Volta Voices March-April 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

March/April 2011

Career Transitions Preparing for Success Job Search Strategies Advancing Your Career

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Super

Power to learn, freedom to explore

Oticon Pediatrics New art to come?

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.

MARCH/APRIL 2011 VOLUME 18 ISS U E 2

VOICES V

Departments

Features

Voices from AG Bell 3 Maintaining Our Unique Culture 38 Conversations with Alex Graham

Learning the Language of Elementary Arithmetic 40 Subtraction

I’m Deaf and Looking for a Job: Useful Job Search Strategies By Michael Janger

Read tips and strategies that individuals who are deaf or hard of hearing can use to advocate for themselves during the job search and interview process.

The Three “Dreaded” T’s By Mark J. Rosica and Delbert D. Dagle

Learn how parents and teachers can encourage specific skill sets that will help their child with hearing loss manage time, tasks and temptation in postsecondary education and beyond.

Tips for Parents 42 Creating a Grand Summer Language Adventure!

In Every Issue

Want to Write for Volta Voices? Editor’s Note voices Contributors Soundbites Celebrating the Cochlear Implant in Pittsburgh Directory of Services List of Advertisers

Las tres “temidas” T

VERSIÓN EN ESPAÑOL

Por Mark J. Rosica y Delbert D. Dagel

Conozca cómo los padres y profesores pueden fomentar conjuntos específicos de destrezas que ayudarán a sus niños con pérdida de audición a tener éxito en la educación superior y más adelante.

Hear Our Voices 44 From Challenged to Charmed

2 5 6 8 12 46 56

Distinguish Yourself with the LSLS Credential By Cheryl L. Dickson, M.Ed., LSLS Cert. AVT

The LSLS certification provides a great stepping stone to advancing your career as a listening and spoken language professional.

Conversational Language Lessons: A Stepping Stone to Success By Ellie White, M.S., M.Ed., CED

Learn how conversational language lessons can ease transition to a mainstream preschool and interactions with peers who have typical hearing.

What the Research Shows By Melody Felzien

A continuation of an ongoing article series highlighting research published in the most recent issues of The Volta Review.

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 Director of Communications and Marketing Susan Boswell, CAE 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: Career Transitions: Learn how to build yourself a successful career. Photo credit: Shutterstock Images

VOICES FROM AG BELL

Maintaining Our Unique Culture

he AG Bell community is a unique environment of professionals, parents of children with hearing loss and individuals who are deaf or hard of hearing. When these groups come together they create an enriching atmosphere where we can all learn from, encourage and support one another. To me, AG Bell has always been a warm and supportive home both professionally and personally. Just to give you a snapshot of my 39-year history with AG Bell, I first joined as a member of the deaf and hard of hearing section. When I was a college student I had the good fortune to receive several scholarships from AG Bell to assist me in my higher education pursuits as an individual who was deaf and using spoken language. I was recruited for my first job as a teacher of the deaf at an AG Bell biennial convention. As an educator making my way in the early years of my teaching career, AG Bell gave me a peer-to-peer network of professionals, including teachers, speech-language pathologists and audiologists, who were working with children who were deaf or hard of hearing and learning to listen and talk. Finally, when I was a new – and nervous – administrator, I found confidence in the connections I made in the AG Bell Public School Caucus for professional support and shared wisdom. The perspective of AG Bell’s deaf or hard of hearing members has especially helped parents of a child newly diagnosed with hearing loss. Our stories of success using listening and spoken language give parents hope as to what their child can accomplish, reassuring them that he or she will be OK. More importantly, this constituency has played key roles in volunteer leadership positions, including serving on committees, task forces and

VOLTA VOICES • MARCH /APRIL 201 1

the AG Bell board of directors. Initiatives such as the Leadership Opportunities for Teens (LOFT) program, Financial Aid and College Scholarship programs, and The Volta Review, as well as planning for the AG Bell biennial convention, serving as AG Bell Chapter leaders and representing AG Bell to state and federal legislators and regulators, are all

Although the AG Bell biennial convention only occurs every other year, this summer AG Bell will hold its Listening and Spoken Language Symposium July 21-23, 2011, in Washington, D.C. This is a great opportunity for anyone who supports listening and talking in children with hearing loss to learn more about best

Our stories of success using listening and spoken language give parents hope as to what their child can accomplish, reassuring them that he or she will be OK. areas where the hard work and dedication of individuals who are deaf or hard of hearing have a profound impact. Without their ideas and leadership, AG Bell would not have the special blend of perspectives it does today. Events such as the AG Bell biennial convention provide opportunities for these constituencies to meet and learn from each other. And beyond the convention, parents and professionals often have other opportunities to continue networking together. This is not always the case with our members who are deaf or hard of hearing. This year, AG Bell is focusing on the needs of this constituency. To that end we recently sent out a survey to gauge the activities and initiatives that would interest them the most. Questions focused on the resources, networking, social activities and preferred information vehicles that would provide the most benefit as a member of AG Bell. Over the next few months, we’ll review the feedback to determine the best way to keep this group engaged in the volunteer, leadership and inspirational roles that are so vital to the AG Bell culture.

practices and innovative ways to promote listening and spoken language development. Visit www.agbell.org today to register and learn more about the sessions to be offered. If you would like to get more involved in AG Bell, there are many opportunities for volunteers, even ones who can only commit a short amount of time. If you’re interested in becoming more involved in AG Bell, please contact me at ktreni@agbell.org. 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 e-mail us: editor@agbell.org Or online: www.agbell.org/VoltaVoices

HI GHLIGHTS IN CLUDE:

AG Bell 2011 Listening & Spoken Language Symposium July 21–23, 2011 Omni Shoreham Hotel Washington, D.C.

Leading Innovation Through Practice

� Two general sessions featuring presentations on federal education reform policies, and cultural and linguistic competence to strengthen family support services. � Six short courses that will build your knowledge on best practices for listening and spoken language skills development. � Workshop sessions that will provide research and innovative strategies to guide professional practice. � Access to products and technologies to support the families and children that you serve. � Extend your stay to explore the sites and attractions of the nation’s capital, Washington, D.C.

SYMPOSIUM ATTEN DEES WILL: � Gain insights from leading experts in the field of listening and spoken language through two full days of sessions, workshops and exhibits. � Earn continuing education units (CEUs) for hearing health and education professionals for AG Bell Academy, ASHA and AAA—up to 18 hours of continuing education! � Network and exchange ideas with peers during interactive sessions.

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

Visit www.agbell.org today to register.

EDITOR’S NOTE

Career Transitions

his issue of Volta Voices features articles on career preparation and networking opportunities for individuals who are deaf or hard of hearing, as well as career advancement for those who support listening and spoken language development. First, “I’m Deaf and Looking for a Job” provides practical tips and strategies while looking for, applying to and interviewing for potential jobs. Advice includes networking and advocacy tips, and how to raise access needs associated with your hearing loss during all points of the job search process. Beyond academic success, “The Three ‘Dreaded’ T’s” provides parents and teachers suggestions on how to prepare a teen with hearing loss for success in a postsecondary education setting, and subsequently in the workforce. Ideas focus on personal preparation, which can contribute to both academic and career fulfillment. For those who support listening and spoken language development, “Distinguish Yourself with the LSLS Credential” reveals the results from a recent survey gauging the attitudes towards the certified Listening and Spoken Language

Specialist (LSLS Cert. AVEd or LSLS Cert. AVT) designation as well as how the AG Bell Academy has expanded opportunities for success in obtaining the certification. Finally, this iteration of “Hear Our Voices” tells the story of Hayleigh Scott and how she started Hayleigh’s Cherished Charms, an Internet-based business that sells charms to decorate hearing aids. You won’t want to miss her inspirational story. In addition, this issue also features tools parents and practitioners need to encourage listening and spoken language development. “Conversational Language Lessons” provides a strategy to teach everyday language development before a child enters a mainstream preschool environment, easing interactions with peers who have typical hearing. “What the Research Shows” is an ongoing series highlighting research recently published by The Volta Review, AG Bell’s 112-year-old professional journal. Archived issues are available online at www.agbell.org/TheVoltaReview (you must be logged on as a member to access the archived issues). “Celebrating the Cochlear Implant in Pittsburgh,” a feature in our SoundBites

section, retells how one parent, inspired by meeting Professor Jim Patrick of Cochlear, Ltd., organized a week-long learning series in Pittsburgh, Pa., to educate others on the impact of cochlear implants and listening and spoken language communication. The “Tips for Parents” section provides fun summertime learning activities that are full of imagination and easy on the wallet. In addition, this iteration of “Learning the Language of Elementary Arithmetic” focuses on subtraction word problems. Finally, “Conversations” introduces you to AG Bell’s new Director of Communication and Marketing Susan Boswell, CAE. Thank you for reading. As always, please contact me at editor@agbell.org with your comments and suggestions or to submit a story idea. Best regards,

Melody Felzien Editor, Volta Voices editor@agbell.org

Graduate Certificate—Deaf and Hard of Hearing: Listening and Spoken Language Professional Maximizing auditory and spoken language development in young children with hearing loss • Aural rehabilitation • Spoken language development • Family-centered practice • Listening and spoken language methods • Supervised practical experiences

Complete the one-year program while you keep your full-time job Supported by a grant from the U.S. Department of Education #H325K100134

VOLTA VOICES • MARCH /APRIL 201 1

For more information contact: Maribeth Lartz (309) 438-8988 Mnlartz@IllinoisState.edu

Voices contributors Delbert D. Dagel, co-author of “The Three ‘Dreaded’ T’s,” is a counselor and associate professor at the National Technical Institute for the Deaf, Rochester Institute of Technology. He earned a bachelor’s degree in education and history, a master’s degree in counseling, and a certificate of advanced studies counseling (a post-master’s degree) from the State University of New York at Brockport, N.Y. He is actively involved in several outreach programs, including Explore Your Future (a week-long college experience for junior and senior high school students), Making a Difference With Your Future/Voyage to the Future/Future Quest (student career workshops) and Raising Stars (a parent transition workshop sponsored by a grant from the Mellon Foundation). Wendelyn DeMoss, M.S., CCC-SLP, LSLS Cert. AVT, author of “Creating a Grand Summer Language Adventure!,” is an auditory-verbal therapist at Hearts for Hearing in Oklahoma City, Okla. She has been a guest lecturer on auditory-verbal therapy for universities and community organizations, and has presented at the international level including the AG Bell biennial convention. She has also served on the board of the AG Bell

Oklahoma Chapter and participates in the University of North Carolina at Chapel Hill FIRST YEARS program as a faculty mentor. She can be contacted at wendy.demoss@heartsforhearing.org. Cheryl L. Dickson, M.Ed., LSLS Cert. AVT, is president of the AG Bell Academy for Listening and Spoken Language. She has worked with children with hearing loss for 35 years and has been a certified auditoryverbal therapist since 1994. Dickson was recently appointed clinical director of The Hearing House in New Zealand and consults throughout Southeast Asia. Dickson was also the founding director of CLASP (Center for Learning and Speech) AuditoryVerbal Center in the Philippines. She can be contacted at academy@agbell.org. 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.

Deborrah Johnston, Au.D., CCC-A, author of “Celebrating the Cochlear Implant in Pittsburgh,” is the audiology coordinator at DePaul School for Hearing and Speech in Pittsburgh, Pa., and an educational audiologist specializing in pediatric cochlear implants. Dr. Johnston received her master’s degree in audiology from the University of Pittsburgh and her clinical doctorate in audiology from Central Michigan University. She speaks on topics related to her areas of interest, including early identification of pediatric hearing loss, auditory technology and the successful mainstreaming of children with hearing loss following listening and spoken language intervention. She can be contacted at dj@depaulinst.com. Jane Madell, Ph.D., CCC-A/SLP, LSLS Cert. AVT, co-author of “Learning the Language of Elementary Arithmetic,” is a certified audiologist, speech-language pathologist, and listening and spoken language specialist in auditoryverbal 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

VOLTA VOICES • M ARCH/ APRIL 201 1

Voices contributors 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. Mark J. Rosica, coauthor of “The Three ‘Dreaded’ T’s,” is an associate professor and chair of the Counseling and Academic Advising Services Department at the National Technical Institute for the Deaf, Rochester Institute of Technology. His areas of interest include student career development and working with students and their families to promote greater student success and graduation. Rosica is a graduate of the rehabilitation counseling program at Syracuse University as well as a post-graduate of

the marriage and family therapy program at the University of Rochester. He can be contacted at mjrnvc@ntid.rit.edu. Ellie White, M.S., M.Ed., CED, author of “Conversational Language Lessons,” is a teacher of the deaf and serves as a special projects associate at the Central Institute for the Deaf in St. Louis, Mo. She received her undergraduate degree in speech-language-hearing from the University of Kansas; a master’s degree in speech and hearing science from Washington University; and a master’s degree in educational leadership from Maryville University. In addition to teaching, coordinating and presenting at workshops, White serves on the faculty of the Washington University School of Medicine Program in Audiology

and Communication Sciences. She can be contacted at ewhite@cid.edu. Michael Janger, author of “I’m Deaf and Looking for a Job,” is a business consultant who provides finance, strategy and marketing advisory services to assistive technology companies. Prior to his current role, he worked in finance for American Express, Thomson, IBM and BCD Travel. He received a master’s in business administration from the Wharton School of the University of Pennsylvania, and a B.A. from Brown University. He can be contacted at mj@michaeljanger.com. If you are interested in contributing, please e-mail us at editor@agbell.org. The full editorial calendar and submission guidelines are available online at www.agbell.org/VoltaVoices.

Where every child has a voice.

Early Intervention • Preschool • Elementary • On-site Audiology & Speech Language Pathology 2860 SE Holgate Boulevard • Portland, Oregon 97203 503.235.6551 •WWW.TMOS.ORG

VOLTA VOICES • MARCH /APRIL 201 1

SOUND NEWS BITES President Obama Signs Early Hearing Detection and Intervention Act of 2010 On Wednesday, Dec. 22, 2010, President Obama signed the Early Hearing Detection and Intervention (EHDI) Act of 2010 (H.R. 1246/S. 3199) into law. AG Bell President Kathleen Treni welcomed the news, stating “On behalf of the thousands of children and their families who are affected by hearing loss each year, I applaud the U.S. Congress and President Obama for securing one of the most effective public health initiatives for children in the United States. For families that choose listening and spoken language, this program is critical to early access to language development through diagnosis, advanced hearing technology and working alongside a qualified professional.” The legislation reauthorizes and expands EHDI legislation passed nearly 10 years ago, increasing state funding for followup services to ensure that babies initially

identified with a potential hearing loss receive full diagnostic evaluations and, if necessary, are enrolled in early intervention programs. The act also promotes culturally sensitive family support services. AG Bell has been actively advocating for passage of this legislation as part of the Deaf and Hard of Hearing Alliance, the lead advocacy coalition behind the bill. Stay tuned to AG Bell Update and www.agbell.org for more information as it becomes available.

AG Bell Academy Introduces Online Practice Exam for LSLS Certification The AG Bell Academy for Listening and Spoken Language is pleased to offer an online practice exam designed to mirror the Listening and Spoken Language Specialist (LSLS) certification exam in style, question format and LSLS domain content. This preparation tool will provide a potential LSLS examinee with the experience of taking multiple choice tests, and provide familiarity with the types of questions found on

Calendar of Events

7/21-23, 2011 The AG Bell 2011 Listening & Spoken Language Symposium will be held July 21-23 at the Omni Shoreham Hotel in Washington, D.C. Featuring experts on special education programs and cultural sensitivities, the Symposium offers a unique blend of general session education with smaller, hands-on workshops and ample opportunities to network with other listening and spoken language professionals. Visit www.agbell.org today to register and learn more about this year’s program.

the LSLS exam. While the practice exam is designed around the concepts of the LSLS certification exam, it is not intended to gauge your understanding of the body of knowledge. Rather, it will provide aspiring LSLS candidates with the experience of taking this style of exam. The practice exam fee is $50 and it can be taken up to three times in one year. Visit www.agbellacademy.org and click on the tab “LSLS Examination Preparation Resources” for more information about the practice exam and other preparation tools.

