Volta Voices May-June 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

May/June 2011

A Guide for New Parents of Children with Hearing Loss W W W. AGBELL .ORG â&#x20AC;˘ VOL 18, ISSUE 3

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FM for Real Life – The new Amigo T30/T31

Ask teachers and audiologists what they expect from FM systems and two words are likely to pop up: Simplicity and Reliability. Ask students the same question and they might reply, “hear the teacher clearly”. Amigo T30 and T31 FM educational transmitters offer these benefits and more:

Keeping it simple – In-the-palm fitting and programming makes PC’s and cables redundant Hearing more speech – Broad 8.5 kHz bandwidth provides more high frequency speech cues Inspiring confidence – LEDs in the receiver and transmitter provide quick status updates Built to last – Robust construction withstands real life school settings For more information visit www.amigofm.com or contact your local hearing healthcare professional.

Amigo – FM made friendly!

May/June 2011 VOLUME 18 ISSUE 3

VOICES V

Departments

Features

Voices from AG Bell

“Dear Parent”

Navigating the Emotional Impact of Diagnosis

3 Our Commitment to Families 44 Conversations with Alex Graham

By Corrine Altman

By Karen Martin, Ph.D., and Kathryn Ritter, Ph.D., LSLS Cert. AVT

Hear Our Voices

VERSIÓN EN ESPAÑOL

42 I’m OK, and Your Child Will Be Too Learning the Language of Elementary Arithmetic

Navegar a través del impacto emocional del diagnóstico

Por Karen Martin, Ph.D., y Kathryn Ritter, Ph.D., LSLS Cert. AVT

46 Multiplication

In Every Issue 2

Want to Write for Volta Voices?

Editor’s Note

voices Contributors

Soundbites

Directory of Services

List of Advertisers

Why Early Audition Is Important

Are You Insured? An Insurance Guide for Parents of Children Newly Identified with Hearing Loss, Part 1

By Melody Felzien

By Tiffani Hill-Patterson

How to Organize for Success

Harry Potter and Hearing Loss: A Whimsical Look at Similarities and Successes

By Susan Boswell, CAE, and Elizabeth Reed-Martinez

By Karen L. Anderson, Ph.D.

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: Parents of children newly diagnosed with hearing loss will need information and support as they make decisions regarding their child’s communication options. Credit: Shutterstock.

VOICES FROM AG BELL

Our Commitment to Families

his very special edition of Volta Voices is dedicated to parents. Parents who have just learned their child is deaf or hard of hearing, and parents who are making listening and spoken language possible for their child each and every day. AG Bell has made a firm commitment to support parents and families of children and teens with hearing loss. Through its many youth and family programs, the biennial convention, and resources and information, the association has supported those who choose a listening and spoken language outcome. Highlighted here are just a few of the programs and resources AG Bell provides to support parents, families and individuals with hearing loss. Financial Aid and College Scholarship Programs – AG Bell offers financial aid support to a wide range of infants, children, teens and young adults. The scholarships provide financial support for new parents struggling to give their child the services he or she needs to develop listening and spoken language skills; support for children developing skills in the arts and sciences arenas; support for children whose families are seeking education in a setting that supports their language goals; and college financial aid for teens and young adults seeking post-secondary education. Here are just a couple of comments from financial aid recipients: “As hearing parents of a child with hearing loss, we are so grateful that organizations like AG Bell exist. You have provided us with informational resources, links to other parents who have children with hearing loss, and much-needed and appreciated financial assistance. All of this has helped make our daughter who she is today. We cannot thank you enough. You really do make a difference!” “We were thrilled to receive an award from the Parent-Infant Financial Aid

VOLTA VOICES • MAY / JU NE 201 1

program for our son. It was an honor and such a gift to be a recipient. As I write this, we are celebrating two years of hearing for our son and the dream of our son hearing and speaking. Through AG Bell’s generous contribution, we were able to continue to provide him with opportunities to achieve spoken language.” Parent Advocacy Training – The Parent Advocacy Training (P.A.T.) program is an online course for parents who wish to become stronger advocates for their children living with hearing loss. The course, available for free at www.agbell.org in both English and Spanish, is designed to help parents build the knowledge and confidence they need to negotiate and advocate on behalf of their child with his or her school district, and provides an understanding of the legal framework to better prepare parents for the process for creating the Individualized Education Program (IEP), their rights under the Individuals with Disabilities Education Act (IDEA), and the school district’s rights and responsibilities. AG Bell Biennial Convention – At no other place will you find a unique blend of families, professionals and individuals with hearing loss who listen and talk. This special event occurs every other year and allows AG Bell members to meet and learn from one another in a collaborative setting. As one new parent noted about her experience at the biennial convention, “I wanted my children with hearing loss, along with my son who has typical hearing, to see that life can be very normal for those who are deaf and hard of hearing. I wanted them to see that we are not the only family in our situation. It was an opportunity for all of us to bond as a family with other families and gather information to use for a lifetime.” Listening and Spoken Language Specialists (LSLS) – Through the AG

Bell Academy for Listening and Spoken Language, AG Bell is committed to providing an avenue that ensures the highest quality professionals for children who are deaf or hard of hearing and learning to listen and talk. The LSLS certification program provides a standard of excellence that parents can rely on when seeking a professional to help their child, and the designation can be seen as a consumer guarantee that with a LSLS, your child will be successful in developing listening and spoken language. To locate a LSLS in your area, visit www.agbellacademy.org. Leadership Opportunities for Teens – The Leadership Opportunities for Teens (LOFT) program is one of AG Bell’s most acclaimed programs. LOFT is a great opportunity for high school and college-bound teens interested in a leadership experience away from home and with their peers. The program helps teens develop leadership, teamwork, public speaking and self-advocacy skills as well as understand group dynamics and communication. Here’s how one LOFT participant explained his experience: “LOFT went way above and beyond my initial expectations. It was more than a leadership opportunity; it was something that changed my life. It helped me see the world in a new perspective, and gave me the ability to see myself in a new light.” The AG Bell Knowledge Center – AG Bell is currently developing a comprehensive Listening and Spoken Language Knowledge Center. This online tool, which will replace the current AG Bell website, will be an everyday resource for families seeking a listening and spoken language outcome. The Knowledge Center promises to deliver comprehensive, accurate and useful information to families throughout their journey, no matter what age or stage their child is in currently. Stay tuned to

VOICES FROM AG BELL www.agbell.org for more information about this exciting new resource. AG Bell also offers a wide range of publications (Volta Voices, The Volta Review and AG Bell Update), information about programs and opportunities for children with hearing loss (through www.agbell.org), and local support systems (through AG Bell state Chapters and social networking) that provide guidance, resources and support. Parents can be assured that AG Bell will be here to answer questions and lend a kind ear. As an educator, I see how hard parents work to make sure their child has the same opportunities and successes as children with typical hearing. One of my teachers relayed this story to me: “During speech therapy, I began teaching my students about the technology available to transmit sound directly to their cochlear implants or hearing aids. Each student had an opportunity to listen to music from an iPod through a personal audio cable and, based on their facial expressions, each student must have thoroughly

enjoyed the experience. The very next day, one family sent me their daughter’s cochlear implant brochure with circles around a variety of accessories. (There are a multitude of accessories available to hearing aid and cochlear implant users and, like most accessories, not all of them come with the initial purchase.) A note was attached asking me which accessory was necessary so their child could listen to music at home like she did in school. My immediate thought was to write back explaining that this was not a necessary purchase, but an option for the future, and that their daughter was more than welcome to borrow the cable while she was at school. But before I had an opportunity to write that note, the parents placed the order and the cable was on its way. They wanted their child to have an opportunity to listen to music just like her peers with typical hearing because their daughter’s experience was much more valuable than the cost. This student now uses her cable to listen to music, and she is learning to follow along with lyrics, identify musical instru-

ments, and discriminate between different types of music.” We are always interested in hearing more about what you as parents want and need. I encourage you to contact me at ktreni@agbell.org with your ideas and suggestions. Sincerely,

Kathleen Treni President QUESTIONS? C O MMEN T S ? C O N C ERN S ? Write to us: AG Bell 3417 Volta Place, NW Washington, DC 20007 Or email us: editor@agbell.org Or online: 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 • M AY / JU NE 201 1

EDITOR’S NOTE

“New” Parent Guide

his special edition of Volta Voices is for parents who have just found out their child is deaf or hard of hearing. We want to provide these parents with the information and resources they need to make critical decisions about communication choices, provide a comprehensive overview on the benefits of listening and spoken language, and provide a guide for future considerations and decisions parents will have to make. We begin this issue with a “Dear Parent” letter from a long-time member and parent of two adults with hearing loss who listen and talk. This letter provides practical advice and strategies for navigating the world of hearing loss and, if chosen, listening and spoken language. Next, “Navigating the Emotional Impact of Hearing Loss” addresses the wide range of emotions parents may face when they receive the diagnosis, and provides a model for working through those emotions. “Why Early Audition Is Important” is an overview of how we hear and how a hearing loss effects the typical process of auditory development. Experts also discuss how

parents who choose listening and spoken language for their child with hearing loss can use technology and qualified early intervention providers to engage auditory development for their child. “Are You Insured?” is the first part of a two-part, comprehensive overview of the ins-and-outs of insurance coverage, and discusses what parents need to learn and where to find additional sources of funding. A must-read for every parent, “How to Organize for Success” is a compilation of advice, tactics and strategies other parents of children with hearing loss have employed to stay organized while helping their child develop listening and spoken language. This article also contains sample forms and guides. “Harry Potter and Hearing Loss” is a fun and easy-to-understand comparison of the pop culture icon and the process of developing listening and spoken language. Finally, “Hear Our Voices” is a letter from a teen with hearing loss who uses listening and spoken language. Reading her story can ensure parents that their child will be okay too. This issue also includes two regular columns. In “Learning the Language of

Elementary Arithmetic,” the authors discuss how to teach your child the language of multiplication word problems. In “Conversations,” read about a recent trip to Camelot Elementary School in Annandale, Va. This issue is very important to AG Bell, and much of this content is available on the AG Bell website at www.agbell.org. It is my hope that parents receiving this information will visit the website to learn more about the listening and spoken language option and how AG Bell can offer support. You may also consider becoming a member or encouraging parents to try AG Bell’s free six-month trial membership. 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

THEY can learn… YOU can teach them. Let us show you how.