AG Bell Hires Director of Communications and Marketing; Knowledge Center Manager AG Bell recently welcomed two new members to its staff: Susan Boswell, CAE, as its new director of communications and marketing, and Kevin Gauthier as its new knowledge center manager. Boswell, a long-time member of AG Bell, brings more than 15 years of experience in an association setting with a focus on the publications and marketing communications arenas. To learn more about Boswell, turn to page 38 for this issue’s “Conversations with Alex Graham” column. Gauthier has 12 years of experience in print and online production with a focus on content creation and dissemination. Before joining AG Bell as a consultant in September 2010, Gauthier worked with the American Academy of Otolaryngology–Head and Neck Surgery as its business solutions manager, overseeing business development and member outreach programs

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BITES as well as managing the patient information program. In this newly created position, Gauthier will manage the development of an online Listening and Spoken Language Knowledge Center, allowing AG Bell to communicate effectively within the organization and among stakeholders as well as manage new platforms and vehicles for information dissemination. Gauthier has extensive experience in project management, process evaluation and improvement as well as relationship management. He graduated from James Madison University in 2001 with a degree in media arts and design.

“Project Endeavor” to Provide Internet Access for Individuals with Hearing Loss Communication Services for the Deaf, Inc. (CSD), recently launched a program aimed at providing broadband Internet access to individuals who are deaf or hard of hearing. For $230, individuals with hearing loss can purchase a notebook computer and broadband Internet for a full year. In addition to the hardware, CSD is also providing lessons so users will know what to do once they are connected. The program, dubbed “Project Endeavor,” is funded by a grant from the National Telecommunications and Information Administration. Visit www.projectendeavor.com for more information. New Test Can Screen All Deafness Genes Simultaneously Researchers at the University of Iowa and Baylor College of Medicine have developed a test that can screen all of the genes known to cause hearing loss at a single time. The new test, called OtoSCOPE, will be available to clini-

VOLTA VOICES • MARCH /APRIL 201 1

cians and patients in the United States in spring 2011 through the University of Iowa’s Molecular Otolaryngology and Renal Research Laboratory. One of the lead researchers, Dr. Eliot Shearer, noted, “There has been genetic testing for hearing loss for over a decade… But traditional gene sequencing can only look at one gene at a time, which can be prohibitively expensive and time consuming. [OtoSCOPE] can offer genetic testing for all known hearing loss genes simultaneously, which will significantly increase efficiency and decrease cost.” The full findings were published in the Nov. 15, 2010, early edition of the “Proceedings of the National Academy of Sciences.”

UPS Foundation Awards Grant to AG Bell The UPS Foundation has awarded AG Bell a $75,000 grant to support the development of a much-anticipated online Listening and Spoken Language Knowledge Center. Thanks to the generosity of the Foundation, AG Bell can begin taking the necessary steps to create an online Knowledge Center with content aimed specifically toward AG Bell’s key constituents as well as those unfamiliar with a listening and spoken language outcome, following an ages and stages framework for spoken language development. Stay tuned to www.agbell.org and AG Bell Update for more information about the development of Knowledge Center. AG Bell Participates in Digital Captioning Symposium On Nov. 16, 2010, AG Bell Board of Directors member Catharine McNally represented AG Bell at a Digital Captioning Symposium hosted by Regal Entertainment Group and the

Compiled by: Melody Felzien

National Association of Theater Owners in Washington, D.C. At the symposium, representatives from organizations representing the deaf and hard of hearing community tried out some of the newest “personal captioning devices” movie theaters are considering as they work to expand access for movie patrons who are deaf or hard of hearing. Visit McNally’s Nov. 17, 2010, post at http://blog.keenguides.com for a summary on the symposium and a description of the devices that were tested.

Health Care Careers Task Force Meets in Rochester, N.Y. From Nov. 4-5, 2010, a task force on health care careers for the deaf and hard of hearing community met in Rochester, N.Y. The task force, co-chaired by AG Bell member Dr. Irene Leigh, is working to develop an action plan to prepare individuals who are deaf or hard of hearing for careers in this expanding profession. Members of the task force include representatives from Gallaudet University, Rochester Institute of Technology/National Technical Institute for the Deaf, University of Rochester Medical Center and the Rochester General Health System. Visit www.rit.edu/ntid/hccd/home for more information about the task force’s work and recommendations. AG Bell Receives Grant from the NEH The National Endowment for the Humanities (NEH) has awarded a Preservation Assistance Grant of $4,950 to help AG Bell conduct a

SOUND BITES CHAPTERS On Dec. 2, 2010, Shon Halacka, president of the AG Bell Michigan Chapter, spoke at the Administration on Developmental Disabilities (ADD) “Regional Listening Session” in Detroit, Mich. Her comments focused on childhood hearing loss and were addressed to Sharon Lewis, commissioner of ADD, and a panel of individuals from across the United States who represent a broad cross-section of disability issues. The day following the “Listening Session,” small groups of invited key community stakeholders reviewed and discussed all the testimony and prioritized the information. In addition to the session in Detroit, ADD held “Regional Listening Sessions” in Philadelphia, Pa., Dallas, Texas, Orlando, Fla., and Denver, Co. A total of 600 speakers from the five regions have provided testimony. When all comments and written testimony have been reviewed, discussed and prioritized by local, regional and national stakeholders, a strategic plan will be created and available from www.envision2010.net. ADD is part of the U.S. Department of Health and Human Services. The AG Bell North Carolina Chapter and the Carolina Children’s Communicative Disorders Program (CCCDP) held their 17th annual Hear ‘n’ Now Conference Nov. 18-19, 2010. Becky Clem, M.A., CCC-SLP, LSLS Cert AVT, was the keynote presenter. More than 100 parents and professionals from across North Carolina and Virginia attended the conference. Dr. Joni Alberg, Executive Director of BEGINNINGS for Parents of Children who are Deaf or Hard of Hearing, received the 2010 Daniel Ling Award (in honor of Daniel Ling’s legacy, the North Carolina chapter created an annual tribute to a professional in North Carolina who has earned recognition for his or her contribution to the field of deaf education). Alberg was nominated by the Tastet family for her efforts to lobby for insurance coverage for children’s hearing aids in North Carolina. On June 7, 2010, N.C. Gov. Bev Perdue signed the bill mandating hearing aid insurance coverage for children in North Carolina into law. The Tastet family, Arthur, Tracey, Hannah, and Collin, were also recognized as outstanding members of the chapter for their successful lobbying efforts to ensure insurance coverage for children’s hearing aids in North Carolina. In addition, the chapter held a book fair through Barnes and Noble Dec. 11–16, 2010, to raise funds for an Arts and Science scholarship. Thank you to everyone who supported the chapter in-store and online. The signature drink, “I Can Hear A Latte,” coined by AG Bell member Emily Pratt, was a big hit in the cafe! general preservation assessment of its historic archive collection and to help draft a long-range plan for its care. The preservation needs assessment of AG Bell’s archives will be conducted by a trained archive preservation consultant and includes a survey to determine the actual size, scope and current physical condition of the collection. The consultant will identify formats of materials within the collection, discerning environ-

mental storage conditions affecting the collection as well as document stabilization. Since AG Bell’s archival and library holdings comprise the preeminent resource for the history of the listening and spoken language field, AG Bell is mindful of the need to preserve and make them available for use by historians, hearing health professionals, researchers, educators and families of the deaf and hard of hearing.

Independent Study Examines Bone Conduction Sound Processors Preliminary research examining new bone conduction sound processors found that Oticon Medical’s Ponto Pro sound processor provided better speech perception and ease of use. The study, which was conducted by researchers at Rigshospitalet in Copenhagen, Denmark’s largest educational institution for medical science programs, involved individuals with conductive and mixed hearing loss who were first-time users of bone anchored hearing systems. The preliminary results were presented during the 11th International Conference on Cochlear Implants and Other Implantable Auditory Technologies in Stockholm, Sweden, and the Danish Teknisk Audiologisk Selskab/Danish Technical Audiological Society in Vejle, Denmark. FIRST YEARS Now Accepting Applications The FIRST YEARS Certificate in Auditory Learning for Young Children with Hearing Loss program is now accepting applications. This certificate program is committed to enhancing the knowledge and skills of professionals practicing in deaf education, speech-language pathology, audiology and early intervention. Distance education is utilized to bring the classroom to you – anytime, anyplace. The five graduate-level courses, instruction by faculty experts, online discussion group, projects and exercises – plus mentored practicum experiences in early intervention, educational and clinical settings – combine to make FIRST YEARS a unique online learning experience. Visit www.firstyears.org for detailed information. Applications will be accepted until May 23, 2011, and accepted candidates will begin in fall 2011. If you have questions regarding the

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program, please contact FIRST YEARS Program Director Kathryn Wilson at kathryn_wilson@med.unc.edu.

The 21st Century Video Accessibility and Communications Act Explained In fall 2010, President Obama signed the 21st Century Video Accessibility and Communications Act into law, which mandated captioning and video descriptions for content broadcast on the Internet as well as increased access to emergency information and other advanced communications. AG Bell member Michael Janger and his colleague, Suzanne Robitaille, have authored a white paper explaining the impact of the law, its limitations and the future of online captioning

for people with disabilities. Visit http://abledbody.com/online-video-captions to read the paper. AG Bell supported this legislation as part of its participation in the Coalition of Organizations for Accessible Technology (COAT).

AG Bell President Highlighted in Hearing Health Magazine AG Bell President Kathleen Treni was recently highlighted in the Winter 2011 edition of “Hearing Health Magazine.” The article, “Technology for Baby’s Ear” by Nannette Nicholson, Ph.D., and Joshua Spann, allowed Treni to emphasize the importance of early hearing detection and intervention and family-professional partnerships. Visit www.drf.org/magazine/46/Winter+2011/ article/378 to read the full article.

In Memoriam On January 30, 2011, Bill Miller passed away in his home in Poughkeepsie, N.Y. He was 81. Miller was one of the founding members of the Oral Deaf Adults Section (ODAS) of AG Bell, the precursor to the deaf and hard of hearing section, and a former member of the AG Bell board of directors. For 36 years he worked as a product tester for IBM. He is survived by his wife, Angela, sons William F. Miller III, Scott Alex Miller and Mathew Friel Miller and their families, and his beloved schnauzer, “Buttercup.”

Expanding Children’s Hearing Opportunities (ECHO) at Carle Foundation Hospital ECHO’s family-CEntErEd prOgram EnCOmpassEs: tHE pEdiatriC HEaring CEntEr • Providing audiologic & speech/language services for children with hearing loss, from birth to 21 years. • First pediatric cochlear implant program in Illinois. • Established 1989. CarlE auditOry Oral sCHOOl (formerly known as the St. Joseph Institute for the Deaf at Carle)

• Illinois State Board of Education approved auditory oral school. • Preschool through 2nd grade. • Parent/infant program including center and home-based services. • Established 1997.

carle.org/echo

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611 W. Park Street | Urbana, IL 61801 | (217) 383-4375 | echo@carle.com

SOUND BITES Celebrating the Cochlear Implant in Pittsburgh By Deborrah Johnston, Au.D., CCC-A

hat happens when you combine the passion, dedication and gratitude of a mother of a child who is deaf with the genius, perseverance and humility of an engineer who co-invented the multi-channel cochlear implant? The result is a memorable week of events this past October in Pittsburgh, Pa. The parent (and DePaul School trustee) is Pam Billet, and the engineer is Professor Jim Patrick, chief scientist at Cochlear Limited in Sydney, Australia, who worked with Dr. Graeme Clark to develop the world’s first multi-channel cochlear implant and was Cochlear’s very first employee.

Billet’s idea originated after first meeting Patrick and Clark at the 2007 Cochlear Americas Celebration in San Antonio, Texas. She was deeply moved by her meeting with the engineer and physician whose visionary work has profoundly affected her daughter’s future. Billet’s

daughter, Taylor, contracted bacterial meningitis at age 14 months that resulted in a bilateral hearing loss. In 2006, Taylor was the first child at the Children’s Hospital of Pittsburgh of UPMC to receive simultaneous bilateral cochlear implants. Shortly thereafter, the Billets enrolled Taylor in the center-based toddler program at DePaul School. Following nearly four years of intensive auditory training and education in the toddler and preschool programs, Taylor enrolled in a mainstream kindergarten in the fall of 2010. Billet’s hope was to provide other DePaul School parents with the same opportunity to meet Patrick and to encourage information sharing across various disciplines that are directly or indirectly linked to cochlear implants.

DePaul School for Hearing and Speech

“Hearing Wonders – Speaking Miracles Week” originated with Billet,

who envisioned a series of events for the medical, scientific and educational communities in and around Pittsburgh that would create awareness about childhood deafness, cochlear implants and the DePaul School for Hearing and Speech. The goal was to address specific areas of interest for each audience and highlight DePaul’s expertise in listening and spoken language education for children who are deaf or hard of hearing.

Professor Jim Patrick (center) with DePaul School students.

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Upon confirming Patrick’s willingness to come to Pittsburgh, the ideas and efforts of a planning team, under the direction of Billet; Carol Riley, president of DePaul School’s board of trustees; and a core group of DePaul staff members, were set in motion. The team’s goals were multi-faceted and aggressive, and the response from the various constituencies was overwhelming. “Hearing Wonders – Speaking Miracles Week” resulted in a deeper understanding of childhood deafness, early diagnosis and intervention, and appropriate follow-up, and allowed DePaul School to develop new partnerships with local corporate, foundation, medical and community leaders that will ultimately help shape the school’s future. DePaul School’s goal is to prepare their students to enter mainstream educational settings. This past fall, along with Taylor, DePaul School assisted 13 other students’ transition to their home school districts, the largest mainstreaming class in the school’s 102-year history. Reasons for this success include the school’s onsite audiological services, including cochlear implant mapping and loaner devices, intensive auditoryoral instruction and speech therapy; family education and support; and mainstreaming services as well as close relationships with the area’s cochlear implant centers and surgeons. “Hearing Wonders – Speaking Miracles Week” began with Patrick’s visit to DePaul School that featured a tour, lunch and lively question and answer session with students and faculty. The next day, “Unlocking the World of Sound & Speech,” a family-themed event focusing on recipients of cochlear implants and their families, was a highlight of the week’s activities. Hosted by Children’s Hospital of Pittsburgh of UPMC, the evening featured presentations by

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Dr. David Chi, director of the Hearing Center at Children’s Hospital and Taylor’s cochlear implant surgeon, and Patrick, who reviewed the history and unique challenges his research team faced when developing the cochlear implant. “The cochlear implant has revolutionized the lives of children with severe to profound hearing loss,” stated Chi. “The success of a cochlear implant is like a well-balanced, three-legged stool with the legs representing technology, medical/audiological care and rehabilitation that emphasizes the development of spoken language.” The evening culminated with a panel discussion, providing audience members with first-hand accounts of how the cochlear implant has changed lives. Speakers included Hadley Haas and Sean O’Driscoll, parents of children with bilateral cochlear implants, and three unilateral implant recipients: Brayden LaVerde, Caitlin Baird and Lisa Goldstein. The impact of the cochlear implant was evident when Patrick received a heartfelt ovation from the large audience. The week continued with Patrick providing formal presentations to diverse groups of more than 800 professionals and parents from the Pittsburgh metropolitan area. The various audiences included otologists, audiologists, audiology graduate students, pediatricians, engineers, engineering graduate students, professors, and health care and technology business leaders. Patrick received extensive media coverage within area newspapers and on the local news; met privately with bioengineering professors at both the University of Pittsburgh and Carnegie Mellon University; and was featured on

“American Entrepreneur,” the region’s leading radio business broadcast. “Hearing Wonders – Speaking Miracles Week” culminated with DePaul’s annual “Reach for the Stars Gala” at Heinz Field, where Patrick was recognized for his contributions to helping children with hearing loss learn to hear and speak. The evening also featured a personal video message from Dr. Clark that addressed the 400-plus guests in attendance. When asked to comment on his visit, Patrick said, “I had the most extraordinary week in Pittsburgh with DePaul School. I love kids . . . and I love the effect that what we’ve been working on for so long has on children.” He continued by saying, “You watch them playing at the school and connecting with each other and with their teachers and it’s just so gratifying.” Patrick thanked DePaul School for organizing this event and enabling him to reach so many people. Throughout the week, he praised the efforts of many talented individuals at Cochlear whose passion, dedication and unique skills led to the development and continued advancement of the cochlear implant. “The thing that I really appreciate is [the opportunity] to spread the word about how effective this technology is,” he emphasized, “because if you don’t know about it, you have no idea the remarkable results the cochlear implant can give.” On behalf of children and adults with cochlear implants, their families and their professional support teams, DePaul School for Hearing and Speech thanks Professor Jim Patrick and Dr. Graeme Clark for their vision, dedication, determination and perseverance in bringing the gift of hearing to nearly 200,000 individuals worldwide.