•

Check out upcoming courses at www.usm.edu/dubard.

VOLTA VOICES • MAY / JU NE 201 1

AA/EOE/ADAI

On-site training offered IMSLEC accredited • Graduate credit and CEUs available •

UC 64059.5215 1.11

Professional Development programs that create success for students with severe to profound hearing loss and/or language-speech disorders, including apraxia, dyslexia-learning disabilities and related disorders

Voices contributors Corrine Altman, author of “Dear Parent,” is a member of the AG Bell Board of Directors and co-president of the AG Bell Nevada Chapter. She and her husband, Arnie, own Rainbow Media Productions, Inc., a video production, photography and event coordination company in Las Vegas, Nev. She is the mother of five children; her eldest two, now adults, were born profoundly deaf and learned to listen and talk. Altman was instrumental in the passage of newborn hearing screening legislation in Nevada, which took effect in 2002. Since 2006, along with a team of volunteers, she revived the AG Bell Nevada Chapter. With the guidance of the John Tracy Clinic, Altman runs a monthly support group for parents of children with hearing loss. She can be reached at corrinealtman@embarqmail.com. Karen L. Anderson, Ph.D., author of “Harry Potter and Hearing Loss” spent many years as an educational audiologist. She was a lead coordinator of the Florida early hearing detection and intervention program where she developed the early intervention component for families of infants and toddlers with hearing loss. She is co-author of “Building Skills for Success in

the Fast-Paced Classroom: Optimizing Achievement for Students with Hearing Loss,” to be published by Butte in fall 2011. Dr. Anderson is widely known as the author or co-author of test materials, such as the SIFTER, ELF, CHILD and LIFE. Many support materials can be found on her website at www.kandersonaudconsulting.com. Susan Boswell, CAE, co-author of “How to Organize for Success,” is the director of communications and marketing for AG Bell and a long-time member. Most recently, she was assistant managing editor for The ASHA Leader, the news-magazine of American Speech-Language-Hearing Association (ASHA). Boswell received a bachelor’s degree from the University of Wisconsin-Milwaukee with majors in mass communications (journalism) and psychology. Boswell was hard of hearing and became deaf as a teenager; she received a cochlear implant in 2002. She can be contacted at sboswell@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. Tiffani Hill-Patterson, author of “Are You Insured? A Guide for Parents of Children Newly Diagnosed with Hearing Loss,” writes about health, parenting, fitness and pop culture. She is author of “Sound Check Mama,” a blog about sports, music and raising a daughter with hearing loss. She can be contacted at patterson1723@mac.com or http://tiffanihillpatterson.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 as well as numerous book chapters and journal articles. She can be contacted at jane@janemadell.com. Rob Madell, Ph.D., co-author 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, and taught in an elementary school in New York City for 10 years before

VOLTA VOICES • M AY / JU NE 201 1

Voices contributors 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. Karen Martin, Ph.D., co-author of “Navigating the Emotional Impact of Hearing Loss,” is a former psychiatric nurse and the author of “When a Baby Dies of SIDS” as well as a retired grief consultant and instructor at the University of Alberta in Edmonton, Alberta, Canada. She taught numerous courses including the Sociology of the Family; Death, Dying, and Bereavement; and Mental Illness. She can be contacted at kkmartin48@gmail.com.

VOLTA VOICES • MAY / JU NE 201 1

Elizabeth ReedMartinez, co-author of “How to Organize for Success,” is the director of association relations and administration for AG Bell. Before joining AG Bell in 2009, Reed-Martinez was responsible for developing and implementing e-learning programs for the Society of Human Resource Management. She holds a B.S. in Business Administration from Bay Path College and an M.A. in Human Resource Development and Training from The George Washington University.

Kathryn Ritter, Ph.D., LSLS Cert. AVT, co-author of “Navigating the Emotional Impact of Hearing Loss,” is a Listening and Spoken Language Specialist auditory-verbal therapist who has worked with infants with hearing loss and their families at Glenrose Rehabilitation Hospital in Edmonton, Alberta, Canada, since 1975. She is also an adjunct associate professor in the Faculty of Rehabilitation Medicine at the University of Alberta. She has made more than 60 presentations at local, national and international conferences related to hearing (re)habilitation, child development and program evaluation. She has authored or co-authored two book chapters and 14 publications in refereed journals.

SOUND NEWS BITES

AG Bell

Bringing Listening and Spoken Language to Japan On Feb. 24, 2011, AG Bell hosted a visit from Dr. Kimihito Harada, senior chief researcher for the National Institute of Special Needs Education (NISE) in Japan, and Donna Sorkin, vice president for consumer affairs of Cochlear Americas. NISE conducts research to improve the quality of education for children with disabilities in Japan and to develop specialized programs for teacher training. Dr. Harada, whose research focuses on the education of children who are deaf and hard of hearing, gathered information about early intervention for children with cochlear implants, professional development and certification, and auditory-verbal therapy.

From L-R: Donna Sorkin, vice president for consumer affairs of Cochlear Americas; Dr. Kimihito Harada, senior chief researcher for NISE; and Alexander T. Graham, executive director of AG Bell.

Your One-Stop Shop for Listening and Spoken Language Materials The AG Bell Bookstore is pleased to introduce new material for listening and spoken language practitioners.

These titles support best practices in promoting spoken language acquisition, literacy skills and social development in children and adults who are deaf and hard of hearing. • Auditory-Verbal Practice: Towards a Family Centered Approach edited by Ellen Rhoades, Ed.S., LSLS Cert. AVT, and Jill Duncan, Ph.D., LSLS Cert. AVT • Children with Hearing Loss: Developing Listening and Talking, Birth to Six (2nd Edition) By Elizabeth Cole, Ed.D., CCC-A, LSLS Cert. AVT, and Carol Flexer, Ph.D., LSLS Cert. AVT • Helping Deaf and Hard of Hearing Students to Use Spoken Language by Susan Easterbrooks, Ph.D., and Ellen Estes, M.S., LSLS Cert. AVEd • Literacy and Deafness: Listening and Spoken Language by Lyn Robertson, Ph.D. • Pediatric Audiology: Diagnosis, Technology and Management edited by Jane Madell, Ph.D., CCC-A/SLP, LSLS Cert. AVT, and Carol Flexer, Ph.D., LSLS Cert. AVT • Pediatric Audiology Casebook edited by Jane Madell, Ph.D., CCC-A/SLP, LSLS Cert. AVT, and Carol Flexer, Ph.D., LSLS Cert. AVT For more information, visit the AG Bell Bookstore today at www.agbell.org/bookstore.

CDC 2008 Annual EHDI Data Now Available The 2008 Centers for Disease Control and Prevention (CDC) state-bystate summaries for Early Hearing Detection and Intervention (EHDI) data are now available online at

www.cdc.gov/ncbddd/hearingloss/ ehdi-data2008.html. The 2008 reports include some new summary reports as compared to previous years. The summary of the type/ severity of hearing loss and demographic data are forthcoming. If you have any questions about this data, e-mail the CDC EHDI program at ehdi@cdc.gov.

Regal Cinemas Pledges Full Nationwide Movie Captioning Regal Cinemas, the nation’s largest movie-theater chain, has committed to providing the necessary equipment to display closed captions for all showings of movies for which captions are available. The pledge comes as Regal upgrades its firstrun movie theaters to digital projections. Closed captions are visible only to patrons who request and use a viewing device. Because closed captioning does not interfere with the movie-going experience of others, the theaters are willing to engage the captions for all showings.

People In the News AG Bell congratulates AG Bell Member and Editor of The Volta Review Joseph Smaldino, Ph.D., on receiving the American Academy of Audiology Larry Mauldin Award. The award honors individuals who have demonstrated dedication to education and professionalism in the hearing care industry and who give back to the profession, the community and those with hearing loss.

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BITES Information about Summer Camps Attention all parents! AG Bell has created an online guide to summer camps and programs for children who are deaf and hard of hearing. Choosing a summer camp program for a child involves some important research. Because the camp experience may have a significant impact on a child’s life, it’s important for parents to learn how to choose a camp wisely. A recent AG Bell parent survey returned important information for families who are choosing a summer camp for their child with hearing loss. Topics include educating the camp about the child’s hearing loss and needs, empowering the child to advocate for themselves and embrace the experience, enjoying the break that summer camp brings, and camp recommendations. Visit www.agbell.org to learn more about summer camp options for children who are deaf or hard of hearing. NIH Grant Enables Cochlear Implant Innovation Many cochlear implant users may soon be able to modify the settings of their hearing devices using a smartphone interface to adjust settings for different locations, such as a library or busy restaurant. Ten health care and research facilities across the United States are slated to participate in clinical trials of the technology, pending U.S. Food and Drug Administration approval. The technology centers on creating an interface between mobile devices and FDA-approved cochlear implants manufactured by Cochlear Ltd. Additional information can be found at www.utdallas.edu/~loizou/cimplants.

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New Service Offers Mobile Captions A new service, Mobile Captions Service, is now being offered in select U.S. cities and states. Mobile Captions Service has been specifically designed for people who want to use their hearing to the extent possible, speak for themselves and be able to read real-time captions of their cell conversations. For additional information, visit www.mobilecaptions.com.

http://archotol.ama-assn.org/cgi/ content/abstract/137/1/47. CMV is a common virus that usually causes a harmless infection. However, when contracted by a mother during pregnancy, there is a 33 percent chance the virus will be passed on to the baby. To learn more, visit www.cdc.gov.cmv.

Study Links CMV to Hearing Loss Research published by the Archives of Otolaryngology-Head and Neck Surgery has linked hearing loss to cytomegalovirus (CMV). While past studies have linked hearing loss and CMV, “Congenital Cytomegalovirus Infection in Pediatric Hearing Loss” looked at children already diagnosed with hearing loss to determine if it was caused by the virus. According to the researchers, knowing how CMV causes hearing loss is important to developing an effective treatment. To read the study, visit

Research Reveals Function of Molecular Mechanism for Deafness New research from the University of Sheffield has revealed that the molecular mechanism underlying deafness is caused by a mutation of a specific microRNA called miR-96. The discovery could provide the basis for treating progressive hearing loss and deafness. The research team discovered that the mutation in miR-96 prevents development of the auditory sensory hair cells. Since the mutation in miR-96 is known to cause human deafness and microRNA molecules

Compiled by: Melody Felzien

SOUND BITES can be targeted by drugs, the work also raises new opportunities for developing treatments for hearing loss. The research was published Jan. 18, 2011, in the Proceedings of the National Academy of Sciences.

Study Explores Variables That Influence Speech Intelligibility A new study, “Relationship Between Age of Hearing-Loss Onset, Hearing-Loss Duration, and Speech Recognition in Individuals with Severe-to-Profound HighFrequency Hearing Loss,” published in the Journal of the Association for Research in Otolaryngology found that variables other than audibility can influence speech intelligibility

in listeners with severe-to-profound hearing loss. Researchers examined how differences in the types of onset hearing loss (early, progressive or sudden), age at onset and duration of hearing loss affected speech intelligibility, finding that those diagnosed early had higher scores then those with progressive and sudden onset hearing losses.

Editor’s Note: This edition of SoundBites was shortened to provide more comprehensive information for parents of children with hearing loss. To receive more SoundBites weekly, visit www.agbell.org today to sign up for AG Bell Update, our weekly e-newsletter.

CHAPTERS The AG Bell Michigan Chapter asks you to save the date for three upcoming events. On July 9, 2011, the chapter will host a picnic at the Kensington Metropark in Milford, Mich. On July 17-29, 2011, the chapter will host its annual summer camp for children ages 8-18 years old. Finally, on Nov. 11, 2011, the chapter will host its fall conference at the Okemos Conference Center in Okemos, Mich. For information about these events, please contact Shon Halacka at shonHal@comcast.net.

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VOLTA VOICES • M AY / JU NE 201 1

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.

Dear Parent By Corrine Altman

am not sure where this letter will find you. You may have just found out your child has a hearing loss, or you may be exploring the option of listening and spoken language communication. Wherever you may be, take heart: Your child will be okay. For me, there were no words that generated such emotion and changed the course of my life more then when I heard, “Your son has a severe-to-profound hearing loss.” And again, two years later, “Your daughter has a severe-to-profound hearing loss.” Even as I write these words 27 years after, it still stirs great emotion. You will have to make a lot of decisions and learn

many things about hearing loss. At times, you may feel overwhelmed. Sometimes you will need to take a deep breath and remember you are [insert your name here] first, even before you became a parent of a child with hearing loss. Just like your child is a child first, even before he or she was diagnosed with a hearing loss. But, before all the learning and knowledge, the first step is accepting that your child has a hearing loss. This step was the hardest one for me. In fact, it took me about six months to truly accept that my son was deaf. Because we (as parents) don’t have a vote in this matter, emotions like sadness, grief, anger and denial are

all very natural and real. A parent support group can be very helpful during these uncertain times. Being with other parents that understand and have similar experiences nourishes the spirit. A support group can give you honest feedback, a sense of community and validate your feelings. You can contact the national AG Bell office for information regarding a local chapter nearest you, which can guide you to a local support network. The AG Bell website, www.agbell.org, also offers great resources and material for parents. I would like to share a few nuggets that I have learned the past 27 years that might be of help to you.

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Craig Huey Photography

Nugget #2: It’s essential to work with qualified professionals.

Nugget #1: Make a decision regarding the desired communication outcome for your child. With today’s accessibility to information, there is a wealth of material to explore on communication choices for your child. On the other hand, you can get “information overload” that may paralyze you from making a solid decision. Expose yourself to your options, but educate yourself on your desired outcome. Try to keep it simple! I wanted my children to listen and talk so we sought information on the best way to make that happen. We pursued help and guidance that supported our choice.

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You need professionals that are skilled, trained and support your communication choice. When choosing professionals to work with, don’t be afraid to ask questions. These should include: ʶʶ “Are you currently working with families that have the same desired communication outcome as us?” ʶʶ “Are you experienced as an audiologist, speech-language pathologist or educator to work with babies/young children?” ʶʶ “What kind of training do you have in this communication area?” The AG Bell Academy for Listening and Spoken Language manages the Listening and Spoken Language Specialist (LSLS) certification for qualified professionals in the fields of speech-language pathology, audiology and education of children with hearing loss. The certification designation, LSLS, is a standard that parents of children with hearing loss should ask about and seek. The AG Bell Academy website, www.agbellacademy.org, offers resources parents can use when looking for a qualified professional, including a list of questions to ask and an international directory of LSLS certified professionals. The number of certified professionals is still growing, so if you can’t find one in your area, try to find a teacher or clinician who is willing to be mentored by a LSLS – either in person or remotely through communication technologies. Working with the right professionals can save everyone involved a lot of time, energy and frustration. And when it comes to developing listen and spoken language… we don’t have any time to lose.

Nugget #3: The proper use of current technology is vital. Today’s technology (when it comes to hearing aids and cochlear implants) has allowed access to sound for our children that was unthinkable 20-30 years ago. This ongoing development will bring even greater opportunities to individuals with hearing loss in the future. That being said, let’s remember that hearing aids and cochlear

implants are just tools; incredible tools, but nonetheless just tools. A tool is only as good as it is applied; it’s the application of the tool that brings results. So, it’s not enough that our children wear these tools, they also need direction and training in using them. In closing, I am not going to lie to you and say this choice of listening and spoken language is easy, because it’s not. But it’s worth it! One of the ways that helped me keep the course was to keep my reason, or “why,” big. Your “why” needs to be bigger than any obstacle that comes your way. The John Tracy Clinic (another source for education and resources for families with children who have hearing loss ages birth to 5 years old; www.jtc.org) teaches that there are two students: You are the first student and your child is your student. Be patient with yourself when you are learning. Remember, knowledge is not power; it is the application of it that brings results and change. Step-by-step action builds confidence and no one knows your child better than you. This is a family journey, and the more that everyone is on board the better the outcome. So breathe deep and before you know it, you will be writing this letter one day. Here’s to a bright future for all our children. Sincerely,

Corrine Altman P.S. – I recently called my niece who just gave birth to her first child. I always ask new parents if their baby had their hearing checked. This situation was no different. It was her response that I wasn’t expecting: “Yes, Aunt Corrine, his hearing was tested and he did not pass his first test. We have follow-up testing scheduled in a week. But, I’m not worried if something is wrong with his hearing…. I see the quality of life that your children live and I do not see it to be a problem.” I cried, and I was once again reminded that any challenge I face is worth overcoming and that “everything is going to be all right.”