I’m Deaf and Looking for a Job Useful Job Search Strategies By Michael Janger

f you are deaf or hard of hearing, and you’re looking for a job, does your hearing loss matter in your job search? The answer is: yes and no. That’s good news! “Huh?” you ask. Yes, your hearing loss will play a factor in how you find a job. But this is no different from any other job seeker who has his or her own set of challenges during the job search process. First, the “no” answer. It is true that the rate of unemployment among people with disabilities in the United States is far higher than the national average (Diament, 2010). So is the rate of unemployment among minorities (Zimmerman,

2010). However, this shouldn’t be used as an excuse to be less motivated about your job search, or used as a case to justify why you should be hired. The rules of common sense during the job search process apply equally to deaf and hearing job seekers alike. An employer just wants to hire someone who can get the job done. Ellen Gordon Reeves, in her job search book “Can I Wear My Nose Ring to the Interview?” (2009), says that an employer’s “main concern is to hire someone who can get the job done well, with as little supervision as possible.” In your job search, then, you want to show that you are capable of getting the job done with minimal help from your boss. Be

professional – the employer has to trust that you will not embarrass him or her. Be positive – the employer wants to be comfortable with someone who will make him or her look good to colleagues. Demonstrate your abilities. As Reeves writes, “show, not tell.” Show your skills through examples in your resume, cover letter and interviews. Finally, and most importantly, network. Contact anyone you know at the company where you are interested in working. Even if they don’t work in the department you are applying for, they may be able to put in a good word or lead you to an opportunity not currently advertised. Yet, when it comes to your hearing loss, you may need to adapt your job

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If you do not use the telephone independently, and you prefer not to use CapTel or other relay services for this type of communication, how would you respond? Tell him, positively and professionally, that because of your hearing loss you prefer to communicate by e-mail.

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2. You walk into the room and meet the interviewer. But you cannot understand what she is saying!

search to accommodate the challenges of communicating with a prospective employer. There are three major areas where a hearing loss could influence the job search process. 1. You get an e-mail response from someone you were referred to through a network: “I would be pleased to talk to you about your interest in my company. Give me a call sometime tomorrow.” Many individuals who are deaf or hard of hearing cannot use the telephone effectively to communicate with their counterparts who have typical hearing.

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This is a more complex situation, and depends on the mode of communication you prefer to use. Some employers, if they already know you are deaf or hard of hearing, will usually ask if you need accommodations for the interview. If you prefer to use sign language, or require an oral or Cued Speech interpreter, the day you schedule the interview is the time and place for you to request one. Since it can take up to a week for a prospective employer to procure an interpreter (depending on where you live), make sure to notify her as early as possible. For those who prefer to communicate using listening and spoken language, then a lot depends on how well you understand the interviewer. You can either let her know by e-mail a day or two before the interview that you would like her to speak more slowly. Or, when you walk into the interview (my preferred option in my job interviews), tell the interviewer as early as possible – ideally within the first minute: “As you know, I am deaf, so it helps me to see your face clearly when we are talking. Please speak a bit more slowly.” Or speak more clearly, or speak more loudly – it depends on the interviewer’s speaking style. Regardless, doing this early sets a very professional tone for the interview and removes the chance for any awkwardness later on. You have one minute to make a good first impression. If you wait until the middle of the interview to ask the interviewer to change her speaking style, it will create a high level of awkwardness, maybe even some resentment. The interviewer may think, “Did he understand what I said earlier in the interview? Why didn’t he tell me this until now?” Nipping this in the bud early removes those questions from the interviewer’s

Employment Resources Individuals with hearing loss often experience challenges when seeking employment, especially when it comes to communication accommodations. These days, however, individuals with hearing loss have rights to protect them from discrimination in the workplace. The following websites provide information to help you stay informed and educated about those rights! • ABILITYJobs – www.jobaccess.org – is a website dedicated to helping individuals with disabilities find employment. Search current job postings, or post your resume. • Disability.Gov – www.disability.gov – A federal government website that provides an information network of disability-related programs, services, laws and benefits. • Job Accommodation Network – http://askjan.org – provides information about workplace accommodations and the Americans with Disabilities Act. • United States Department of Labor – www.dol.gov/dol/audience/aud-disability.htm – provides information and resources the Department of Labor offers to people with disabilities.

mind, and helps her – and you – focus on the interview itself. The interviewer will be impressed with how you proactively advocate for yourself, and this will put her at ease. Then you will have every chance to demonstrate your skills and experience, frame the discussion exactly the way you want it and give the interviewer every opportunity to evaluate whether or not you can get the job done. 3. Should I disclose my deafness at any point in the job application process? What if there is an aspect of the job for which my deafness will present a challenge? Again, as with the interview process, this is a very subjective issue. It is against the law in the United States for employers to discriminate against job seekers on the basis of disability. This includes asking questions during the interview on whether or not you can perform the job despite your hearing loss.

Wireless CapTel by Sprint! ®

Imagine a world where even someone with hearing loss can make calls using a wireless phone. Wireless CapTel by Sprint (a free Android App) will allow individuals the opportunity to make and receive calls just like anyone else, plus receive the support of captions. Reconnect again with Sprint CapTel!

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Wireless CapTel by Sprint is an Internet-based Relay service. Although this service can be used for emergency calling, such emergency calling may not function the same as traditional 911/E911 services. By using Wireless CapTel for emergency calling, you agree that Sprint is not responsible for any damages resulting from errors, defects, malfunctions, interruptions or failures in accessing or attempting to access emergency services through Wireless CapTel; whether caused by the negligence of Sprint or otherwise. Other restrictions apply. For details, see sprint800.com. Coverage not available everywhere. Sprint 4G network reaches 70 markets and counting, on select devices. Sprint 3G network (including roaming), reaches over 277 million people. See sprint.com for details. ©2011 Sprint. Sprint and logos are trademarks of Sprint. CapTel is a registered trademark of Ultratec, Inc. Other registration marks are the property of their respective owners.

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On the other hand, the employer wants to assess whether you can perform the job well. If he discerns that your hearing loss may have an impact on the job you are applying for (e.g., if the job requires spending 50 percent of your time on the phone), he will want to somehow determine whether you are capable of talking on the phone, short of asking you directly. If you make him do the work of figuring this out, he may sense that you are hiding something. Be honest with him. He will appreciate it – even further, he may be impressed with your professionalism in communicating this issue to him, and even make efforts to find a job that best suits your skills and experience. If there are accommodations you need from the employer to perform your job on a functionally equivalent level with your peers who have typical hearing, the time to request the accommodations is after you accept the job offer. Employers will usually ask what type of accommodations you will need after you have accepted the position so they can get the ball rolling

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to make sure the accommodations are in place by the time you start your new job. If your employer, after you accept the offer, has not yet asked you what your access needs are, then you should bring this up as soon as possible.

Wrapping Up There are a multitude of resources, both in book form and on the Internet, to guide you in your job search. Regardless of the way you approach your job search, there are two essential duties that you should make an effort to be doing all the time: 1. Do as much research as you can on the jobs you are applying for so you are well-prepared for interviews and any subsequent follow-ups. Employers like prospective candidates who have done homework on their company – this tells them you know their stuff, are invested and are more likely to do a good job for them. 2. Network. I can’t stress this enough – if you apply to jobs on your own, without contacting anyone you know in

these companies, it is not likely you will hear from them. Most available positions receive several hundred resumes, so companies will only consider a few resumes that look absolutely outstanding. Take advantage of any opportunity to have your resume receive more consideration. Seventy to 80 percent of all job offers are achieved through networking, so it is a more effective use of your resources if you budget at least 70 percent of your time to pursuing networking leads. Best of luck with your job search!

References Diament, M. (2010). Jobless rates tick back up for people with disabilities. Retrieved January 14, 2011, from http://www.disabilityscoop. com/2010/05/07/april-jobs-10/7967/. Reeves, E.G. (2009). Can I wear my nose ring to the interview?: A crash course in finding, landing, and keeping your first real job. New York: Workman Publishing Company. Zimmerman, E. (2010). White house aid: Minority unemployment ‘shockingly’ and ‘unacceptably’ high. Retrieved January 14, 2011, from http:// thehill.com/blogs/blog-briefing-room/ news/90415-white-house-aide-minorityunemployment-shockingly-andunacceptably-high.

The Three “Dreaded” Managing Time, Tasks and Temptation

By Mark J. Rosica and Delbert D. Dagel

n setting the national tone for education, President Obama addressed the Joint Session of Congress on Feb. 24, 2009, stating, “I ask every American to commit to at least one year or more of higher education or career training. This can be a community college, a four-year school, vocational training or an apprenticeship. But whatever the training may be, every American will need to get more than a high school diploma.” Given this emphasis on higher education, the authors would like to make a bold statement: Success in college is not necessarily determined by the identification of the “right” major or program,

but by the application of practiced and repeated skills. These skills should be learned early in the high school years and reach “full implementation” by the time students reach their senior year. All too often, high school students are not given the opportunity to learn independent skills. If the first time independent skills are practiced is when a student is in his or her freshman year of college, this could result in poor grades, learning under tremendous pressure and prolonged time to graduate. This article will give parents and educators both the framework and specific tasks that can be immediately practiced to help future college students cope

with what we call the three “dreaded” T’s – time, tasks and temptations.

A Look at the Data Over the past several decades, the door to postsecondary education has been opened for students who are deaf or hard of hearing throughout the United States. There is increased access to higher education due to captioning, note-taking, tutoring and interpreting services. The National Center for Education Statistics (NCES; 2008a) estimated that 48 percent of the nation’s two-year and four-year postsecondary education institutions enroll students with a hearing loss. Has this avail-

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T’s

ability increased the number of these students graduating from college? Unfortunately, some of the recent statistics do not indicate an increase. Recent 2010 data shows that less than 25 percent of high school graduates who took the ACT college entrance exam possess the skills necessary to pass entry-level college courses (Banchero, 2010). In 2008, the NCES collected school administered assessments in reading and math for students, most of who were in grades 10-12 (NCES, 2008b). The results show only 18.8 percent of high school students who are deaf or hard of hearing were reading at a 9th grade level or above, and 46.9 percent were reading at a 4th grade level or

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below. This data would suggest that a high percentage of students who are deaf or hard of hearing are not prepared to read and comprehend college level texts and books. Similar statistics were also seen for math: 21.2 percent performed at a 9th grade level or higher, while 46.7 percent performed at a 4th grade level or below (NCES, 2008b). It follows that mathematical competency may also be a deficit. Data from the NCES (2008a) shows that fewer first year undergraduates who are deaf or hard of hearing took advanced math courses (trigonometry, pre-calculus and calculus) in high school than their peers with typical hearing. Despite this relatively low level of academic achievement in high school, the majority of parents still expect their children to graduate from college. The National Longitudinal Transition Study (Newman et al., 2009) showed that 72 percent of high school graduates who had a visual or hearing loss did indeed attend some type of postsecondary school. However, these indicators of poor preparation or performance should serve as a red flag for parents and educators to pay closer attention to what happens before their child goes off to college. The following will help parents and educators teach students with hearing loss lifelong skills that may set them on a path to success.

Managing the Three T’s: Time Management, Staying on Task and Dealing with Temptations The picture might look bleak, but it is actually promising. We are optimistic because despite the lack of behavioral and academic accomplishments evident, we see many successful students who have developed the following skills: 1. Delayed gratification and maintenance of a consistent and specific goal. 2. The ability to prioritize many tasks and set a course of deliberate action. 3. The ability to stay on task and have a plan for completion (this includes putting aside distractions). 4. Time management. 5. An internal sense of urgency or commitment.

6. Assertiveness and the willingness and experience to ask for assistance. Students sometimes leave postsecondary schools because they are not connected to or invested in their career choice. Parents and educators must also take into account the developmental nature of students today. Very few 18 to 21 year olds have made major commitments in their lives, let alone to a degree field that they may pursue to a career path. Exposure to basic career information, opportunities to explore one’s self and hands-on experiences in various career areas are all opportunities available at most colleges and universities. Ideally, this exploration should begin during the high school years and start with frequent discussions about potential careers as well as the structure and discipline necessary for success in the work world. Career development comes with time, maturity, self-exploration and opportunity. At home, we advise parents to take the necessary steps to guide and teach their children the responsibilities necessary to be a successful student. These steps should be intentional, deliberate and calculated. The best-prepared students have the opportunity to practice progressive steps of independence and autonomous decision making by the time they reach their senior year in high school. They should know what strategies, types of decision making and techniques produce the best results. Home experiences should complement, support and reinforce the teaching and learning that is taking place in their school. Educators also must share in this effort and partner with the parents to offer progressively more independent opportunities for learning. This is especially difficult when the school’s survival is sometimes based on “teaching to the tests” and not necessarily preparing a student for the independence, decision making and concentration required to be a successful college student. Together, parents and educators can help students develop lifelong study habits and attitudes by teaching them to manage time, tasks and temptations. Time Management: Parents should not only monitor their child’s homework, they should expect more independence when the homework is started. They should help the student establish deadlines or time lines for task completion, and offer assistance

in how to get help when they reach an impasse. Parents can give their child successively more independent tasks to plan and complete so they have a successful experience to rely on later. This could be as simple as developing a weekly schedule that accounts for the week’s activities, including leisure and homework activities, time for personal hygiene, social time with friends, meals and blocks of time at school.

the schedule. Tasks should also focus on reading and math development, as these are the foundation to being a successful student and life-long learner. Reading and math are developmental processes that have profound implications related to successful education, work and social development. According to the Southern Regional Education Board Research Brief (Cooney & Bottoms, 2003), successful

Parents have a responsibility to stay involved in their child’s education to reinforce the ongoing importance of school, and a desire to graduate from high school and succeed at post-secondary education. Tasks: The ability to conceptualize various tasks, establish priorities, develop a plan of action and stick with it to completion is a necessary and not-too-often experienced activity in high school. This should also be included in the weekly schedule with a task list on the bottom of

students were those who took algebra, read a great number of books and were expected to graduate from high school and college. This would suggest that all parents and educators must make reading and math-reference materials available and serve as a positive role model by actively

encouraging and requiring frequent reading and mathematical practice. Temptation: Tim Clydesdale in “The First Year Out: Understanding American Teens After High School” (2007), states “freshman spend most of their time and intellectual energy figuring out how to handle themselves without parental restraints and support. This includes how to deal with money, negotiate newfound freedoms with sex, drugs and alcohol, and determining how much time to devote to studying, working and playing.” Developmentally, going to college is the time young people often develop their sense of self, experiment, and try on different values and life styles. Given the vast amount of freedom one has in college, it is easy to see why some students may have trouble fighting the distractions because they have no experience doing so. Parents have a responsibility to stay involved in their child’s education to reinforce the ongoing importance of school, and a desire to graduate from high school and succeed at post-secondary educa-

LOSS • DAMAGE • FAILURE

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References Banchero, S. (Aug. 18, 2010). Scores stagnate at high schools. The Wall Street Journal, education section. Clydesdale, T. (2007). The first year out: Understanding american teens after high school. Chicago: University of Chicago Press. Cooney, S., & Bottoms, G. (2003). Middle grades to high school: Mending a weak link. Research brief. Retrieved January 19, 2011, from http://www. sreb.org/programs/hstw/publications/briefs/ Middle_Grades_To_HS.pdf.

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National Center for Education Statistics. (2008a). National postsecondary student aid study, 2008, NLTS direct assessment academic knowledge tables. Retrieved January 19, 2011, from http:// nces.ed.gov/surveys/npsas/.

tion. However, encouragement without giving students the practiced skills of time management, delayed gratification, planning the timing to complete a task and independence is like encouraging them to run the Boston Marathon, telling them they deserve to run, participate and

win, but never showing them the practice track where they can build up skills to compete. Giving high school students the opportunity to practice these necessary skills will go a long way in preparing the next generation of successful college graduates and leaders of tomorrow.