Navigating the Emotional Impact of Diagnosis By Karen Martin, Ph.D., and Kathryn Ritter, Ph.D., LSLS Cert. AVT

hen parents first discover their child has a hearing loss, they will likely experience a wide range of emotions. The vast majority of parents who have children with hearing loss have typical hearing themselves (Gallaudet Research Institute, 2008). Grief is a typical response to a loss [of] or change in a significant person, dream, ideal, skill or object (Luterman, 1999), and a diagnosis of hearing loss may trigger deep and complex emotions in parents. This emotional impact is described as a cyclical process that spans many years. Parents might be coping well, doing what is necessary to support their child and family, and then suddenly feel overwhelmed by

emotion when an event reminds them of their child’s difference and struggle. Models of grief that suggest “all will be well” once parents reach the “acceptance” phase do not represent the experience of parents who describe their emotional response as cyclical. Some parents report that members of their family, community and the medical profession tell them they should stop grieving and “just get over it.” In a culture where prolonged grieving is often viewed as unhealthy, parents may feel stigmatized by their ongoing emotions. With these challenges in mind we would like to introduce a new model for working through the many emotions parents may face when they learn their child has a hearing loss.

Reacting to critiques of stage-based and time-limited models of grief, Karen Martin, Ph.D. (a sociologist), and the late Sandra Elder, Ph.D. (a psychologist), believed a more intuitive and less restrictive model was needed. They developed the Pathways through Grief model (see Figure on following page) by collecting and analyzing spoken and written accounts of people who were grieving losses resulting from accidents, illness, divorce and deaths of loved ones, among others (see Martin & Elder, 1993, 1996a, 1996b). Common features of these accounts provided the direction and content for this model. The model also mirrors comments made by author C. S.

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landscape that comes with learning a child has a hearing loss.

Shutterstock Images

The word MEANINGS sits in the center of the model to draw attention to the fact that grief is not experienced until someone or something meaningful to us is lost or changes in important ways. Because family members often differ in their opinion about the significance and meaning of almost everything, it is not unusual for there to be disagreements about the importance of a loss or change, its meaning and what to do about it. Some react to a particular loss or change with intense, overwhelming and painful emotions; others might view that same loss or change as insignificant or a problem that needs to be solved. Suggesting that there is more than one way to grieve, the model offers two intertwining circular pathways, each of which shows a different type of journey. In the end, most people cycle through both pathways, often repeatedly. The cyclic nature of the model reflects the belief that grief does not have a specific beginning or ending point. It simply changes over time and with increased life experience. Turning to the bottom half of the model, this phase of the journey involves three basic but complex reactions to loss or change: PROTEST, DESPAIR and DETACHMENT. Protest involves the struggle or inability to accept that a loss or change has occurred; it is exemplified by denial, feelings of numbness and futile attempts to go on as if nothing has been Lewis, who struggled to understand and lost or changed. However, as the loss or change can no longer be ignored or cope with grief after his wife died. As denied, individuals may begin to experihe notes in his book, A Grief Observed, ence despair. For many, feeling despair is “In grief nothing stays put. One keeps the most difficult part of working through emerging from a phase, but it always grief. Nothing makes sense, emotions may recurs. Round and round. Everything seem to run wild and feelings of anger repeats. Am I going in circles, or dare can give way to sadness and guilt. With I hope that I am on a spiral?” (p. 67). time these emotional swings may become He found grief to be “like a long valley, so exhausting that individuals begin to a winding valley where any bend may detach by withdrawing from their own reveal a totally new landscape” (p. 69). Constructed with the narrative accounts feelings and from those around them. In of those grieving and the image described fact, humans act much like turtles, pulling themselves into their shells. This move by Lewis, the Pathways through Grief gives us time to protect ourselves from model provides both a map and a way further commitments, in part because of understanding and coping with the we may be unable to deal with new stressful and often confusing emotional

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Lamers (1978) Martin & Elder (1988)

Pathways through Grief

Figure: Pathways through Grief Model

changes while working through old loss or changes. This is not a good place to get stuck – and some do. At some point, however, most people are able to rejoin their world; however, their journey through grief is not over. The top half of the model represents a phase of working through grief that involves three activities: EXPLORE, HOPE and INVEST. Many start exploring their grief over loss or change after dwelling in the bottom half of the model. Others start here. Instead of experiencing and focusing on their emotions, they dedicate themselves to finding out what happened and why, and to searching for solutions so life can return to “normal.” Exploring can involve reading everything that might help explain or resolve their situation. Various professionals and experts might be consulted. Eventually, the need to explore and understand a loss provides some sense of hope. Being hopeful allows individuals to begin incorporating loss or change into their lives, to move beyond it and to try to make a fresh start even if it may be too soon to do this. Hopeful people try to invest in their lives and their future. Unfortunately, making new plans and commitments creates the possibility of future losses or disappointments. Those who cannot accept this usually do their best to remain aloof and avoid making important commitments. Each time the loss is confronted, it takes on new meanings. Those who cannot see

their loss differently over time can get stuck in their process of grief. Finally, the people-like figures that surround the model’s spiral shape are the CIRCLE OF INFLUENCE. They represent people from both our past and our present; those we know personally and those who represent societal influences that create the rules about the “right” way to feel and act in a variety of situations. In fact, this circle includes anyone in our lives who influence how we think we should grieve and what we think we are expected to do in a given situation. For example, our family upbringing, beliefs and culture can influence whether we express our grief or keep it hidden, even from ourselves. Reactions of current friends, family, employers and various professionals can also strongly influence what we think and do about our losses or changes and our grief. Once we are aware of this, we can begin to grieve in ways that suit our particular situation and that meets our needs instead of the expectations of others.

Impact For parents of children with hearing loss, the pressure of time to act swiftly to support their child’s optimal communication development can complicate the grieving process. This model has been used extensively with parents as well as with students in sociology, education and speech-language pathology. The feedback we receive is that the model is very helpful in terms of understanding the grieving process. Students report that it matches their own experience of life, and they often use this model in their future practices. Parents report that the Pathways through Grief model not only helps them process their own emotions, but also helps them better understand and support their family’s processing needs. Parents also report that they found it helpful to know that when one family member is in the bottom part of the model in their process, and another is in the top part, they are often, literally, speaking different languages. This knowledge facilitates better communication

and acceptance of one another’s grieving process. It also encourages grieving parents to treat their own reactions as valid. In applying the Pathways through Grief model to her own experience, one parent concluded, “Now I don’t worry about how I am feeling – I just let it happen and go on.”

References Gallaudet Research Institute. (2008). Regional and national summary report of data from the 2007– 08 annual survey of deaf and hard of hearing children and youth. Washington, DC: Author. Lewis, C.S. (1976). A grief observed. New York: Bantam Books. Luterman, D. (1999). The young deaf child. Baltimore, MD: York Press Inc. Martin, K. & Elder, S. (1993). Pathways through grief: A model of the process. In J. Morgan (Ed.), Personal care in an impersonal world (pp. 73-86). Amityville, NY: Baywood Publishing Company. Martin, K. & Elder, S. (1996a). Pathways through grief: A map for life’s most painful journey (Part 1). Living our losses, Spring/Summer, 5-7. Edmonton, AB: Otter Press. Martin, K. & Elder, S. (1996b). Pathways through grief: A map for life’s most painful journey (Part 2). Living our losses, Fall/Winter, 5-7. Edmonton, AB: Otter Press.

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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.

Navegar a través del impacto emocional del diagnóstico Por Karen Martin, Ph.D., y Kathryn Ritter, Ph.D., LSLS Cert. AVT

s posible que los padres tengan una amplia gama de emociones la vez que descubran que sus hijos tienen una pérdida de audición. La gran mayoría de padres de hijos con una pérdida de audición tienen una audición normal (Instituto de Investigación de Gallaudet, 2008). La pena es una respuesta normal a la pérdida o al cambio en una persona, sueño, ideal, capacidad u objeto importante (Luterman, 1999), y el diagnóstico de una pérdida de audición puede despertar emociones complejas y profundas en los padres. Este impacto emocional se describe como un proceso cíclico que abarca muchos años. Los padres pueden estar sobrellevándolo bien, haciendo cuanto sea necesario para

apoyar a su hijo y familia, y de repente sentirse abrumados por la emoción cuando un evento les recuerda las diferencias y dificultades de su hijo. Los modelos de pena que sugieren que “todo estará bien” una vez que los padres hayan alcanzado la fase de “aceptación” no representan la experiencia de los padres que describen su respuesta emocional como cíclica. Algunos padres informan que los miembros de su familia, la comunidad y la profesión médica les dicen que deberían de dejar a un lado su dolor y “superarlo de una vez por todas”. En una cultura en la que sentir pena durante un tiempo prolongado es visto con frecuencia como poco saludable, es posible que los padres se sientan estigmatizados por sus emociones actuales.

Con estos desafíos en mente nos gustaría presentar un nuevo modelo para superar las diversas emociones que los padres pueden enfrentar cuando descubren que su hijo tiene una pérdida de audición. Como reacción a las críticas de los modelos de pena basados en etapas y límites de tiempo, Karen Martin, Ph.D. (una socióloga), y la fallecida Sandra Elder, Ph.D. (una psicóloga), creían que un modelo más intuitivo y menos restrictivo era necesario. Ellas desarrollaron el modelo de Senderos a través de la pena (figura), recopilando y analizando relatos orales y escritos de personas que estaban atravesando pérdidas ocasionadas por accidentes, enfermedades, divorcios

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un valle serpenteante en el que cualquier curva puede revelar un paisaje completamente nuevo”. El modelo de los Senderos a través de la pena, construido con las narraciones de los dolientes y la imagen descrita por Lewis, ofrece un mapa y una forma de entender y sobrellevar el paisaje emocional estresante y a menudo confuso que aparece cuando se conoce que un niño tiene una pérdida de audición.

Senderos a través de la pena

y muertes de seres queridos, entre otras (Martin y Elder, 1993, 1996a, 1996b). Las características que tenían en común estos relatos proporcionaron la dirección y el contenido para este modelo. Además, el modelo, refleja los comentarios realizados por el escritor C.S. Lewis, que luchó por entender y sobrellevar la pena después del fallecimiento de su esposa. Tal como escribe en su libro, Una pena en observación: “En la pena nada se queda quieto. Uno está saliendo constantemente de una fase, pero siempre se repite. Una y otra vez. Todo se repite. Estoy caminando en círculos, o ¿puedo atreverme a esperar que estoy en una espiral?” Asimismo, encontró que la pena era “como un valle largo,

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Lamers (1978) Martin & Elder (1988)

Shutterstock Images

La palabra SIGNIFICADOS se encuentra en el centro del modelo para llamar la atención sobre el hecho de que la pena no se siente hasta que algo o alguien importante para nosotros se pierde o cambia de una forma significativa. Ya que los miembros de la familia a menudo tienen opiniones

distintas sobre el significado y la importancia de casi todo, no es de extrañar que haya desacuerdos acerca de la importancia de una pérdida o cambio, así como de su significado y qué hacer sobre ello. Algunos reaccionan ante una pérdida o cambio concreto con emociones intensas, abrumadoras y dolorosas, mientras que otros pueden ver la misma pérdida o cambio como algo insignificante o un problema que necesita ser resuelto. Al sugerir que existe más de una forma de pasar por una pena, el modelo proporciona dos senderos circulares entrecruzados, que muestran diferentes tipos de viajes. Al final, la mayoría de personas pasan por ambos senderos, con frecuencia varias veces. La naturaleza cíclica del modelo refleja la creencia de que la pena no tiene un punto de inicio o de finalización determinados.

Figura: El modelo de Senderos a través de la pena.

Simplemente cambia con el tiempo y con el aumento de experiencias vitales. Viendo la parte inferior del modelo, esta fase del viaje implica tres reacciones básicas pero complejas a una pérdida o cambio: PROTESTA, DESESPERACIÓN e INDIFERENCIA. La protesta está relacionada con la dificultad o incapacidad de aceptar que una pérdida o cambio ha tenido lugar; se manifiesta en forma de negación, sentimientos de insensibilidad e intentos inútiles de seguir adelante como si nada hubiera cambiado o se hubiera perdido. Sin embargo, a medida que la pérdida o cambio no puede seguir siendo ignorada o negada, los individuos pueden empezar a sentir desesperación. Para muchos, la sensación de desesperación es la parte más difícil de sobrellevar la pena. Nada tiene sentido, pareciera como si las emociones corrieran de manera desenfrenada y el sentimiento de ira pudiera dar paso a la tristeza y a la culpa. Con el tiempo estos altibajos emocionales pueden ser tan agotadores que los individuos empiezan a retraerse, alejándose de sus propios sentimientos y de aquellos que los rodean. De hecho, los seres humanos actúan de forma parecida a las tortugas, metiéndose dentro de sus caparazones. Esto nos da tiempo para protegernos de más compromisos, en parte porque podemos ser incapaces de enfrentarnos a nuevos cambios mientras estamos superando una pérdida o cambio antiguo. Este no es un buen sitio para quedarse atrapado, pero algunos se quedan allí. En algún momento, no obstante, la mayoría de personas son capaces de volver a su mundo, aunque su viaje a través de la pena no ha terminado. La parte superior del modelo representa una fase de sobrellevar la pena que implica tres actividades: EXPLORAR, TENER ESPERANZA e INVERTIR. Muchos empiezan explorando su pena sobre una pérdida o cambio después de haber pasado tiempo en la parte inferior del modelo. Otros empiezan aquí. En vez de sentir y centrarse en sus emociones, se dedican a averiguar qué fue lo que pasó y por qué pasó, y buscan soluciones para que la vida vuelva a la “normalidad”. La exploración puede implicar la lectura de todo lo que pueda ayudar a explicar o resolver su situación. Es posible

que se consulten a numerosos profesionales y expertos. Al final, la necesidad de explorar y entender una pérdida les brinda un sentido de esperanza. La sensación de esperanza les permite a los individuos empezar a incorporar la pérdida o cambio dentro de sus vidas, seguir adelante y tratar de empezar de nuevo incluso cuando sea demasiado pronto para hacerlo. Las personas esperanzadas intentan invertir en sus vidas y sus futuros. Desafortunadamente, hacer planes y compromisos nuevos crea la posibilidad de pérdidas o desilusiones futuras. Aquellos que no pueden aceptarlo, por lo general, hacen todo lo posible por permanecer distantes y evitan los compromisos importantes. Cada vez que se hace frente a la pérdida, adquiere un nuevo significado. Aquellos que no pueden ver su pérdida de manera diferente con el paso del tiempo, pueden quedarse atrapados en su proceso de pena. Finalmente, las figuras con forma de personas que rodean a la forma en espiral del modelo son el CÍRCULO DE INFLUENCIA. Estas figuras representan las personas de nuestro pasado y futuro, así como aquellos que conocemos en persona y aquellos que representan las influencias sociales que crean las normas sobre la forma “correcta” de sentir y actuar en una variedad de situaciones. De hecho, este círculo incluye a cualquiera en nuestra vida que ejerza una influencia en la forma en la que pensamos que deberíamos pasar por la pena y lo que pensamos que se espera que hagamos en una situación determinada. Por ejemplo, nuestra educación familiar, creencias y cultura pueden influir en si expresamos nuestra pena o la mantenemos oculta, incluso de nosotros mismos. Las reacciones de los amigos actuales, familia, empleadores y diversos profesionales también pueden influir fuertemente en lo que pensamos y hacemos en lo que respecta a nuestras pérdidas o cambios y con nuestra pena. Una vez que somos conscientes de esto, podemos empezar a pasar por la pena en formas que encajen con nuestra situación determinada y que cumplan nuestras necesidades en lugar de las expectativas de los demás.

Impacto Para los padres de niños con pérdidas de audición, la presión que ejerce el tiempo para actuar con rapidez con el objetivo de apoyar el desarrollo óptimo de la comunicación de sus hijos puede complicar el proceso de pena. Este modelo ha sido utilizado ampliamente con padres así como con estudiantes en sociología, pedagogía y patología de la lengua hablada. Los comentarios que hemos recibido acerca del modelo son muy útiles en términos de entender el proceso de pena. Los estudiantes informan que se ajusta a sus propias experiencias vitales, y a menudo utilizan este modelo en sus futuras prácticas. Los padres informan que el modelo de los Senderos a través de la pena no sólo los ha ayudado a procesar sus propias emociones, sino también a comprender y apoyar mejor las necesidades de procesamiento de sus familias. Además, los padres han dicho que les es muy útil saber cuando un miembro de la familia se encuentra en la parte inferior del modelo en su proceso, y otro está en la parte superior, ya que con frecuencia, ambos están hablando, literalmente, idiomas diferentes. Este conocimiento les facilita no sólo una mejor comunicación sino también la aceptación de las formas de pena de cada uno. También anima a los apenados padres a tratar sus propias reacciones como válidas. Al aplicar el modelo de los Senderos a través de la pena a su propia experiencia, una madre afirmó: “Ahora ya no me preocupo sobre cómo me siento, simplemente dejo que pase y sigo adelante”.

Referencias Gallaudet Research Institute. (2008). Regional and national summary report of data from the 2007– 08 annual survey of deaf and hard of hearing children and youth. Washington, DC: Author. Lewis, C.S. (1976). A grief observed. New York: Bantam Books. Luterman, D. (1999). The young deaf child. Baltimore, MD: York Press Inc. Martin, K. y Elder, S. (1993). Pathways through grief: A model of the process. En Morgan, J. (Ed.), Personal care in an impersonal world (págs. 73-86). Amityville, NY: Baywood Publishing Company. Martin, K. y Elder, S. (1996a). Pathways through grief: A map for life’s most painful journey (Parte 1). Living our losses, Spring/Summer, 5-7. Edmonton, AB: Otter Press. Martin, K. y Elder, S. (1996b). Pathways through grief: A map for life’s most painful journey (Parte 2). Living our losses, Fall/Winter, 5-7. Edmonton, AB: Otter Press.