National Center for Education Statistics. (2008b). National longitudinal transition study-2, NLTS2 wave 2 student school program survey grand level table 1. Retrieved January 19, 2011, from http://www.nlts2.org/index.html. Newman, L., Wagner, M., Cameto, R., & Knokey, A.M. (2009). The post-high school outcomes of youth with disabilities up to 4 years after high school. A report of findings from the national longitudinal transition study-2 (NLTS2) (NCSER 2009-3017). Retrieved January 19, 2011, from www.nlts2.org/reports/2009_04/nlts2_ report_2009_04_complete.pdf.

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

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7/29/2010 8:42:54 AM

Las tres “temidas” Gestión del tiempo, tareas y tentaciones

Por Mark J. Rosica y Delbert D. Dagel

on el fin de establecer la pauta nacional en educación, el presidente Obama se dirigió a la sesión conjunta del Congreso el 24 de febrero de 2009, diciendo “le pido a cada estadounidense que se comprometa al menos a un año o más de educación superior o formación profesional. Esta formación puede ser en un instituto de enseñanza superior, una universidad, clases prácticas o un aprendizaje. En cualquier lugar en el que tenga lugar la formación, cada estadounidense necesitará obtener más que un diploma de educación secundaria”. A los autores les gustaría hacer una declaración osada: El éxito en la universidad no lo determina tanto la identificación

de la carrera universitaria o programa “adecuado” como la aplicación de destrezas practicadas y repetidas. Estas destrezas se deben aprender al inicio de la educación secundaria y deben alcanzar la “implementación completa” cuando los alumnos están en el último año de instituto. Con frecuencia, no se les brinda a los alumnos de instituto la oportunidad de aprender la destreza de ser independientes. Si la primera vez que la destreza de la independencia se practica cuando un estudiante está en su primer año de universidad, esto podría dar lugar a malas notas, aprendizaje bajo una presión tremenda y prolongación del tiempo para graduarse. Este artículo le dará tanto a los padres como a los educa-

dores el marco y las tareas específicas que se pueden poner en práctica de inmediato para ayudar a los futuros estudiantes universitarios a sobrellevar las tres “temidas” T – tiempo, tareas y tentaciones.

Un vistazo a los datos En las últimas décadas, se han abierto en todo Estados Unidos las puertas a la educación superior a los estudiantes sordos y con dificultades para oír. El aumento de acceso a la educación superior se debe a los subtítulos, la toma de apuntes, tutorías y servicios de interpretación. El Centro Nacional de Estadísticas de la Educación (NCES, 2008a) hizo una estimación de que el 48 por ciento de las instituciones

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de educación superior de dos y cuatro años del país matriculan estudiantes con una pérdida de audición. ¿Ha aumentado esta oferta el número de estudiantes que se gradúan de la universidad? Desafortunadamente, algunas estadísticas recientes no indican un aumento. Los datos recientes de 2010 indican que menos del 25 por ciento de los graduados de instituto que tomaron los exámenes ACT de admisión universitaria poseen las destrezas necesarias para aprobar las clases universitarias de nivel básico. (Banchero, 2010). En 2008, la NCES recopiló las evaluaciones realizadas por las escuelas a los estudiantes en lectura y matemáticas, la mayoría de ellos estaban entre el último año

VOLTA VOICES • MARCH /APRIL 201 1

de ESO y el bachillerato (NCES, 2008b). Los resultados muestran que sólo el 18,8 por ciento de los estudiantes de ESO que son sordos o con dificultades para oír tenían un nivel de lectura equivalente al 3er año de ESO o superior, y el 16,9 por ciento tenían un nivel de lectura equivalente a 4º primaria o inferior. Estos datos podrían sugerir que un alto porcentaje de estudiantes que son sordos o con dificultades para oír no están preparados para leer y comprender los libros y textos de nivel universitario. Las estadísticas para matemáticas también muestran una tendencia parecida: el 21,2 por ciento tenía un rendimiento equivalente al 3er año de ESO o superior, mientras que el 46,7 por ciento tenían un rendimiento equivalente a 4º grado de primaria o inferior. (NCES, 2008b). Por lo que se desprende de estos datos, la competencia matemática también puede ser deficitaria. Los datos del NCES (2008a) muestran que muy pocos estudiantes de primer año en la universidad, que son sordos o con dificultades para oír, se apuntaron a clases avanzadas de matemáticas (trigonometría, precálculo y cálculo) en el instituto a diferencia de sus pares que oyen. A pesar de este logro académico relativamente pobre en el instituto, la mayoría de padres aún esperaban que sus hijos se graduaran en la universidad. El National Longitudinal Transition Study (Newman et al., 2009) mostró que el 72 por ciento de los graduados de instituto que tienen una pérdida de audición o visión asisten efectivamente a algún tipo de centro de educación superior. Sin embargo, estos indicadores de preparación o rendimiento pobre deberían servir como una banderilla roja para los padres y educadores para que presten más atención a lo que sucede antes de que sus niños se vayan a la universidad. Lo siguiente ayudará tanto a los padres como a los educadores a enseñar a los estudiantes con pérdida de audición a que aprendan las destrezas de toda la vida que los podría colocar en el camino hacia el éxito.

Gestionar las tres T: gestión del tiempo, permanecer en una tarea y saber llevar las tentaciones La imagen puede parecer sombría, pero es en verdad prometedora. Somos opti-

mistas, porque a pesar de la falta de logros académicos y conductuales evidentes, vemos a muchos estudiantes exitosos que han desarrollado las siguientes destrezas: 1. Retrasar la gratificación y mantener una meta coherente y específica. 2. La capacidad de priorizar muchas tareas y establecer un curso de acción deliberado. 3. La capacidad de permanecer en una tarea y contar con un plan para su finalización (esto incluye hacer a un lado las distracciones). 4. Gestión del tiempo. 5. Una sensación interna de urgencia o compromiso. 6. Seguridad en sí mismos y la disposición y experiencia para pedir ayuda. Los estudiantes abandonan a veces los centros de educación superior porque no están conectados o no se sienten involucrados en su elección de carrera universitaria. Los padres y educadores también deben tener en cuenta la naturaleza del desarrollo de los estudiantes de hoy en día. Muy pocos jóvenes entre los 18 y 21 años tienen un compromiso importante en sus vidas, no digamos con una rama de carrera universitaria que puedan seguir hacia una trayectoria profesional. La exposición a información profesional básica, a oportunidades en varias áreas de carreras universitarias para conocerse a sí mismo y tener experiencias prácticas son oportunidades que están disponibles en la mayoría de universidades y centros de educación superior. Lo ideal sería que esta exploración empezara durante los años de instituto y se debería iniciar con conversaciones frecuentes sobre las carreras potenciales así como la estructura y disciplina necesarias para triunfar en el mundo laboral. El desarrollo profesional viene con el tiempo, la madurez, el autoconocimiento y la oportunidad. Aconsejamos a los padres que en casa tomen los pasos necesarios para guiar y enseñar a sus niños las responsabilidades necesarias para que sean estudiantes exitosos. Estos pasos deberían ser intencionados, deliberados y calculados. Los estudiantes mejor preparados tienen la oportunidad de practicar progresivamente los pasos de independencia y la toma de decisiones autónomas cuando alcanzan el último año de instituto. Ellos

deberían conocer las estrategias, los tipos de tomas de decisiones y las técnicas que producen los mejores resultados. Las experiencias en el hogar deben complementar, apoyar y reforzar la enseñanza y aprendizaje que se está llevando a cabo en su colegio. Los educadores también deben compartir este esfuerzo y asociarse con los padres para ofrecer de manera progresiva más oportunidades para el aprendizaje independiente. Esto es particularmente difícil cuando la sobrevivencia en el colegio está basada a veces en “enseñar para los exámenes” y no por fuerza en preparar a los estudiantes para la independencia, la toma de decisiones y la concentración necesaria para ser estudiantes universitarios exitosos. Si los padres y educadores unen sus fuerzas pueden ayudar a los estudiantes a desarrollar hábitos de estudios y actitudes de por vida al enseñarles a gestionar lo que nosotros llamamos las tres “temidas” T: tiempo, tareas y tentaciones.

Tareas: La capacidad de conceptualizar varias tareas, establecer prioridades, desarrollar un plan de acción y seguirlo hasta su finalización es una necesidad, y es una actividad que no se tiene muy a menudo en el instituto. Esto también se debería incluir en el calendario semanal con una lista de tareas en la parte inferior del calendario. Las tareas se deben centrar en desarrollar la lectura y las matemáticas, ya que estas son las bases para ser un estudiante exitoso y continuar con el aprendizaje toda la vida. Tanto la lectura como las matemáticas son procesos del desarrollo que están profundamente implicados con el éxito en el desarrollo académico, laboral y social. De acuerdo con la Southern Regional Education Board Research Brief (Cooney y Bottoms, 2003), los estudiantes exitosos eran aquellos que estudiaban álgebra, leían un gran número de libros y se esperaba que se graduaran del instituto y la universidad. Esto sugeriría que todos los padres y educadores

Los padres tienen la responsabilidad de continuar involucrados en la educación de sus hijos para reforzar la importancia continua del colegio, el deseo de graduarse del instituto y la continuación de seguir teniendo éxito en la educación superior. Gestión del tiempo: Los padres no sólo deberían monitorizar los deberes de sus niños, sino que deben esperar más independencia cuando empiezan a hacerlos. Deben ayudar al estudiante a establecer plazos de tiempo o calendarios de trabajo para terminar las tareas, y ofrecer ayuda acerca de cómo obtener ayuda cuando se encuentran en un punto muerto. Los padres les pueden dar a sus niños de manera sucesiva tareas independientes que deben planificar y completar para que así tengan una experiencia exitosa en la que depender más adelante. Podría ser una tarea tan sencilla como desarrollar un calendario semanal que lleve la cuenta de las actividades semanales, incluyendo las actividades de ocio y deberes escolares, el tiempo dedicado a la higiene personal, las actividades sociales con los amigos, las comidas y los bloques de tiempo en el colegio.

deben no sólo tener materiales de referencia de lectura y matemáticas disponibles, sino que también deben servir como modelos positivos al animar activamente y requerir que se practique con frecuencia la lectura y las matemáticas. Tentaciones: Tim Clydesdale en “The First Year Out: Understanding American Teens After High School” (2007), afirma que “los estudiantes de primer año gastan la mayor parte de su tiempo y energía intelectual en descubrir cómo se tienen que comportar sin las restricciones y la ayuda de sus padres. Esto incluye como gestionar el dinero, gestionar la recién descubierta libertad sexual, con las drogas y el alcohol, y determinar cuánto tiempo se debe dedicar a estudiar, trabajar y al ocio”. A nivel de desarrollo, la primera vez que los jóvenes desarrollan con frecuencia su autoestima, y adoptan y prueban dife-

rentes valores y estilos de vida es cuando van a la universidad. Debido a la gran libertad que uno tiene en la universidad, es fácil ver el motivo por el cual muchos estudiantes pueden tener problemas a la hora de luchar contra las distracciones porque no tienen experiencia en ello. Los padres tienen la responsabilidad de continuar involucrados en la educación de sus hijos para reforzar la importancia continua del colegio, el deseo de graduarse en el instituto y la continuación de seguir teniendo éxito en la educación superior. Sin embargo, animar a los estudiantes sin darles las destrezas practicadas de gestión del tiempo, retrasar la gratificación, planificar el tiempo para terminar una tarea y la independencia es como animarlos a correr la Maratón de Boston, diciéndoles que merecen correr, participar y ganar, pero sin mostrarles nunca la pista de prácticas en la que pueden construir las destrezas para competir. Darles a los estudiantes de instituto la oportunidad de practicar estas destrezas necesarias hará mucho en la preparación de la próxima generación de los exitosos graduados universitarios y líderes del mañana.

Referencias Banchero, S. “Scores stagnate at high schools.” The Wall Street Journal, education section. (Aug. 18, 2010). Clydesdale, T. “The first year out: Understanding American teens after high school.” Chicago: University of Chicago Press. 2007 Cooney, S., Y Bottoms, G. “Middle grades to high school: Mending a weak link. Research brief.” (2003). Fecha de consulta: 19 de enero, 2011] Disponible por Internet: <http://www. sreb.org/programs/hstw/publications/briefs/ Middle_Grades_To_HS.pdf.> National Center For Education Statistics. “National postsecondary student aid study, 2008, NLTS direct assessment academic knowledge tables.” (2008a). [Fecha de consulta: 19 de enero, 2011] Disponible por Internet: <http://nces.ed.gov/surveys/npsas/>. National Center For Education Statistics. “National longitudinal transition study-2, NLTS2 wave 2 student school program survey grand level table 1.” (2008b). [Fecha de consulta: 19 de enero, 2011] Disponible por Internet: < http:// www.nlts2.org/index.html>. Newman, L., Wagner, M., Cameto, R., Y Knokey, A.M. “The post-high school outcomes of youth with disabilities up to 4 years after high school. A report of findings from the national longitudinal transition study-2 (NLTS2) (NCSER 2009-3017).” (2009). [Fecha de consulta: 19 de enero, 2011] Disponible por Internet: <www.nlts2.org/reports/2009_04/nlts2_ report_2009_04_complete.pdf.>

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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

Distinguish Yourself with the LSLS Credential By Cheryl L. Dickson, M.Ed., LSLS Cert. AVT

odayâ&#x20AC;&#x2122;s economic climate has fostered competition in nearly every industry, including professionals who work with children who are deaf or hard of hearing. Listening and spoken language professionals can distinguish themselves with the Listening and Spoken Language Specialist (LSLS) certification offered by the AG Bell Academy for Listening and Spoken Language.

Enhancing Your Career Options Why is certification as a LSLS important? The AG Bell Academy recently conducted a large-scale survey to determine the general attitudes towards the LSLS designation.

Overall, 81 percent of professional respondents who work with children who are deaf or hard of hearing would recommend that a professional in the field of hearing loss and spoken language development seek certification as a LSLS Auditory-Verbal Therapist (LSLS Cert. AVT) or LSLS Auditory-Verbal Educator (LSLS Cert. AVEd). Of those respondents already certified, 62 percent felt that the demand for their services increased since becoming certified and 94 percent said certification was important to or required by their employer. But professional opinion is only one side of the equation. The survey also included parents of children with hearing loss to determine their attitudes towards profes-

sionals who hold the LSLS certification. Nearly 72 percent of parents agreed that LSLS certification should be standard practice and required. And 73 percent of parents were willing to compensate LSLS professionals more for their services than a non-certified professional. Furthermore, about 90 percent of respondents felt that LSLS certified professionals were more qualified than non-certified professionals, and 80 percent of families relayed that they had more confidence in the skill set of a certified LSLS professional than their non-certified counterparts. These results indicate that both professionals and parents value the LSLS certification and recognize its importance to

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LSLS Exam Preparation Tools The AG Bell Academy offers a wide variety of exam preparation resources. To view the full range of materials available, visit www.agbellacademy.org and click on the “LSLS Examination Preparation Resources” tab.

LSLS Practice Exam The AG Bell Academy offers an online practice exam designed to mirror the LSLS certification exam in style and question format as well as LSLS certification domain content.

Nine LSLS Domains of Knowledge (Core Competencies) This publication is a guide to the Core Competencies/Content Areas/ Test Domains and their Body of Knowledge that a professional must have in order to qualify for and pass the exam to earn the LSLS credential.

Craig Huey Photography

Recommended Reading This is a list of reference publications that may be used in preparation for the LSLS examination. Appropriate references for study are not limited to those listed below, nor will reading these references guarantee that an applicant will pass the LSLS exam. These books, articles and websites

are meant to provide some guidance regarding the content of the examination.

Reference Materials This bundle contains electronic copies of all of The Volta Review and Volta Voices articles on the AG Bell Academy’s recommended reading list for LSLS certification candidates.

Find a Mentor Individuals who are interested in becoming a certified LSLS professional will need to find a certified LSLS willing to mentor them during their application process. The AG Bell Academy provides information on finding a mentor in your area.

Continuing Education Programs Are you looking for Academy approved courses that offer Continuing Education credits? The AG Bell Academy provides a full list of upcoming courses across the country and online.

Exam FAQs The AG Bell Academy as developed answers to frequently asked questions about the LSLS certification examination.

developing listening and spoken language abilities in children who are deaf or hard of hearing.

Expanding the Certification Requirements When the AG Bell Academy first launched the LSLS certification program in 2008, it was met with great excitement. The LSLS certification expanded designations to include auditory-verbal therapists (LSLS Cert. AVT) who work primarily in a one-on-one setting with parents as the primary models for their children, as well as auditory-verbal educators (LSLS Cert. AVEd) who work primarily in a classroom

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setting. By expanding the certification into these two designations, the Academy hoped to broaden listening and spoken language practice by ensuring that all children who are learning to listen and talk were met with qualified professionals certified to meet their unique needs. To date, more than 600 professionals worldwide now hold the LSLS credential. Over the last year the Academy board has worked diligently to refine its policies and ensure that potential LSLS have expanded opportunities to sit for the certification exam. As of January 2011, the prerequisites and application process have been updated to remain relevant and consistent with ever-changing educational options and professional environments available to todayâ&#x20AC;&#x2122;s professionals, ensuring that qualified applicants have more ways than ever to become eligible and prepare for the LSLS certification exam.

Ensuring Ongoing Success The AG Bell Academy has also made great strides to help those seeking certification

and to keep certified LSLS up-to-date on the current trends and practices. In December 2010, the Academy launched the first ever LSLS practice exam. The practice exam is designed to mirror the LSLS certification exam in style and question format as well as LSLS domain content. It features 29 multiple choice questions based on the nine domains of knowledge required for LSLS certification. Because potential LSLSs take it online, results are provided immediately and offer great detail regarding questions answered correctly, a breakdown of responses by each domain, and a breakout of each practice question stating the domain, answer chosen and alternate answers to the question. The AG Bell Academy also offers a wide range of exam preparation tools including recommended reading items, reference materials and services to help applicants find a mentor. The full list of available materials is included in the sidebar on page 27 and available on the Academy website, www.agbellacademy.org. One of the requirements for LSLS certification and biennial recertification

is continuing education (CE) credits to assure families and employers that LSLS professionals are up-to-date on the most current and relevant information available. The Academy has expanded CE opportunities for professionals seeking certification and for those maintining their credential. Professional development providers may apply to have their programs pre-approved for LSLS CE credit by submitting forms available on the AG Bell Academy website. By offering Academy CE credit, demand for courses, sessions and conferences will likely increase. With such a high demand for the certification and more ways than ever to reach this distinguished professional goal, the growth of this field is tremendous and the opportunities seemingly endless. So what are you waiting for? Visit www.agbellacademy.org today to see how you can become a certified LSLS and join the community of your colleagues who have chosen to achieve the highest level of standards possible in the field of listening and spoken language.

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

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

he Arts & Sciences Award Program is open to students with hearing loss in grades one through twelve to participate in after school, weekend or summer programs focused on developing skills in the arts or sciences. Programs may 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.

2011 ARTS & SCIENCES AWARDS PROGRAM APPLICATION AVAILABLE: JANUARY 31, 2011 APPLICATION DEADLINE: APRIL 7, 2011

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

TEL 202.337.5220 â&#x20AC;˘ TTY 202.337.5221 EMAIL financialaid@agbell.org â&#x20AC;˘ ONLINE www.agbell.org

Conversational Language Lessons: A Stepping Stone to Success By Ellie White, M.S., M.Ed, CED

umerous approaches for listening and spoken language instruction exist for preschoolers who are deaf or hard of hearing. With early intervention and appropriate device use, many preschool-aged children are able to function at the same level as their same-aged peers who have typical hearing. However, many have below-average language skills for their age. For preschoolers who attend a listening and spoken language program, the goal is usually to transition the child to a general educational setting as soon as he or she acquires the skills to do so. These preschoolers who exhibit language delay need to acquire language skills through

direct instruction. They also need to practice their skills in natural environments that mimic typical preschool programs. Although both direct instruction and exposure to a typical preschool setting are important, these approaches are not enough for many preschoolers who are deaf or hard of hearing. Often, these children are unable to transfer the skills acquired during structured lessons to a more natural preschool setting. Because of this, many teachers, listening and spoken language practitioners and speech-language pathologists use conversational language lessons as a stepping stone between structured lessons and a natural preschool environment. This

article gives professionals a framework for providing language instruction by including daily, specific conversational language lessons as an intermediary between structured and natural settings.

Success in Preschool How is success measured in a preschool setting? Globally, it is measured by a childâ&#x20AC;&#x2122;s acquisition of age- and developmentally-appropriate skills in all domains. These domains include listening, language, speech, social, emotional, early literacy, gross and fine motor, cognitive, pre-academic and creative. Language skills involve far more than vocabulary and syntax. To have truly

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age-appropriate pretend play for preschoolers includes the language associated with the experiences they pretend.

Group Skills By the time they reach kindergarten, preschoolers who are developing typically are able to a use variety of group skills. These skills include the ability to demonstrate an understanding of the purpose of using language to communicate, an understanding of turn taking and waiting for a turn, the ability to acknowledge both teachers and peers in conversations, and the use of words like “please” and “thank you.”

Conversational Skills By the time they reach kindergarten, preschoolers who are developing typically are able to demonstrate many conversational skills. These skills include taking conversational turns, waiting for their turn in a conversation, requesting clarification when they do not understand, changing the topic during conversation, retelling a story using a series of events in sequential order, making eye contact with conversational partners, using natural body language, and using appropriate language for initiating and ending conversation as well as keeping a conversation going.

Play centers, that mimic real-world interactions, are a great way to practice natural conversations in a structured environment.

age-appropriate language skills, a preschooler must acquire age-appropriate vocabulary and syntax, play skills, group skills and conversational skills.

Play Skills By the time they reach kindergarten, preschoolers who are developing typically are able to play properly with age-appropriate toys, use pretend play to represent daily experiences and act out experiences in sequence, often with varying outcomes (Westby, 1980). Pretend play, which includes symbolic and dramatic play, is very closely related to language ability. Although children can pretend without using spoken language,

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Ellie White/CID

The Natural Setting To develop the skills needed to succeed in a typical preschool, preschoolers who are deaf or hard of hearing must have time during the day that replicates typical preschool life. Centers time is a very common, play-based period typical of most preschool programs that allows for development of skills in all preschool-appropriate domains.

In particular, centers allow for natural language opportunities using language for play, incidental language learning and peer interaction. This period most effectively includes a large number of children – not only to encourage many opportunities for naturally-occurring, child-directed interaction, but to help children learn to function in a group the size of a typical preschool class. Although any typical day in preschool includes many settings – circle time, music, recess, lunch, transition times and gross motor periods – centers time is a natural setting in which teachers can plan to facilitate language as it naturally occurs during play. Moreover, the role of teachers in regard to language development during centers time is three-fold: 1) Following the children’s lead, teachers improve language ability through modeling, prompting, correcting and expanding language; 2) Teachers observe what language skills children have mastered; and 3) Teachers identify the developmentallyappropriate skills children are lacking for their age during play in a natural environment. This identification through observation sets the stage for future instruction in structured language lessons.

Structured Language Lessons Structured language lessons are designed for the direct instruction of specific vocabulary and developmentally-appropriate syntactic targets a child has not yet acquired. Various strategies can be used to promote language development in structured settings, although direct instruction in this setting often necessitates a very small group of like-learners or

To have truly age-appropriate language skills, a preschooler must acquire age-appropriate vocabulary and syntax, play skills, group skills and conversational skills. Each “center” is located in a specific area and contains an activity intended to foster the development of at least one particular skill. Children move about the room during centers time to experience the various activities around the room.

individual instruction. Specific vocabulary, including functional vocabulary, the “First 100 Words” and theme-based vocabulary, would be specifically taught in a teacherdirected, repetitive and occasionally drill-like fashion. In addition, syntactic

D I R are E introduced C T O Rand Y practiced O F in S E R V I C E S targets

services, birth to 25 years. Staff: 21.

Conversational

Redford Union Oral Program for Children Language Lessons: 18499 Beech Daly with Hearing Impairments,

Rd. Redford, MI 48240 • 313-242-3510 (voice) • The Stepping Stone 313-242-3595 (fax) • 313-242-6286 (tty) • Dorothea Conversational language lessonsday serve B. French, Ph.D., Director. Auditory/oral program serves 80 center students/250 teacher consultant as a stepping stone between structured students. Birth to 25 years of age.

language lessons and natural preschool settings. Because preschoolers are often

32 44

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 • zwolan@med.umich.edu (email). A multidisciplinary program that provides audiology, speech-language pathology, and medical services to children with severe to profound hearing impairment. Services include pre-operative determination of candidacy, surgical management, post-operative programming and audiological management, speech-language evaluations and provision of Auditory-Verbal therapy, and educational outreach and support provided by a joint grant from the University of Michigan Department of Otolaryngology and the State of Michigan - our Sound Support program: www.med.umich.edu/childhearinginfo/.

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 focused on creating a positive environment where children with hearing loss and their families learn to communicate through the use of spoken language. Our goal is for students to become fluent oral communicators and to join their hearing peers in a traditional classroom at their neighborhood schools.

n Mississippi DuBard School for Language Disorders,

The University of Southern Mississippi, 118 College Drive #10035, Hattiesburg, MS 39406-0001 • 601-266-5223 (voice) • dubard@usm.edu (e-mail) • www.usm.edu/dubard • Maureen K. Martin, Ph.D., CCC-SLP, CED, Director • The school is a clinical n Minnesota division of the Department of Speech and Hearing Northeast Metro #916 Auditory / Oral Sciences and serves children from birth to age 13 in Program, 701 West County Road “B”, Roseville, its state-of-the-art facility. Working collaboratively Minnesota 55113 • 651-415-5399 (voice). The with 22 public school districts, the school specializes Conversational language lessons serve as a stepping stone between structured and natural mission of the program is to provide an intensive in coexisting language disorders, learning disabilities/ language settings. oral education to children with impaired hearing. dyslexia and speech disorders, such as apraxia, Centered-based services are provided in a least through its non-graded, 11-month program. The practice skills within a group large by unable to transfer the skills acquired restrictive public school environment, combining Association Method, as refined, and expanded oral specific early intervention services within the the late Dr. Etoile DuBard and the staff of the school, enough to have conversations with during structured language lessons to a mainstream setting for students pre-school through is the basis of the curriculum. Comprehensive multiple peers, but small enough do typical preschool setting, conversational kindergarten age. Birth to 3 services and parent/child evaluations, individual therapy, audiologicalto services groups are tailored to meet identified needs. Parent and professional development programs also are the same focused activities together. language lessons provide an intermediand professional workshops are offered. Referrals available. AA/EOE/ADAI Although the activities chosen should atethrough settingthefor developing those skills. are local school district in which the family live.

These lessons give children a time to

lend themselves to conversational interac-

• MAARCH/ 201 1 VVOLTA OLTA VVOICES OIC E S • M R C H/ AAPRIL P R I L 2009

Ellie White/CID

this same way. For example, during a “Transportation” theme,18a teacher might SoundWorks for Children, South Main Street, Topsfield, MA 01983 • 978-887-1284 (voice) introduce the vocabulary words car, bus • soundworksforchildren@verizon.net (e-mail) • and truck. She might also introduce adjecJane E. Driscoll, MED, Director. Satellite program serving Southern Maine. Katelyn Driscoll, MED, tive-noun combinations by modeling and Program Coordinator. A comprehensive non-profit elicitingdedicated the following languageoftargets: program to the development auditoryoral skills in children who are deaf or hard-of-hearing. red car, small car, fast car, yellow bus, big Specializing in cochlear implant habilitation and bus, slow bus, blue truck, orange truck and offering a full continuum of inclusionary support models from preschool through high school. Early shiny truck. Preschoolers who are developIntervention services and social/self-advocacy groups ingmainstreamed typically dostudents not need this structured for are offered at our Family Center. Summer programs, in-service training, and teaching in order to acquire new vocabuconsultation available. lary and syntactic structures, but quite often preschoolers who are deaf or hard n Michigan of hearing withProgram a resultant language delay Monroe County for Hearing Impaired Children, 3145 Prairie St., Ida, MI do need it, particularly to acquire new 48140-9778 • 734-269-3875 (voice/TTY) • language skills that have not yet been 734-269-3885 (fax) • whitman@ida.k12.mi.us pre(e-mail) • www.misd.k12.mi.us • Kathleen Whitman, viously taught through direct instruction. Supervisor. Auditory/oral program, full continuum of

tion among peers and the teacher, the lessons are still very teacher-directed. In addition to providing time for children to practice using vocabulary and language targets acquired during structured language lessons, conversational language lessons provide opportunities for children to practice play skills, group skills and conversational skills. These skills are often difficult for preschoolers who are deaf or hard of hearing to learn without some amount of direct instruction. Conversational language lessons provide a setting for these children to practice these skills in smaller groups with teacher direction. Children then transfer the skills to their interactions in the natural setting. Using conversational language lessons as a stepping stone leads to greater success in a typical preschool environment. Going back to the “Transportation” theme, knowing that she has already introduced the words car, bus and truck as well as noun-verb combinations during the structured language lesson, the teacher plans a play-based, yet teacher-directed,

lesson with a small group of about four children. The activity includes racing cars across the room to see who “wins.” In addition to modeling and eliciting the language previously-taught in the structured language lesson, she models and elicits the language that naturally accompanies such an activity and the corresponding play, group and conversational skills: I win!; My turn!; Do you want a turn?; Whose turn is it?; That’s my car!; My bus fell over; Don’t go yet; and Stay behind the line. This teacherdirected, play-based activity is the key to giving preschoolers the practice they need to further develop skills acquired during structured language lessons along with appropriate play, group and conversational skills while in small groups.

Summary Teachers, listening and spoken language practitioners, and speech-language pathologists working with preschoolers who are deaf or hard of hearing often notice discrepancies between children’s abilities during structured lessons with

direct instruction and natural preschool situations. These discrepancies can be alleviated by giving children opportunities to practice skills acquired through direct instruction at the same time they practice using play, group and conversational skills. Although preschoolers are working toward functioning successfully in a typical preschool setting with lots of noise, activity and child-directedness, many first need to practice the skills needed for success in the natural setting in an intermediate setting. The conversational language lesson helps provide this stepping stone – a welcome opportunity to foster success in typical preschool settings.

Reference Westby, C.E. (1980). Assessment of cognitive and language abilities through play. Language, Speech, and Hearing Services in Schools,11, 154-168.

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What the Research Shows

Effectiveness of Therapy and the Development of Listening and Spoken Language By Melody Felzien

or over 110 years, researchers have explored questions about spoken language communication, publishing their findings in The Volta Review, a scholarly journal founded by Alexander Graham Bell to provide professionals with information about the ways in which hearing technology, health care, early intervention and education contribute to listening and spoken language development. Because best practices now focus on family-centered intervention, parents increasingly need access to research in order to make informed decisions about the health care and education options available to their children. With busy professionals and parents in mind,

AG Bell is continuing an ongoing article series that highlights and summarizes research published in the most recent issues of The Volta Review. Recently, studies have primarily focused on the effectiveness of a listening and spoken language approach, and specific aspects of speech and language development.

Effectiveness of Listening and Spoken Language Therapies Recent research published by The Volta Review offers compelling evidence regarding the effectiveness of auditory-verbal practice. First, “Is Auditory-Verbal Therapy Effective for Children with Hearing Loss?” completes

a 50-month longitudinal study following the language, literacy and emotional development of children with hearing loss who choose listening and spoken language (Dornan et al., 2010). The results indicate that the children with hearing loss who succeed with auditory-verbal therapy are well-adjusted and have language skills on par with their peers who have typical hearing. Dimity Dornan, Ba.Sp.Th., F.S.P.A.A., LSLS Cert. AVT, who led the research team, noted, “Research on the outcomes of the AVT group is important because few controlled longitudinal studies of speech and language outcomes are available for children with hearing loss. In addition, an extension of the study

VOLTA VOICES • M ARCH/ APRIL 201 1

Craig Huey Photography

time allowed us to include measures of academic outcomes for the children.” The study matched children who were deaf or hard of hearing and using listening and spoken language with a control group of children who had typical hearing. Dornan and her team conducted benchmark assessments for receptive, expressive, and total language, receptive vocabulary and speech, and re-assessed at the 9-, 21-, 38- and 50-month mark. Over the last 12 months of the study, the team also assessed for reading and mathematics skills as well as self-esteem. Results indicate that at the 50-month mark there were no significant differences between the children who are deaf or hard of hearing who use listen-

VOLTA VOICES • MARCH /APRIL 201 1

ing and spoken language and the children with typical hearing. Speech perception improved significantly with moderate to high levels at the 50-month mark. Although the group was identified at a mean age of 22.29 months, much later than the current Joint Committee on Infant Hearing (JCIH) recommended age of 3 months, their language and speech attainments have been the same as the matched control group (JCIH, 2007). Reading, mathematics and self-esteem outcomes were also comparable for both groups over the last 12 months of the study. The researchers concluded that auditory-verbal therapy was effective for this group of children with hearing loss. Second, “Effects of Auditory-Verbal Therapy for School-Aged Children” offers the initial findings of a study exploring the effectiveness of listening and spoken language intervention (Fairgray et al., 2010). Speech and language abilities, speech perception in noise and reading skills were evaluated before and after a 20-week period of weekly listening and spoken language therapy based on auditory-verbal therapy principles. Participants included seven children ages 5-17 who had a bilateral, sensorineural hearing loss. Results indicated significant differences after beginning therapy, particularly increased receptive language abilities, improved phonological abilities, decreased articulation errors and improved speech perception abilities. This was an exploratory study, in preparation for a future controlled study, to determine the range of baseline abilities among school-aged children and to determine whether it is possible to measure improvements in speech, language, reading and speech perception after a relatively short period of intervention. Overall, this exploratory study has shown that therapy with a listening and spoken language focus shows promise as a successful form of intervention for children with hearing loss.