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New Items for Listening and Spoken Language Development The AG Bell Bookstore is pleased to introduce new material for listening and spoken language practitioners. These titles support best practices in promoting spoken language acquisition,

Auditory-Verbal Practice: Toward a Family Centered Approach Edited By Ellen Rhoades, Ed.S., LSLS Cert. AVT, and Jill Duncan, Ph.D., LSLS Cert. AVT This book provides listening and spoken language practitioners with the basics of auditory-verbal practice from the theoretical and practical bases of family therapy models as well as the development of a systemic viewpoint that is crucial to practitioners who must serve more than just the parent-child dyad.

literacy skills and social development in children and adults who are deaf and hard of hearing. Now's the time to shop and save! Members

Helping Deaf and Hard of Hearing Students to Use Spoken Language By Susan Easterbrooks, Ph.D., and Ellen Estes, M.S., LSLS Cert. AVEd This text provides educators and novice practitioners with the knowledge of and skills in spoken language development to meet the needs of students who are deaf or hard of hearing.

receive a 15% discount, and bulk purchases are also eligible for a discount. Visit the AG Bell Bookstore today at www.agbell.org.

Literacy and Deafness: Listening and Spoken Language By Lyn Robertson, Ph.D. This book provides historical, theoretical and practical knowledge about learning to listen and speak in order to learn to read and write.

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Why Early Audition Is Important

By Melody Felzien

hen a child is first diagnosed with hearing loss, parents must make critical decisions about their child’s communication options almost immediately. Unfortunately, parents may be left with many unanswered questions and may not have time or be in the mental mindset to thoroughly research potential communication options. While some parents know that they want their children to learn to listen and talk, others will select one of the visual (or sign) options. Because the various communication options differ significantly and often lead to different outcomes, it’s essential that parents be fully informed about each of the options

so that they can choose a communication approach that’s right for their family. To help with the decision-making process, Volta Voices asked a panel of experts in the field of early intervention (see sidebar on p. 24) to explain why early and consistent access to audition is important. By offering a quick guide to the importance of audition, we hope to provide enough information to help parents decide if listening and spoken language communication is right for their family. Volta Voices: Why do families choose listening and spoken language communication for their child who is deaf or hard of hearing?

Ellen Estes: The decision to choose a specific communication method is unique to each family’s history, culture and values, local or available resources, and financial considerations. Many families want their child to acquire listening and spoken language as his or her primary mode of communication and learning. It is essential that these families engage in collaboration with professionals who are committed to the development of spoken language, have knowledge about the needs of children with hearing loss acquiring spoken language, and are skilled in the unique aspects of stimulating spoken language acquisition with children who are deaf or hard of hearing. When provided with appropriate and timely

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VV: How does the auditory system typically develop?

Wikipedia Commons

stood by the brain as meaningful sounds, most importantly the sounds of speech. The cochlea is specially designed to interpret the loudness and pitch differences of each sound and those signals travel through the brainstem to the brain through a complex system of hair cells, neurons and nerve endings. The brain receives and interprets these sounds rapidly and efficiently, and this is why we often refer to the brain as the most important part of the auditory system. The anatomy of the human ear. Sound works its way through this complex system to travel to the brain, where it is interpreted as sound.

Craig Huey Photography

Anu Sharma: The auditory system is processing sound all the way up to the highest levels of the brain by 28 weeks gestational age. At this point in time, the inner ear is fully matured, though the middle and outer ear will continue to develop, even after birth. The central auditory pathways develop and mature in response to sound traveling through the brainstem via the auditory nerve and up to the cortex of the brain. The cortex will only develop typically upon auditory input, as circuits within the cortex form to process auditory signals and transmit these signals to the language centers of the brain.

intervention services, the great majority of children who are born with hearing loss can gain listening and spoken language at a level commensurate their peers with typical hearing. VV: How do we hear? Estes: Simply put, sound pressure travels through the air, is collected by the outer ear and is funneled to the eardrum. The eardrum changes the sound energy to vibrations, which is then focused to a tiny spot on the cochlea so that the energy is strong enough to make vibrations in the inner ear. The cochlea’s job is to take those vibrations and turn them into signals that can be under-

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Estes: Because of biologically predetermined courses of development. The prenatal period is the time in which neurons are created (neurogenesis) and the nervous system determines where the neurons are going to be located (migration). The most important aspect of neurological development, the creation and cementing of connections among neurons (snyaptogenesis), happens as a result of the stimulation the brain receives through input from an individual’s senses. The human brain has a genetic predisposition to want to make sense of the world. This condition of forcing neurons to compete with each other to be selected for “hard wiring” is a necessary biological action that allows the VV: And how does this process affect individual to develop the skills necessary to children born with hearing loss? be successful in his or her environment. Which leads to the question, why don’t Sharma: If a child begins hearing within we wire all the necessary connections the womb, and development of the central together before birth? Because there are auditory system is dependent upon normal input of sound, one can imagine that hearing not enough genes in the human genome to predetermine these connections. A fully loss will have a definitive impact upon the developed brain has over 100 trillion conmaturation of the auditory cortex. Similarly, nections (pruned down from the quadriltypical development will not occur in the lions of connections in the 2-year-old brain), auditory language centers of the cortex due and there are only 80,000 genes. We use our to a lack of input from the primary auditory genes for lots of things (like neurogenesis cortex. However, our lab has found that if and migration). There just aren’t enough for appropriate and sufficient acoustic stimulasynaptogenesis too. Children during the first tion is provided with a cochlear implant when the child is age 3 or younger, the audi- two years of life create an overabundance of synaptic connections, which continues until tory cortex will develop similarly to that of a child who had typical hearing (Sharma et al., around age 8 as they learn new skills and behaviors. These connections are forced to 2009). This window of time during which compete for survival and are either pruned sound may be introduced to a deprived system and still promote typical development away or cemented based on the amount of electrical activity that occurs at that connecis termed a sensitive period. tion. This is an active process of pruning in addition to the active process of cementing. VV: Why are ages 0-5 critical to a child’s development, regardless of hearing ability? If a connection doesn’t get “traffic,” it’s cut.

VV: How does auditory access contribute to a child’s development in those critical years? Estes: If the auditory pathway to the brain isn’t stimulated, those synapses will wither away and be pruned. If the brainstem doesn’t receive information from the auditory channel, then it reroutes stimulation from the eyes to the auditory cortex, and the auditory cortex will then function as a processor of visual input. As far as language development is concerned, Steven Pinker says, in his book The Language Instinct, that “acquisition of a normal language is guaranteed for children up to the age of 6, but is steadily compromised from then until shortly after puberty, and is rare thereafter” (Pinker, 1994, p. 293). VV: For children with hearing loss, what is the impact of auditory stimulation? Estes: For all children, auditory stimulation establishes and cements the auditory pathway to the brain. For children with hearing loss, this stimulation must be focused and intensive in the early years to balance the relatively diminished input through the “challenged” auditory channels with the full speed and breadth of input arriving to the brain through the strong visual channels. The visual system is predetermined to wire hard and fast after birth. The auditory channel, even in children with typical hearing, takes longer to mature. Children with typical hearing have been listening to the world around them for about three months before birth. The auditory channel has already established links to the brainstem by the time the child is born. For a child with typical hearing, “the brain stem auditory pathway is relatively mature at the time of term birth and is functioning in a very adult manner in the first year of life” (Moore, 2002). A child with a significant hearing loss does not have the advantage of this pre-natal period of stimulation through listening, so they are already three months behind in development at birth. VV: Is there a link between language development and access to sound? Lyn Robertson: Yes, there’s a link between the development of a spoken language and

access to sound, just as there’s a link to a visual language, such as signing, and access to vision. As we’ve already learned, babies’ brains are actively taking in sound and that auditory stimulation is helping them to make sense of environmental stimuli and spoken language. With good auditory access, that baby will develop language through listening, which lays the foundation for talking, communicating and reading. The question is often asked, “Why can’t people learn language by reading it?” The reason that seeing written language isn’t an easy way to learn the spoken language it represents is that it’s necessary to know the spoken language that the writing stands for in order to understand the rela-

tionship between the spoken and written expressions of the language. VV: How does language development impact literacy development? Robertson: Spoken language development isn’t just about sounds; it’s also about learning word meanings, word order, word functions and word emphases – all the rules of a given language. In short, it’s learning how people convey thoughts by speaking. In developing their first spoken language, children learn to hypothesize how people in their environment are using the language, and they do this as they interact with people in the environment who use the lan-

Listening and Spoken Language Panel Experts Ellen L. Estes, M.S., LSLS Cert. AVEd, is an instructional supervisor and professional development facilitator at the Atlanta Speech School in Atlanta, Ga., and a part-time instructor at Georgia State University. She is on the educational faculty for the Professional Preparation in Cochlear Implants (PPCI) program, and a member of the AG Bell Academy for Listening and Spoken Language Board of Directors. Estes is also a member of the steering committee for Georgia Pathway to Language and Literacy, establishing a statewide community of practice to advance the literacy proficiency in Georgia. Lyn Robertson, Ph.D., teaches in the Department of Education at Denison University. She is the author of “Literacy and Deafness” and “Literacy Learning for Children who are Deaf and Hard of Hearing,” and a member of the AG Bell Academy for Listening and Spoken Language Board of Directors as well as its incoming president. Robertson is also the parent of a now-adult daughter who has a severe-to-profound hearing loss. Anu Sharma, Ph.D., CCC-A, is a professor in the Department of Speech, Language and Hearing Sciences at the University of Colorado – Boulder, adjunct professor in the

Department of Otolaryngology at the University of Colorado Denver Health Science Center, and adjunct professor at the University of Texas at Dallas Callier Center for Communication Disorders. For more than 10 years, Dr. Sharma’s research has examined issues related to brain development in children with cochlear implants, exploring issues related to sensitive periods for central auditory development, cortical re-organization and cross-modal plasticity in children with cochlear implants. Christine Yoshinaga-Itano, Ph.D., is a professor of audiology in the Department of Speech, Language and Hearing Sciences at the Institute of Cognitive Science; Center for Neurosciences at the University of Colorado, Boulder; Department of Otolaryngology and Audiology at the University of Colorado, Denver; and the Marion Downs Hearing Center. Yoshinaga-Itano is both a teacher of the deaf and an audiologist. She has conducted research in the areas of language, speech and social-emotional development of infants and children who are deaf and hard of hearing for over 30 years. Over the last 15-20 years, she has focused on the impact of early identification and intervention on the developmental outcomes of children with significant hearing loss.