Speech and Language Development Other studies recently published focus on strategies for developing listening and spoken language. “Venturing Beyond the Sentence Level” explores language development of school-aged children with hearing loss within the context of oral narrative skill development (Reuterskiöld et al., 2010). Narrative samples were collected

Craig Huey Photography

Recent research has focused on the effectiveness of a listening and spoken language communication approach, and specific aspects of speech and language development.

from school-aged children with a mild-tomoderate hearing loss following a pictureelicited storytelling task. The samples were then transcribed and coded for a number of measures, including narrative content, syntax and grammar, as well as amount

of relevant information shared with the listener. Results indicated that children with hearing loss were able to develop narratives similar to peers with typical hearing, although analysis did find poorer development of higher level language skills. A

correlation was also found between the age of identification and narration abilities. The authors conclude that children with a mildto-moderate hearing loss should be monitored and assessed at intervals by a listening and spoken language practitioner. They note, “Problems with higher level language skills can easily go unnoticed, and tasks that tax the child’s language processing skills, such as narratives or expository tasks, should be included during assessment.” Another study, “Use of Differential Reinforcement to Increase Hearing Aid Compliance,” discusses a strategy that encourages hearing aid use among small children, and how the successful use of hearing aids improved speech and language skills (Bass-Ringdahl et al., 2010). The preliminary investigation followed a 5-yearold boy with a bilateral, moderate hearing loss who also had other developmental disabilities that made language acquisition difficult. Researchers used behavioral treatments, including differential reinforcement (where the target response of compliance, i.e. wearing hearing aids, is a result of with-

VOLTA VOICES • M ARCH/ APRIL 201 1

holding a reinforcer) and escape extinction (the inability to escape the stimulus, or immediate reinsertion of the hearing aid), to encourage the boy’s hearing aid use. Treatments appeared to be successful in increasing hearing aid compliance in both the clinical study and during a 1-month follow-up visit. The results should be used as pilot data for a variety of possible studies related to the use of behavioral treatments to increase the use of hearing aids and other sensory enhancement devices. Finally, “Concerns Regarding Directto-Consumer Hearing Aids” summarizes recent research exploring the validity and accuracy of hearing aids purchased through online independent distributors and not a licensed audiologist (Kimball, 2010). The results of each study will surprise you, and parents looking to decrease costs associated with hearing aid use should read the data results before purchasing aids through an online vendor.

Conclusion

References

All these studies, as well as past issues of The Volta Review, are available online at www.agbell.org/TheVoltaReview. You must be logged-in as an AG Bell member to view the archives. Parents of a child newly diagnosed can sign up for a free 6-month membership by clicking the “Free Parent/Family Membership” button on www.agbell.org. Exploring the language development of individuals who are deaf or hard of hearing has never been more important. And while a large number of studies exist that specifically focused on auditoryverbal practice, the results do not provide conclusive evidence of success on a broader level. The editors encourage you and your colleagues to consider contributing to this body of research. The Volta Review website offers a wide variety of resources for those who are interested in developing a research study, but are not sure where to start.

Bass-Ringdahl, S.M., et al. (2010). Use of a differential reinforcement to increase hearing aid compliance: A prelimary investigation. The Volta Review, 110(3), 435-445. Dornan, D., et al. (2010). Is auditory-verbal therapy effective for children with hearing loss? The Volta Review, 110(3), 361-387. Fairgray, E., et al. (2010). Effects of auditory-verbal therapy for school-aged children with hearing loss: An exploratory study. The Volta Review, 110(3), 407-433. Kimball, S.H. (2010). Concerns regarding directto-consumer hearing aid purchasing. The Volta Review, 110(3), 447-457. Joint Committee on Infant Hearing. (2007). Year 2007 position statement: Principles and guidelines for early hearing detection and intervention programs. Pediatrics, 120(4), 898921. Reuterskiöld, C., et al. (2010). Venturing beyond the sentence level: Narrative skills in children with hearing loss. The Volta Review, 110(3), 389-406.

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VOLTA VOICES • MARCH /APRIL 201 1

VOICES FROM AG BELL

Conversations With Alex Graham

ometimes I don’t have to look too far to find an interesting subject for my column in Volta Voices. In December 2010, the position of communications director became vacant at AG Bell. My meetings with many qualified candidates, as you can imagine, resulted in lots of “conversations.” For the first time in a long time we had a number of AG Bell members express interest in the position. These candidates were all talented and enthusiastic. One candidate clearly shined above the rest, and I am excited to introduce Susan Boswell, CAE, as AG Bell’s director of communications and marketing. Susan comes to AG Bell after a lengthy tenure with the American SpeechLanguage-Hearing Association (ASHA; ASHA remains one of our strongest association partners as we advocate for listening and spoken language). Susan is an adult who lives with hearing loss and is a long-time member of AG Bell. She is a communications professional with the right mix of experience, education and passion for our mission. Although you will be hearing much more from Susan in the months ahead, I thought the Conversations column might be a great way to re-introduce her to the AG Bell community as a member of our professional staff team! Alex Graham: How did you get involved in publishing and communications? Susan Boswell: I’ve always enjoyed reading and writing. I spent my teenage years with my nose in a book, wrote poetry and attended creative writing camps in the summer. In college, I majored in mass communication (journalism) and took a lot of courses in art and design, but ultimately found it more practical to pursue a second major in another area of interest, psychology. While in school, I worked

for the student newspaper and wrote a story about cochlear implants, which had just been approved by the U.S. Food and Drug Administration. The story won a student journalism award. I went into the communications field because I enjoy talking to people and listening to them. Except for a brief stint as a newspaper graphic designer, I’ve worked for associations, which has been a great way to combine an interest in publications and communications with background knowledge of other areas. A.G.: What gets you excited about working in the field of association management? S.B.: Association management gives me the opportunity to advance the work of organizations whose missions I truly believe in and support. It gives me the ability to delve into issues of interest and to use that knowledge to benefit the organization’s members. A.G.: As a person with hearing loss, when did you first learn about AG Bell? S.B.: I’ve known about AG Bell for a long time. When I was growing up, a relative had a child who was deaf and I learned of AG Bell through them. As a college student studying journalism, AG Bell helped me get started in the field. At the time there weren’t many journalists who were deaf and I contacted AG Bell seeking a connection to professionals in the field. Staff responded to my letter and put me in contact with members working as journalists, and I was thrilled to correspond with and meet them. It was helpful to discuss the challenges as well as the successful adaptations they’d made. Today, I’m gratified to see AG Bell members

pursuing careers in a wide variety of different professions. A.G.: What do you think is the future for associations like AG Bell? How will they remain relevant? S.B.: The mission of AG Bell has never been more relevant because of advancements in hearing and assistive technology that support the use of listening and spoken language. Technology is also transforming the way in which we communicate. The web, mobile technology, social media and e-readers are changing the way we obtain information and interact with each other. To remain relevant, associations will need to embrace new ways of delivering information and benefits to members through new media, and use social media to build member communities, promote networking and engage volunteers. Web 2.0 tools are also making it easier for associations to remain relevant to their members by having two-way conversations with members and asking them for feedback about what matters most. Associations also will need to keep pace with changes in the job market in a global economy and professional development needs, and develop a market niche to support professionals. Associations will remain relevant because they have an important advocacy role in representing constituents at all levels of government and regulatory agencies, and it will be important for organizations to build coalitions for a larger, stronger voice. A.G.: You are currently in a graduate business program–why business? S.B.: My path to this program was long, but one that may help me relate to AG Bell members. When my children were young, I always wanted to complete a

VOLTA VOICES • M ARCH/ APRIL 201 1

graduate degree when the time was right. I contemplated pursuing a degree in business, fundraising, nonprofit management and teaching and I always valued education and took a lot of continuing professional development courses in different areas. Then I was selected to participate in the Diversity Executive Leadership Program (DELP) through the American Society of Association Executives (ASAE), which provides professional development and networking opportunities for individuals from underrepresented groups in associations, including people with disabilities. This led to earning ASAE’s Certified Association Executive (CAE) credential. Everything fell into place. The time was right to return to the classroom. I sought to build on my knowledge of association management by gaining a broader business background that would allow me to practice mission-based management, the idea that nonprofit organizations should adhere to their mission while

Meet Susan Boswell, CAE Susan Boswell is a long-time member of AG Bell. Most recently, she was assistant managing editor for The ASHA Leader, the newsmagazine of ASHA, and has written extensively about audiology, speech-language pathology and school-based services. Susan received a bachelor’s degree from the University of Wisconsin-Milwaukee with majors in mass communications (journalism) and psychology. She is currently completing a master’s degree in management from College of Notre Dame in Maryland. Boswell was hard of hearing and became deaf as a teenager; she received a cochlear implant in 2002. She lives in Jessup, Md., with her husband Tim Maier, a veteran journalist, and son, a high school junior. Another son attends Western State College of Colorado.

running their organization like a business. This is a growing trend in the association and nonprofit area, and educational institutions are developing programs in response. My current program includes courses in most of the areas I’d once contemplated pursuing.

A.G.: Complete this sentence, “When not at work, I would rather be…” S.B.: …training for my next triathlon, knitting, listening to my oldest son play piano and guitar, watching a film made by my youngest son or just relaxing!

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

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

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VOLTA VOICES • MARCH /APRIL 201 1

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Learning the Language of Elementary Arithmetic

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

his is the third in a series of five articles discussing word problems found in elementary arithmetic. In the first (published in the November/December 2010 edition of Volta Voices), we proposed that learning to solve such problems involves language learning as much as it involves arithmetic. In the second (published in the January/ February 2011 edition of Volta Voices), we focused just on addition word problems. We found lots of variety in the language that they use. We encouraged parents, teachers and therapists to help children in their study of addition by exposing them to a variety of problems and by helping them to model problems, using those models to solve them. In this article we focus on the language of subtraction word problems. As we did for addition, we can categorize them depending on how they are modeled. On that basis we can distinguish four types. The following are examples of each type: ʶʶ Easy Subtraction: Derek had 9 toy cars. He gave 5 of them to Sara. How many toy cars does Derek have left? ʶʶ Hard Subtraction 1: Derek has 9 toy cars. Sara has 5 toy cars. Derek has how many more toy cars than Sara? ʶʶ Hard Subtraction 2: Derek has 9 toy cars. Derek has 5 more toy cars than Sara has. How many toy cars does Sara have? ʶʶ Hard Subtraction 3: Derek has 9 toy cars. Sara has 5 toy cars. How many more toy cars does Sara need to have the same number as Derek? All four of these word problems may be represented by just one equation, 9 - 5 = . But representing their meaning requires four different models. As we noted in the case of addition, learning how to model subtraction word problems is a prerequisite to study the operation of subtraction.

The Easy Subtraction Model

I want to know how many toy cars Derek would have left.

To help a child understand the meaning of the Easy Subtraction example, we can provide actual toy cars (or other objects like pennies or toy blocks). We can help him or her: ʶʶ Step 1: Count out 9 objects (Figure 1a) to represent the 9 toy cars that Derek has. ʶʶ Step 2: Separate out 5 of those 9 objects (Figure 1b) to represent the toy cars that Derek gave to Sara.

Trixie: (She tries to count out 9 of her fingers but has a hard time. She needs her right hand to point to fingers as she counts but then only has the 5 fingers of her left hand available to represent toy cars.)

The child can then use this model to solve the problem by: ʶʶ Step 3: Counting the objects that represent the toy cars that Derek has left (Figure 1c).

       Figure 1a: Derek had 9 toy cars.

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Figure 1b: He gave 5 of them to Sara.

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Figure 1c: How many toy cars does Derek have left?

Here is a typical interaction as parent (Rob) presents child (Trixie) with an Easy Subtraction problem. Trixie is showing Rob her collection of pennies when Rob interrupts her. Rob: I have a problem for you. Suppose that your friend Derek had 9 toy cars. But then Derek gave 5 of his toy cars to Sara.

Rob: Why don’t you use these pennies? Trixie: (She counts out 9 pennies and sets them aside.) 1, 2, 3, 4, 5, 6, 7, 8, 9. What was the question again? Rob: (Pointing to her 9 pennies.) We were pretending that those 9 pennies are Derek’s toy cars. But then he gives 5 of them to Sara. I wanted to know how many toy cars he will have left. Trixie: (She counts out 5 more pennies.) 1, 2, 3, 4, 5. (But now she is confused about what Rob asked her and about what she is supposed to do.) Rob: Wait a second. (He points to the 9 pennies that Trixie has set aside.) These are the 9 toy cars that Derek has, right? (Trixie nods.) And do you remember what happens next? (It is not clear that she does.) (Rob points to her 9 pennies.) He gave 5 of those toy cars to Sara. Trixie: (She counts out 5 pennies, removing each one in turn from the set of 9.) 1, 2, 3, 4, 5. Rob: Do you remember what the question was? Trixie: No. Rob: Derek had 9 toy cars and he gave 5 of them to Sara. How many toy cars does he have left? Trixie: (She counts the remaining pennies.) 1, 2, 3, 4. Rob: So there are 4 toy cars left, right? Trixie: (She nods in agreement.)

VOLTA VOICES • M ARCH/ APRIL 201 1

It is clear that Trixie has several obstacles to overcome. She has trouble remembering all of the information contained in the problem. She tries to use her fingers to represent 9 toy cars, but she needs to have one hand free to point to the objects being counted. Most importantly in terms of language, she fails to understand that the 5 toy cars for Sara come from the 9 toy cars that Derek has.

Other Easy Subtraction Problems Easy Subtraction problems can themselves be divided into several different sub-types. The language of each sub-type is significantly different from the language of all the other sub-types. While space does not permit a discussion of all of the possibilities, the examples below will help you to see the scope.1 ʶʶ Derek had 9 toy cars. He gave some of them to Sara. Now he has 5 left. How many did he give to Sara? ʶʶ Derek had 5 toy cars. Then Sara gave him some more. Now Derek has 9 toy cars. How many toy cars did Sara give him? ʶʶ Derek had some toy cars. Then Sara gave him 5 more. Now Derek has 9 toy cars. How many toy cars did Derek have to start with? ʶʶ Derek has 9 toy cars. Five (5) of those toy cars are red and the rest are green. How many green toy cars does Derek have? Helping children with Easy Subtraction involves helping them with the language of all these different sub-types. You should model each of these problems for yourself to see that they can all be solved using the same model as illustrated in Figure 1 on page 40. (If you are having trouble, here is a hint: start your models by representing Derek’s 9 toy cars.)

Hard Subtraction 1 Model To model the Hard Subtraction 1 problem in the Introduction: ʶʶ Step 1: Count out 9 objects (RED in Figure 2a) to represent Derek’s 9 toy cars. 1 For a more complete analysis of the language of subtraction word problems, visit www.JaneMadell.com and click on the Publications tab.

ʶʶ Step 2: Count out 5 objects (BLUE Figure 2b) to represent Sara’s toy cars. Then solve the problem by: ʶʶ Step 3: Separating out 5 of Derek’s toy cars and matching them with those that Sara has (Figure 2c). ʶʶ Step 4: Counting the extra toy cars that Derek has (Figure 2d).

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Figure 2a: Derek has 9 toy cars (RED).