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guage. They’re not just listening and copying what they hear; otherwise, we wouldn’t observe small children creating expressions that people don’t actually use. For example, if a child figures out that people put “can” and “not” together to produce “can’t,” the child tries putting “am” and “not” together and says “amn’t,” which then drops out of the child’s speech because he or she goes on to figure out that people don’t say “amn’t,” even though it makes sense and they could. Most children with typical hearing, and in the absence of learning problems, have mastered the various orders, functions and emphases of their spoken language by the time they are about 5 years old. This mastery is the foundation of all the hypothesizing and predicting they do while they are learning to read. VV: What is early intervention, and how does it impact a child who is deaf or hard of hearing? Christine Yoshinaga-Itano: There are many reasons why early intervention is

important to a family and child who is deaf or hard of hearing. The earlier the intervention is available from knowledgeable and skilled early intervention providers, the more support the family will have when dealing with stress, grief and the emotional ramifications of a confirmed hearing loss in a newborn infant. It is the job of the early interventionist to help the family recover the joy and celebration that they would normally experience about the birth of their infant, despite the audiology appointments, the decisions about communication choices, amplification (if necessary) and early intervention as well as the many unexpected issues with which the family may face. Early intervention provides an opportunity for the earliest access to language. For those families for whom spoken language is a priority, the early acquisition of amplification technology provides the means through which the infant will learn spoken language in the world around him or her. Universal newborn hearing screening offers us an opportunity to identify hearing loss as early as the first few weeks of an infant’s

life, and to provide amplification technology within the first few months of life. Testing to confirm hearing loss is done through the use of auditory brainstem response testing. The results are used to estimate hearing thresholds for the fitting of amplification. The appropriate fitting of amplification is a complex process and should assure that infants with hearing loss are accessing the sounds of their native language, their mother’s and father’s voices especially. It is extremely important the child be enrolled in early intervention services with a provider who is knowledgeable and has skills in early childhood deafness and hearing loss. This skilled early intervention provider can help assure parents that hearing aids provide enough amplification for the child to detect and discriminate sounds. A strong interaction between the early intervention provider and the diagnostic audiologist who fits the amplification will assure that from the earliest age, the child has access to a full range of sounds. Early access to these sounds will support the acquisition of spoken language for

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children who are deaf or hard of hearing at a time when children with typical hearing are exposed to the foundations of their spoken language. The auditory neural pathway needs consistent and redundant exposure to the sounds of the native spoken language so that the child can detect all the sounds of the native spoken language, discriminate the differences between these sounds, hear combinations of sounds in words and phrases, process these sounds at the speed that a child with typical hearing processes them, and listen, attend, and remember what he or she hears. The earlier access to spoken language is available, the more automatic and natural the acquisition of spoken language will be. VV: What types of technology are available to provide children with hearing loss access to sound? Sharma: Hearing aids are the first step in providing appropriate auditory input for children with hearing loss. If hearing aids are determined to provide insufficient amplification, one or two cochlear implants are

likely the next step in intervention. Cochlear implants will provide direct electrical stimulation to the auditory nerve, bypassing the mechanisms of the inner ear. Both of these technologies will provide optimal outcomes when applied during the critical period of language development. FM systems are devices that allow maximum signal-tonoise ratios in loud environments, such as classrooms, restaurants and large group gatherings. FM systems may be coupled with hearing aids or cochlear implant devices, and increase speech signals or signals of interest while significantly decreasing background noise. These systems are ideal for children in addition to amplification devices, as background noise will always be a challenge for children with hearing loss. Of course, appropriate auditory-verbal/speech-language therapy during young ages in conjunction with amplification technologies is imperative. Delays in auditory development are highly probable without the necessary therapeutic intervention, even if children with hearing loss are fit with the best devices during the sensitive period.

VV: What can parents do to facilitate auditory skill development during these early years? Estes: There are three things parents should do: 1. Establish a strong tie between audition and language. a. Establish and strengthen the auditory feedback loop. We compare what we hear ourselves say with what we meant to say, or what we heard someone else say. Listen to yourself talk. If you ask a child with typical hearing to listen to some sentences and tell you which ones are wrong (grammatically, semantically), they can pick out the ones that are wrong. If you ask them how they knew it was incorrect, they most often say, “Because it sounds funny.” b. Stimulate the child’s ear to listen for language by singing, talking about what is going on, reciting nursery rhymes, reading books for babies and having fun with language.

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c. Make auditory input meaningful and appropriate for the baby’s age. d. Foster accuracy in speech perception and comprehension through rhyming games, during dramatic play and story-telling. e. Reinforce reliance on the auditory signal and help your baby know she can trust her hearing. 2. Provide a supportive environment for communication. a. Ensure clear, complete and consistent sound. b. Address goals in real-life situations. For example, you can build your baby’s vocabulary by naming clothing items while you sort laundry. c. Have appropriate expectations by working closely with a qualified professional to set goals. d. Set the stage to encourage communication so your baby enjoys listening, babbling and eventually talking with you. Make sure you aren’t testing the child by constantly asking questions or demanding that she repeat what you say. The baby’s job is to listen to interesting things, your job is to provide interesting things to hear! e. Make language use meaningful and rewarding. 3. Facilitate and accelerate language acquisition. a. Provide language that is interesting and related to what the baby is playing with or what is happening in the environment. If you’re reading a book about animals, you can also talk about the trip your family just made to the zoo. If you’re getting ready to feed your baby, talk about food or being hungry, or waiting for the cereal to cool off, etc. b. Foster the child’s active engagement in language acquisition by talking about favorite toys, or making silly noises to mimic animals or instruments. Give the baby time to mimic your noises and encourage attempts to copy your voice. c. Link language and thinking by having fun with day-to-day activities. Count the steps as you walk up and down. When the phone rings, talk about who may be calling. Play guessing games or hide and seek and talk

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about where a person or toy could be hidden – there’s lots of language and learning when Mommy or Daddy model language like, “Where could that silly bear be hiding? Maybe under the bed, or behind the curtain…let’s go see!” d. Collaborate with professionals who have specific knowledge and skills to work with children who are deaf or hard of hearing and learning to talk. VV: What can parents do to facilitate early language development for their child with hearing loss? Robertson: Parents need to make sure the child is wearing the best possible technology that delivers the best possible sound to the child every second the child is awake, and they need to make sure the child learns to use and value the technology. At the same time, the parent needs to make sure that they – and everyone else around them – are talking with the child as often as possible. Talking with the child involves saying something to the child and waiting for the child to respond and then building on that response, always striving to create conversations. Reading with the child is an important way to introduce the child to book language and experiences that can’t be had at home. Making Language Experience Books (pictures and words of activities, such as a trip to the zoo or to grandma’s house) with the child helps make spoken language and the reading of it very real for the child, as it is based on the child’s own experience so it will be important and memorable for the child. In speaking, reading and writing with a child who is developing language, the object is always to extend the child’s language by helping the child build on the language she or he already has, so it’s important to take the lead in creating conversations that add to what the child already knows.

References Moore, J.K. (2002). Maturation of human auditory cortex: Implications for speech perception. Annals of Otology, Rhinology & Laryngology, 111, 7-10. Pinker, S. (1994). The Language Instinct. New York: HarperCollins Publisher. Sharma, A., Nash, A., & Dorman, M. (2009). Cortical development, plasticity and re-organization in children with cochlear implants. Journal of Communication Disorders, 42(4), 272-279.

Are You Insured? An Insurance Guide for Parents of Children Newly Identified with Hearing Loss Part 1 of a Two-Part Series By Tiffani Hill-Patterson

hen a child has been diagnosed with hearing loss, parents may deal with many emotions: grief, anger, shock and maybe even denial. Focusing on practical matters such as medical insurance can be tough. But it’s necessary. A 2003 study by the Centers for Disease Control and Prevention estimated that hearing loss would cost an affected person an average of $383,000 over his or her lifetime (Honeycutt et al., 2003, 2006). As parents move through the emotions that diagnosis brings and read those types of statistics, the next feeling might be one of panic: “How will I pay for treatment?”

This guide to insurance and hearing loss will make navigating a course to listening and spoken language a little easier for your child.