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Figure 2b: Sara has 5 toy cars (BLUE).

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 Figure 2c: Match 5 of Derek’s toy cars to Sara’s.

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 Figure 2d: Count the extra toy cars that Derek has.

This process may seem difficult to learn. And indeed, while many children learn to model Easy Subtraction without explicit instruction, Hard Subtraction problems really do cause more difficulty. But in this context it is important to remember that if children cannot model a particular type of problem, then they don’t know what problems of that type mean. They may remember subtraction facts (in this case 9 – 5 = 4) and they may even learn to compute (e.g. 365 – 189), but they will forever have difficulty with word

problems and with understanding why the computational procedures work. Here is another example of Hard Subtraction 1: ʶʶ Derek has 9 toy cars. Sara has 5 toy cars. Sara has how many fewer toy cars than Derek? Although the language is different, this problem has exactly the same meaning as the one modeled in Figure 2. Once again you should see that while there may only be four models for subtraction, the language of subtraction word problems is much more varied than that would suggest.

Hard Subtraction 2 and Hard Subtraction 3 Just as with Hard Subtraction 1, the examples of Hard Subtraction 2 and 3 involve the comparison of two sets of toy cars – Derek’s and Sara’s. We encourage you to model each of these problems for yourself. Then use those models to solve them. Doing so will force you to think very carefully about what each of the problems mean. You will see how the models differ from one another and come to a greater appreciation of what children must learn to do.

Summary The language of subtraction word problems is even more diverse than that of addition word problems. But every subtraction word problem that children are likely to see in school can be modeled in one or the other of only four ways. Parents, teachers and listening and spoken language specialists should help children learn to model word problems, just as they help with other language learning. Editor’s Note: Past articles are available at www.JaneMadell.com and on the AG Bell website at www.agbell.org/VoltaVoices. They are also available in Spanish at www.t-oigo.com / También disponible en español en la página web, www.t-oigo.com.

VOLTA VOICES • MARCH /APRIL 201 1

tips for parents

Creating a Grand Summer Language Adventure! By Wendelyn DeMoss, M.S., CCC-SLP, LSLS Cert. AVT

Explore Your Library ʶʶ Sign up for a library card. Sharing books can be the inspiration for new routines and vocabulary, new ways of thinking and for using a creative imagination. ʶʶ Share books to help children make connections with their life experiences. Focus on exploring the pages, identifying pictures and listening to the rhythm of the words. Parents who share books even in infancy prepare their child for reading. ʶʶ School-age listeners focus on expanding their knowledge through books. They learn about the characters and the vocabulary to describe them, and observe how the characters experience life routines and solve problems. Share

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ummer can be a highly anticipated time for families. Routines change with the end of the school year and plans are made for outings away from home. New adventures are just around the corner for parents who have children with hearing loss learning to listen and talk, and as parents we utilize every opportunity to expand and extend a child’s language. Experiences out of the typical routine provide perfect opportunities to develop higher-level language skills. Now is a great time to think about what “grand adventures” are in store for this summer. A grand adventure happens wherever listening and talking occur. Whether you take day trips in your hometown, visit family on a road trip or explore the world by plane, language enrichment can be at the top of the agenda. Here are some ideas to think about for summer escapades the whole family can enjoy.

chapter books aloud and you share an adventure. The following are some suggestions for books your child may be interested in: ʶʶ Early listeners: “Spot Goes to the Beach,” “Spot’s First Picnic,” and “Spot Visits His Grandparents” by Eric Hill; and “Goodnight Gorilla” by Peggy Rathmann. ʶʶ Ages 4-8: “The Night Before Summer Vacation” by Natalie Wing; “The Magic Tree House” series by Mary Pope Osborne; “Arthur’s Family Vacation” by Marc Brown; and “Olivia Takes A Trip” by Ellie O’Ryan. ʶʶ Ages 9-12: “Flat Stanley’s World Wide Adventures” series by Jeff Brown; “Summer of the Monkeys” by Wilson Rawls; “Bridge to

Terabithia” by Katherine Paterson; and “The Voyages of Doctor Doolittle” by Hugh Lofting.

Share a Family Zoo Jaunt ʶʶ Read books about zoo animals you expect to see. What do they eat? How do they sleep or play? ʶʶ Explore the zoo website together. Find zoo-sponsored activities such as observing “behind the scenes” feeding times, animal care classes or special tours. ʶʶ Imagine the day as a safari. A safari vest and hat are perfect for a day of exploring. Pack a zoo map, magnifying glass, binoculars and camera. Prepare a list of animals you might see on a real safari

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Take an Overnight Road-Trip Excursion ʶʶ Prepare a route. Use downloadable apps to find rest areas, restaurants and local attractions. Older children can calculate the mileage for fuel stops and meals, and prepare a budget. Involve your child in trip preparation by going to the gas station for fuel or an oil change. ʶʶ Pack your bag. Expand categorization skills by planning together what you will need. Identify categories of clothing, grooming items, books and toys. Use inference cues to identify items through audition. For example, “You will need a kind of clothing that you wear to bed;” “You will need a kind of grooming item to wash your hair.” ʶʶ Use a blank journal for your child to record new experiences and new words heard in conversation. Attach a pocket to collect souvenirs (napkins, tickets and menus) to talk about when you return. ʶʶ Learn Road Trip Lingo. Expand vocabulary by pre-teaching words that might be experienced on a road trip. Search free stock photo websites for examples: bridge, two-lane, speed limit, billboard, rush hour, no pass zone, guard rail, median, mile marker, exit ramp, construction zone, shoulder, street sign, license plate, deer crossing, turnpike gate, toll booth, shoulder and frontage road. ʶʶ Remember, to a child even a two-hour road trip can seem like an adventure around the world if it is made fun and exciting with games.

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and play “I Spy” at the zoo to see how many you can spy. ʶʶ Create new songs from familiar tunes by substituting animal names and actions. For example: “The tigers at the zoo can growl, growl, growl” to the tune of “Wheels on the Bus.” ʶʶ Photograph the animals and your child in various settings. Use the photos to develop an “experience book.” Save zoo brochures and other treasures to talk about later. Use the experience books to develop narrative skills of describing the trip, recalling the events and retelling the story to family and friends.

Create an Imaginary Vacation ʶʶ Develop imagination and creativity by planning an imaginary trip that engages the whole family. Consider using as your inspiration a chapter book from the “Magic Tree House Series” or another book about an adventurous or famous site. ʶʶ Explore the location website and develop a vocabulary list to include in conversation during the experience. ʶʶ Plan the mode of transportation and book “mock” air, train or ship tickets. ʶʶ Create a passport. Your child can record the information learned and take photos. ʶʶ Plan an agenda of possible attractions. Explore the websites and learn all about them. Download brochures and photos to develop a vacation portfolio for review after the experience.

ʶʶ Make a list of unique items you might need to pack. ʶʶ Investigate the “cuisine” for the region and plan an interesting meal. ʶʶ Download a travel video and create a travel experience in your living room. Invite friends or family to the event. Your child could act as travel guide as you explore the destination together. Serve the planned “cuisine” that you have either prepared or ordered from a local restaurant. Wear your travel clothing and don’t forget the camera!! There are unending possibilities to creating a “Grand Language Adventure” for your child this summer. Memorable experiences can be planned with little cost and the richness of the language outcomes will by your reward. Happy travels!

Hear Our Voices

From Challenged to Charmed By Hayleigh Scott

y name is Hayleigh Scott and I am 11 years old. I am the designer and creator of Hayleigh’s Cherished Charms (www.HayleighsCherishedCharms.com), a business created to make hearing aids fun and fancy and help the people who wear them feel special.

I was born with a hole in my diaphragm that allowed my internal stomach organs to float into my chest, displacing my heart and not allowing room for my lungs to grow. My little body endured surgeries, high frequency oxygen ventilation, 13 days on a heart-lung bypass machine and many medications. The doctors believe one of these life-saving treatments caused my hearing loss. At 18 months, I was diagnosed with a severe-to-profound hearing loss and have worn behind-theear (BTE) hearing aids ever since.

Hidden Help My parents were so thankful that hearing aids existed and worked so well. However, they wanted people to look at me and see me for who I truly am rather than focusing on my hearing loss. So, they made a decision that ultimately led to my business…they hid my hearing aids. They chose flesh-colored hearing aid molds and styled my blond hair to cover my ears. But once I was old enough, I let them know that I had my own ideas!

From the Mouths of Babes At age 5 I was sitting at the kitchen table in my grandparent’s house drawing with my twin sister, Vienna. My mother came in and asked me what I was creating. I said I was drawing pictures of charms for my hearing aids. She listened to me explain that I wanted to make my hearing aids look fancy. I wanted them to stand out and shine!

Scott Family

A Near Death Beginning

(From L to R): AJ, Hayleigh, Vienna and Sarah Scott.

A Business Is Born! My mom and dad didn’t completely understand how what I was drawing would work. But as I grew older, my designs became clearer and I was able to better explain my charms for hearing aids. We contacted a patent attorney, and I made my first presentation. The patent attorney was impressed and told me that he thought I was “on to something!” He helped us apply for a provisional patent, and then later a full patent, for my charms, tube twists and hearing aid scrunchies.

Getting to Work When I first shared my charms with my family and friends, they just loved them. Then strangers began to compliment me and ask how they could have some too. This positive feedback inspired me to open an online store where I not only sell my hearing aid charms, but also make all of my charms into pierced earrings and clip-ons for family and friends. Everyone in my family now works to help run my business,

www.HayleighsCherishedCharms.com (well, everyone except my baby brother). I design and make all the charms. Vienna makes necklaces and Sarah, my younger sister, makes bracelets to go with the charms. My mom and dad help maintain the website and give me advice (that’s what parents do!). Together, we paint displays for audiology offices. I really appreciate when audiologists put out the displays because I know my product is being seen by others with hearing loss.

Running My Business After school, I check and answer my e-mails and fill any orders so my parents can go to the post office before it closes. I believe in getting my customers their orders just as fast as I can! My parents taught me customer service is VERY important. When I package each charm, I write a personal note to my customer. I want them to know I personally made their charm for them and that I appreciate their business. I e-mail the customer the day the order is mailed and send almost all orders within 24 hours of the

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order date. Because I take good care of my customers, I now get many repeat orders. In addition, many new customers tell me they heard about me and my website from one of my current customers or audiologists.

Keeping Fresh and Expanding I update the website frequently. I am constantly checking my supplies to be sure that I have everything listed on the website, and the materials to make new designs. To expand the business, I write to three or four websites, blogs or forums to see if they are

interested in doing business. I have attended audiology conferences, am creating a distribution network throughout the country with audiologists, have been approached by two catalogs and am just now testing Google advertising. Every week my business grows and it is so much fun to come home from school and see orders from my website. It’s like Christmas every day! Over the weekends, I research jewelry supply companies. I am really working hard to make quality products for a very reasonable price. It is important to me that as many children and adults that want hearing aid charms are able to get them without cost being a factor. I also think it is important to give back. Ten percent of every sale goes to hearing research and to schools for the deaf and hard of hearing.

Scott Family

The Best Part

Hayleigh works on combining beads to create hearing aid charms.

I’m often asked what the best part of running a business is and what is the most rewarding. One reward is being able to be really creative. I love looking over a table full of beads and mixing and matching them until I find just the right combination for a charm set. The best part of my business is hearing from the customers. I began a page of photos of customers wearing their charms. It is so wonderful to see their happy faces and to hear their stories. It makes me happy to see other boys and girls, and men and women, decorating

their hearing aids with pride, making them stand out and shine. It makes me feel good to know that a little bit of their joy came from my hard work. I also like it when moms buy a matching set of earrings with their daughter’s hearing aid charms. That’s what my mom and aunt did with me, and it created a special connection between us.

Future Goals I have had a few opportunities to speak at conferences, and I really enjoyed it. I would really love to inspire children of all abilities to expand their dreams and reach for new heights by speaking more and by opening my own store.

Lessons Learned There are so many business lessons I have learned through success and many more from failure; but most importantly I have learned something about myself and other people. I have learned to focus on my strengths and to look at people and see all of them. Every person is unique and special. Celebrate what makes you, you! Hayleigh Scott is an 11-year-old entrepreneur from Hollis, N.H., and the recipient of the Oticon 2010 Focus on People Student Award. To learn more about Hayleigh’s Cherished Charms, visit www.HayleighsCherishedCharms.com or contact Hayleigh at cherishedcharms@gmail.com.

UPCOMING COURSES/EVENTS The University of Southern Mississippi (Hattiesburg, Miss.)

Missing Links in Academics April 7-8, 2011

A phonetic, multisensory approach to teaching language and speech to children with hearing loss, language disorders, severe speech disorders and dyslexia AA/EOE/ADAI

Basic DuBard Association Method® Course June 6-10, 2011

We offer customized programs at your site.

ASHA CEUs available IMSLEC accredited 601.266.5223 www.usm.edu/dubard E-mail: dubard@usm.edu Fan us on Facebook.

UC 63122.5215 8.10

VOLTA VOICES • MARCH /APRIL 201 1

Directory of Services

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

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

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

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

n California Auditory-Verbal Services, 10623 Emerson Bend, Tustin, CA 92782. 714-573-2143 (voice) KarenatAVS@aol.com (email). Karen Rothwell-Vivian, M.S.Ed., M.A., CCC-A, LSLS Certified AuditoryVerbal Therapist (LSLS Cert.AVT). Auditory-Verbal Therapy and audiological consultation for children with hearing loss from infancy. Expertise with hearing aids, cochlear implants, FM systems, and mainstreaming support. Auditory Rehabilitation both pre-lingual and post-lingual hearing loss for children and adults. 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. Auditory-Verbal individual therapy, birth to 21 years.

HEAR to Talk, 547 North June Street, Los Angeles, CA 90004 • 323-464-3040 (voice) • Sylvia@hear2talk. com (e-mail) • www.hear2talk.com • Sylvia Rotfleisch, M.Sc.A., CED, CCC, Certified Auditory-Verbal Therapist®, LSLS Cert. AVT, Licensed Audiologist, 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.

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.

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.

QuickCaption, Inc., 951-779-0787 (voice) • info@ quickcaption@com (email) • www.quickcaption. com (website). QuickCaption proudly offers reliable, high-quality real-time captioning and CART services nationwide, both on site as well as remotely via the Internet. In addition, QuickCaption offers prompt and professional video/media captioning, web stream and podcast captioning, as well as our NEW mobile CART! If it can be captioned, we can caption it! 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, speech-language pathologists, a deaf educator, family consultant, and clinical social worker. Individual, group and parent educational support and programs are designed to meet each family desire for their preference of communication needs. We also provide advanced technology hearing aid fitting and cochlear implant services.

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

n 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.

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 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

n Indiana

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

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

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.

(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.)

Auditory-Verbal Center, Inc - Atlanta, 1901

n Kansas

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

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.

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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.)

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

21215 • (voice) 410-318-6780 • (TTY) 410-318-6758 • (fax) 410-318-6759 • Email: hasa@hasa.org • Website: www.hasa.org. Jill Berie, Educational Director, Olga Polites, Clinical Director, Amanda Nealon, Teacher of the Deaf. 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 year-round. Families are encouraged to apply for scholarships and financial assistance. HASA is a direct service provider, information resource center and advocate for people of all ages who are deaf, hard of hearing or who have speech and language disorders

Directory of Services 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-teacher-education 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 auditoryverbal skills in children who are deaf or hard-of-hearing. Specializing in cochlear implant habilitation and offering a full continuum of inclusionary support models from preschool through high school. Early Intervention services and social/self-advocacy groups for mainstreamed students are offered at our Family Center. Summer programs, inservice training, and consultation available.

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

Rd. 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.

n Minnesota Northern Voices, 1660 W. County Road B, Roseville, MN, 55113-1714, 651-639-2535 (voice), 651-639-1996 (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.

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

Bear Lake, 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 – 601-9225530 (voice), 601-922-5534 (fax) – anne.sullivan@ magnoliaspeechschool.org –Anne Sullivan, M.Ed. Executive Director. Magnolia Speech School serves children with hearing loss and/or severe speech and language disorders. Listening and Spoken Language instruction/therapy is offered to students 0 to 12 in a home based Early Intervention Program (free of charge), in classroom settings and in the Hackett Bower Clinic (full educational audiological services, speech pathology and occupational therapy). Assessments and outpatient therapy are also offered to the community through the Clinic.

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

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

The Moog Center for Deaf Education, 12300

South Forty Drive, St. Louis, MO 63141 • 314-6927172 (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-ofhearing 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) 532-3211 (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.

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

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

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Directory of Services The Ivy Hall Program at Lake Drive, 10 Lake

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

Speech Partners, Inc. 26 West High Street,

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

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

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 through 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.

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n New York Anne Kearney, M.S., LSLS Cert. AVT, CCCSLP, 401 Littleworth Lane, Sea Cliff, Long Island, NY

11579 • 516-671-9057 (voice).

Auditory/Oral School of New York, 2164 Ralph

Avenue & 3321 Avenue “M,” Brooklyn, NY 11234 • 718-531-1800 (voice) • 718-421-5395 (fax) • info@ auditoryoral.org (e-mail) • Pnina Bravmann, Program Director. A premier auditory/oral early intervention and preschool program servicing hearing impaired children and their families. Programs include: StriVright Early Intervention (home-based and center-based), preschool, integrated preschool classes with children with normal hearing, multidisciplinary evaluations, parent support, Auditory-Verbal Therapy, complete audiological services, cochlear implant habilitation, central auditory processing (CAPD) testing and therapy, mainstreaming, ongoing support services following mainstreaming.

Directory of Services Center for Hearing and Communication,

50 Broadway, 6th Floor, New York, NY 10004 • 917 305-7700 (voice) • 917-305-7888 (TTY) • 917-3057999 (fax) • www.CHChearing.org (website). Florida Office: 2900 W. Cypress Creek Road, Suite 3, Ft. Lauderdale, FL 33309 • 954-601-1930 (Voice) • 954-601-1938 (TTY) • 954-601-1399 (Fax). A leading center for hearing and communication services for people of all ages who have a hearing loss as well as children with listening and learning challenges. Our acclaimed services for children include pediatric hearing evaluation and hearing aid fitting; auditoryoral therapy; and the evaluation and treatment of auditory processing disorder (APD). Comprehensive services for all ages include hearing evaluation; hearing aid evaluation, fitting and sales; cochlear implant training; communication therapy; assistive technology consultation; tinnitus treatment, emotional health and wellness; and Mobile Hearing Test Unit. Visit www.CHChearing.org to access our vast library of information about hearing loss and hearing conservation.

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

212/585-3500 (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.

SUMMER 2011 SUMMER CAMPS FOR DEAF, HARD OF HEARING, AND HEARING STUDENTS

KNOWLEDGE FOR COLLEGE

July 10 – July 23 For deaf and hard of hearing college bound 10th – 12th graders This camp prepares students to get into the college of their choice by sharpening their English and math skills and practicing for the ACT exam. Students will also learn how personality type influences study habits. In the evenings and on weekends, students will explore Washington, D.C.

IMMERSE INTO ASL!

July 10 – July 23 For deaf, hard of hearing, and hearing 10th – 12th graders Immerse into ASL! is for deaf, hard of hearing, and hearing high school students who have little or no knowledge of ASL.

LIFE AFTER HIGH SCHOOL

July 16 – July 23 For deaf and hard of hearing college bound 10th – 12th graders In this camp students will investigate college majors and careers by examining majors with the help of faculty in those departments and visiting Gallaudet alumni at work sites in the D.C. area. In the evenings and on weekends, students will explore Washington, D.C. FOR MORE INFORMATION, CONTACT SUMMER PROGRAMS: VP : 202-250-2160 | Voice: 202-448-7272 | summer@gallaudet.edu

Texas School for the Deaf, Austin, TX y Volleyball Setters/Hitters Camp June 16 - June 18 Grades 9 to 12 y Volleyball Fundamental Camp June 18 – June 23 Ages 10 to 18 California School for the Deaf, y Girls’ Basketball Camp Fremont, CA June 23 – June 28 y Volleyball Team Camp Ages 12 to 18 July 11 – 14 For high school varsity teams y Boys’ Basketball Camp June 27 – July 2 with 8 to 10 players Ages 12 to 18

SPORTS CAMPS

Gallaudet University y Football Camp June 27 – June 30 Grades 7 to 12

youthprograms.gallaudet.edu

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

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

New York Eye & Ear Cochlear Implant And Hearing & Learning Centers, 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).

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.

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The Children’s Hearing Institute, 380 Second 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.

n North Carolina BEGINNINGS For Parents of Children Who Are Deaf or Hard of Hearing, Inc., 302 Jefferson

Street, Suite 110, PO Box 17646, Raleigh, NC 27605, 919-715-4092 (voice) – 919-715-4093 (fax) – Raleigh@ ncbegin.org (email). Joni Alberg, Executive Director. BEGINNINGS provides emotional support, unbiased information, and technical assistance to parents of children who are deaf or hard of hearing, deaf parents with hearing children, and professionals serving those families. BEGINNINGS assists parents of children from birth through age 21 by providing information and support that will empower them as informed decision makers, helping them access the services they need for their child, and promoting the importance of early intervention and other educational programs. BEGINNINGS believes that given accurate, objective information about hearing loss, parents can make sound decisions for their child about educational placement, communication methodology, and related service needs.

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

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

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

5475 Brand Road, Dublin, OH 43017 • 614-598-7335 (voice) • auditoryoral@columbus.rr.com (email) • http:// auditoryoral.googlepages.com (website). AOCC is a nonprofit 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) • 440-9957305 (fax) • www.mayfieldschools.org • Louis A. Kindervater, Principal. Auditory/oral program with a ful continuum of services, birth to 22 years of age. Serving 31 public school districts in northeast Ohio. Early intervention; preschool with typically developing peers; parent support; individual speech, language, and listening therapy; audiological services; cochlear implant habilitation; and mainstreaming in the general education classrooms of Mayfield City School District.

Ohio Valley Voices, 6642 Branch Hill Guinea Pike,

Loveland, OH 45140513-791-1458 (voice) • 513-7914326 (fax) • mainoffice@ohiovalleyvoices.org (e-mail) www.ohiovalleyvoices.org (website). Ohio Valley Voices teaches children who are deaf and hard of hearing how to listen and speak. The vast majority of our students utilize cochlear implants to give them access to sound, which in turn, allows them to learn and speak when combined with intensive speech therapy. We offer birthto-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.

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

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

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.

Directory of Services n Pennsylvania

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

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

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

3405 Civic Center Boulevard, Philadelphia 19104 • (800) 551-5480 (voice) • (215) 590-5641 (fax) • www.chop.edu/ccc (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.

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).

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.

The Road to Better Hearing

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VOLTA VOICES • M ARCH/ APRIL 201 1

Directory of Services Western Pennsylvania School for the Deaf,

300 East Swissvale Avenue, Pittsburgh, PA 15218 • 412244-4207 (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 (803-777-1698), Nikki Herrod-Burrows (803777-2669), 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, SD 57103 - 605367-5200, ext 103 (V/TTY) - 605-36705209 (Fax) www.sdsd@sdbor.edu (website). Marjorie Kaiser, Ed.D., Superintendent. South Dakota School for the Deaf (SDSD) serves children with hearing loss by offering the Bilingual Program located in the Harrisburg Public Schools, 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 twelth 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.

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

Tower, 1215 21st Avenue South, Nashville, TN 372328718 • 615-936-5000 (voice) • 615-936-1225 (fax) • nccdfc@vanderbilt.edu (email) • www.mc.vanderbilt. edu/VanderbiltBillWilkersonCenter (web). Tamala Bradham, Ph.D., Director. The NCCDFC Service Division is an auditory learning program serving children with hearing loss from birth through 21 years. Services include educational services at the Mama Lere Hearing School at Vanderbilt as well as audiological and speech-language pathology services. Specifically, the Service Division includes audiological evaluations, hearing aid services, cochlear implant evaluations and programming, speech, language, and listening therapy, educational assessments, 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, AuditoryVerbal therapy, aural(re) habilitation; family support services. All services offered on sliding fee scale and many services offered in Spanish.

Denise A. Gage, MA, CCC, LSLS Cert. AVT - Certified Auditory-Verbal Therapist, Speech-Language Pathologist - 3111 West

Arkansas Lane, Arlington, TX 76016-0378 - 817-4600378 (voice) - 817-469-1195 (fax) - denise@denisegage. com (email) - www.denisegage.com (website). Over twenty-five 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-theart 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 at Utah State University,

1000 Old Main Hill, Logan, UT 84322-1000 · 435-797- 9235 (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 SpeechLanguage 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.

Advance Your Career as a Certified Listening and Spoken Language Specialist The AG Bell Academy for Listening and Spoken Language offers an expanded certification program for professionals interested in becoming a Listening and Spoken Language Specialist Certified Auditory-Verbal Educator or Therapist (LSLS Cert. AVEd or LSLS Cert. AVT). The demand for Listening and Spoken Language Specialists has never been higher. Due to advances in hearing technology and early hearing detection and intervention legislation, there is a critical need for credentialed professionals to help the increasing numbers of families who are choosing listening and spoken language for their children who are deaf or hard of hearing. • Propel your career by expanding the skills, expertise and education critical to your professional success and to the ever-changing needs of the LSLS profession. • Demonstrate to families and employers that you have met the highest level of qualifications available in the field. • Join the community of your certified peers on our registry of credentialed professionals allowing employers and families to contact you directly.

NEW!

Continuing Education Credits As a LSLS Cert. AVEd or LSLS Cert. AVT or professionals seeking certification, your continuous professional development is driven by the dynamic field of hearing loss. The Academy provides approval of continuing education (CE) credits to a wide range of workshops, conferences, seminars and courses. Information about these exciting new programs is available at www.agbellacademy.org/ professional-edu.htm.

“I encourage all professionals in the fields of speech-language pathology, audiology and education of children with hearing loss to pursue this important certification. LSLS is the standard parents of children with hearing loss look for when selecting spoken language specialists.” – Donald M. Goldberg, Ph.D., LSLS Cert. AVT, President, AG Bell Academy

Advance Your Career. Pursue LSLS Certification Today. To Learn More: www.agbellacademy.org

Directory of Services Utah Schools for the Deaf and the Blind (USDB), 742 Harrison Boulevard, Ogden UT 84404

- 801-629-4712 (voice) 801-629-4701 (TTY) - www. udsb.org (website). 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 Wisconsin

I NTERNATIONAL

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

n Australia

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 longdistance 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.

The Shepherd Centre, 391-401 Abercrombie

Street, Darlington, NSW, Australia 2012 • (voice) 61 2 9351 7888 • (TTY) 61 2 9351 7881 • (website) www. shepherdcentre.com.au. Helping children who are deaf and hearing impaired and their families since 1970. An early intervention and cochlear implant program for families of children between birth-6yrs with all levels of hearing loss to develop spoken language working with a team of Auditory-Verbal Therapists, Audiologists, and Family Therapists. Centre based one-on-one sessions, preschool and child care visits, home visits, babies, toddler and school readiness group sessions, playgroup, parent information sessions, standardized/formal speech and language assessments, professional seminar series, New Families programs, internal and external AVT mentoring programs, Cochlear Implant program in conjunction with the Sydney Children’s Hospital. Intensive workshop programs and distance services for families from regional Australia and overseas.

Consonants are more important than vowels. Consonants are more important than vowels.

Consonants are more important than vowels.

Consonants are more important than vowels. For understanding speech (and for speech development), consonants play a huge role, and as it turns out, consonants are high frequency sounds. Moisture on a microphone and/or receiver damps high frequency sounds. If there were a product that could help restore high frequencies by removing that moisture, wouldn’t you want your child to have that benefit? The good news is that there IS such a product, and it’s called Dry & Store.® Used regularly, Dry & Store removes damaging moisture, so your child’s hearing instruments operate at peak performance, every day. Plus, it’s the only drying appliance that also kills germs that reside on hearing instruments. Learn more at www.dryandstore.com or by calling Ear Technology at 1-888-327-1299.

Remember: Consonants are more important than vowels. Remember: Dry & Store®. Better hearing through better hearing aid care. VOLTA VOICES • MARCH /APRIL 201 1

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

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

University of Newcastle, Graduate School.

GradSchool, Services Building, University of Newcastle, Callaghan, NSW, 2308, Australia • 61-249218856 (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.

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

Chalton Street, Euston, London NW1 1JF, England • 0114-207-383-3834 (voice) • 0114-207-383-3099 (fax) • info@speechlang.org.uk (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. • AuditoryVerbal Therapy is also provided by a LSLS Cert. AVT.

List of Advertisers Auditory-Verbal Center, Inc. (Atlanta)..................................................................6 Central Institute for the Deaf............................................................................. 36 Clarke Schools for Hearing and Speech.......................................................... 39 DuBard School for Language Disorders.......................................................... 45 Ear Technology Corporation..............................................................................55 Expanding Children’s Hearing Opportunities - Carle Foundation Hospital.....11 Gallaudet University...........................................................................................50 Harris Communications.....................................................................................52 Illinois State University.........................................................................................5 Jean Weingarten School....................................................................................27 John Tracy Clinic................................................................................................32 Moog Center for Deaf Education................................................................15, 28 National Cued Speech Association.................................................................. 43 National Technical Institute for the Deaf/RIT.....................................................17 Oticon Pediatrics..................................................................... Inside Front Cover St. Joseph Institute for the Deaf................................................................. 35, 49 Silent Call........................................................................................................... 33 Sorenson Communications...............................................................................37 Sound Aid Hearing Aid Warranties....................................................................20 Sprint Captel.......................................................................................................16 Sunshine Cottage School for the Deaf..............................................................21 Tucker-Maxon Oral School..................................................................................7 AG Bell - 2011 LSL Symposium...........................................................................4 AG Bell – Academy for Listening & Spoken Language.................................... 54 AG Bell – Bookstore...........................................................................................25 AG Bell - Financial Aid and Scholarship Programs...........................................29 AG Bell - LSL Practice Exam.................................................. Inside Back Cover AG Bell - Parent Advocacy Training................................................... Back Cover

VOLTA VOICES • M ARCH/ APRIL 201 1

The AG Bell Academy for Listening and Spoken Language Proudly Introduces

The LSLS Practice Exam CONTENT

VALUE

•

29 multiple choice questions based

provide you familiarity with the types of questions and format of the LSLS

for LSLS certification.

certification exam.

Structured to closely mirror the distribution of questions per domain as found on the LSLS certification exam.

•

The first and only practice exam of its kind, this preparation tool will

on the nine domains of knowledge

•

The practice exam costs $50 USD, includes 3 attempts per year and randomizes the questions and answer options on each attempt.

•

Results are reported immediately and provide:

• The number of questions answered correctly within each of the

Questions contained on the practice exam reflect the style of questions

nine domains of knowledge.

• An overall report of each practice question stating the domain, the

you may encounter on the LSLS certification exam*.

answer you selected and the alternate answers to the question.

•

A copy of your results report is also emailed directly to you so that areas of strength and weakness can be referenced, if desired, for further LSLS certification exam preparation.

Visit www.agbellacademy.org Today to Access the Practice Exam

TEL 202.337.5220 • TTY 202.337.5221 • w w w . a g b e l l a c a d e m y. o r g *Taking the LSLS practice exam will not provide the user with an indication of their overall preparedness for the LSLS certification exam, nor does it guarantee better performance on the LSLS certification exam for those who take it.

Parent advocacy training

Know your rights

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AG Bell’s acclaimed Parent Advocacy Training program is now available free online! More than 700 parents have successfully completed AG Bell’s Parent Advocacy Training (P.A.T.) program. P.A.T. gives parents the tools they need to successfully advocate for their child and make sure his or her educational needs are met. After completing the P.A.T. program, parents will have a basic understanding of education law and how to negotiate appropriate applications to help develop an effective Individualized Education Program (IEP) plan. P.A.T. also features demonstrations on how IEP meetings are conducted, and provides examples of effective negotiation strategies. Join the hundreds of parents of children who are deaf or hard of hearing who have completed P.A.T. and make sure you know your rights when working with your child’s school district so that everyone comes out a winner – especially your child.

• • • •

Know the Law Know Your Rights Under the Law Know How to Use the Law to Advocate for Your Child’s Educational Needs Know How to Secure Ongoing Support and Services for Your Child

P.A.T. is a free service offered by AG Bell and made possible by the generous support of the Oticon Foundation.

To access P.A.T., visit www.agbell.org. Registration is required.