Understand Your Insurance The first thing you should do is check your insurance policy for any hearing benefits or specific exclusions. This will help you avoid unexpected bills because you were not aware of network limitations or that a certain procedure was not covered. “Your insurance policy may be very dull reading, but it is worthwhile,” says Robert C. Fifer, Ph.D., director of audiology and speech-language pathology at the

University of Miami Mailman Center for Child Development. “Make sure you have a copy of your policy,” he adds. “And if you don’t have one, call the company to get a copy. It represents the contract between your family and the insurance company. You need to know what to expect and what not to expect. And that’s for any child with special needs.” Julibeth Jones, Au.D., CCC-A, FAAA, agrees. She owns her own practice, Jones Institute for Rehabilitative Audiology in Vestavia Hills, Ala., contracts for Huntsville Hospital for Women & Children in Huntsville, Ala., and is wellversed in insurance issues in both settings. “You have to be prepared to chase down

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codes are a standardized way of letting insurance companies know what kind of testing is done and why. It’s a universal language for the medical field. Fifer adds, “When the appointment is coming up, we try to predict which procedure code and diagnosis code will be used. We do this to make sure that the audiologist is in-network and that the procedures

are covered by the insurance company. If the answer is no to either, we will call the family and ask whether they want to pay for the service personally or find another audiologist who is covered under their policy.” Learning more about your policy and asking questions early can save you money and give you peace of mind down the road.

Additional Resources Alexander Graham Bell Association for the Deaf and Hard of Hearing www.agbell.org Provides information, financial aid resources and community for those seeking a listening and spoken language outcome.

AG Bell Academy for Listening and Spoken Language www.agbellacademy.org Provides information about the Listening and Spoken Language Specialist certification and a directory of certified professionals.

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American Speech-LanguageHearing Association www.asha.org Committed to ensuring that all people with speech, language and hearing disorders receive services to help them communicate effectively.

Benefits.gov paperwork,” she says. “You’d like to think you could focus on treatment concerns, but the reality is you’re going to have to deal with bureaucratic details.”

Testing, Testing When researching specific coverages, ask your audiologist or speech-language pathologist exactly what tests or therapy will be conducted. Get the diagnosis codes and procedure codes that will be used in the billing process. Many insurers need these medical codes to determine whether a service is covered by a particular policy. Jones explains that, as part of the Health Insurance Portability and Accountability Act (HIPAA) law, diagnosis and procedure

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www.benefits.gov/benefits/ browse-by-state Resource showing government programs by state.

Building the Legacy: IDEA 2004 http://idea.ed.gov/explore/view/p/%2 Croot%2Cstatute%2CI%2CC%2C Text of IDEA, Part C.

Centers for Disease Control and Prevention www.cdc.gov/ncbddd/hearingloss/ index.html Information about hearing loss in children.

Hands & Voices www.handsandvoices.org Advocacy organization for children who are deaf or hard of hearing.

Hearing Loss Association of America www.hearingloss.org National organization for people with hearing loss.

Let Them Hear Foundation www.letthemhear.org Resource center for parents and professionals working with children with disabilities.

National Center for Hearing Assessment and Management www.infanthearing.org/legislative/ index.html The national resource center for the implementation and improvement of comprehensive and effective Early Hearing Detection and Intervention (EHDI) systems.

National Dissemination Center for Children with Disabilities (NICHCY) www.nichcy.org Locate organizations and resources in your state that address disabilities.

National Early Childhood Technical Assistance Center www.nectac.org Provides resources for Part C and Section 619 coordinators.

Sertoma www.sertoma.org Assists people with hearing health issues and educates the public about hearing health.

On the Case If you’ve read your policy and still do not understand all of your benefits and exclusions, you may want to contact your or your spouse’s human resources department, or the company through which you obtained insurance. “It’s your human resources department’s responsibility to help advocate on your behalf,” Jones explains. “They are the liaison between you and the insurance company.” Also check to find out if your insurer offers a case manager. A case manager can help you understand what is covered under your policy, and many can help you coordinate with providers. “Case management is meant to be supportive,” says Christine Crowe, director of specialty case management at Cigna, a global health service company. “We help families understand how their benefits apply, and we make sure they are connected with good community resources.” Crowe says it’s important to share your personal information and any medical history with your case manager. “This helps build a foundation of support and allows

us to reach out to physicians if there are questions,” she explains. In addition to providing the diagnosis and procedure codes, you may want to ask your human resources liaison or insurance case manager some of the following questions. If they do not immediately know the answer, they should be able to find someone who does: ʶʶ Is my provider in-network for your plan? ʶʶ Are there any pre-certification or preauthorization requirements? ʶʶ What is my deductible? ʶʶ What will my co-pays be? ʶʶ Can you help estimate my out-of-pocket expenses? ʶʶ Do I have a maximum allowable clause? And what does that mean? ʶʶ Does my plan cover diagnostic testing? ʶʶ Do I have coverage for auditory brainstem response (ABR)? ʶʶ Do I have coverage for tympanometry, otoacoustic emissions (OAE), or visual reinforcement audiometry (VRA)? ʶʶ Does it cover hearing aid fitting? ʶʶ Does it cover hearing aids and equipment testing?

ʶʶ Do I have limits on the number of visits? ʶʶ If I have visit limits, do they include speech and audiology together? Or separately? ʶʶ Does my insurance cover cochlear implant services, including the implant device, surgery and device programming? ʶʶ Is a cochlear implant or bone-conduction implant considered a prosthetic? Is it covered that way? ʶʶ Does it cover follow-up cochlear implant programming and auditory-verbal therapy and/or speech-language pathology services? ʶʶ Does it cover accessories and related equipment?

Document and Organize Everything Because you will be consulting your policy information often, you may want to consider creating an organization system for all of your documentation. For easy access, you should have all of your child’s records, your medical insurance policy and any notes you have on each

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item in one place. If you prefer hard copies, invest in a three-ring binder and keep all your paperwork in it. If you are more digitally inclined, scan your policy, records and any notes to your computer and begin an electronic document file.

Disabilities Education Act (IDEA), passed by Congress in 1975 and revised several times since, ensures that children with disabilities have the opportunity to receive a free, appropriate public education like other children.

Your insurance policy may be very dull reading, but it is worthwhile. Whenever you speak with someone about your insurance policy or your child’s treatment and therapy, take copious notes. Be sure to include the date and time, whom you spoke with, and what he or she said. Documenting everything and having it all in one place will make it easier to provide a reference when needed. (For more information, see “How to Organize for Success” on p. 34.)

Early Intervention In addition to insurance, there may be other options in obtaining coverage for services. The Individuals with

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IDEA is divided into four parts, and Part C deals with children from birth to age 3. Part C mandates early intervention services for infants and toddlers who have a delay or disability in one or more of the following developmental categories: physical (reaching, rolling, crawling, walking), cognitive (thinking, learning, solving problems), communication (talking, listening, understanding), social/emotional (playing, feeling secure, happy), and self-help (eating, dressing). According to the National Dissemination Center for Children with Disabilities (NICHCY, 2011), “early intervention services are special-

ized health, educational and therapeutic services designed to meet the needs of infants and toddlers [from birth to age 3] who have a developmental delay or disability and their families.” Some states also include children who are at-risk for developing delays if they do not receive intervention services. Although early intervention services are part of a federal law, states are given discretion in establishing criteria, so eligibility for Part C varies from state to state. “In general, though, children with hearing loss qualify for early intervention services,” says Janet DesGeorges, national outreach director of Hands & Voices, an advocacy organization for children who are deaf and hard of hearing. Indeed, a web search of early intervention programs across the country (www.nectac.org/contact/ptccoord.asp) confirms that most children with hearing loss do qualify for services. DesGeorges says early intervention services are meant to not only provide services for children, but also provide support for families. “I think sometimes

people think of early intervention as just the actual professional services children receive. But I think of it as encompassing family support, information and everything a family needs to make sure their child thrives.” The NICHCY website also lists the possible intervention services your child might receive (NICHCY, 2011).

Some Caveats Another thing to keep in mind, Fifer explains, is that early intervention, by federal law, is the payor of last resort. “If a child has Medicaid, Medicaid must be billed. Any cost [for approved services] left over after Medicaid has been billed [will be covered by] Part C,” he says. “If a family has insurance, parents do have the right to block access to it in order to avoid depleting their annual or lifetime cap on coverage. In this case, Part C becomes the payor of first resort.” Due to budget constraints in many states, Part C officials are taking a close look at expenditures. “For the sake of accountability, many states require a

Has

denial from insurance [companies] before they will cover services,” Fifer says. “Of course, this varies from state to state, but the motivation is to make Part C completely accountable for every dollar spent.”

Your Child’s Needs Although your child may receive many services at no cost, if you feel those services are not adequate for your child, you have the right to request another provider or service. DesGeorges says parents must ask themselves several questions: “Are the services being offered the services that meet the unique needs of my child?” or “Do the providers have expertise and knowledge of issues surrounding children who are deaf and hard of hearing and our preferred communication modality?” If the services and professionals provided are not working for your child, you have the right to request services that will. Although services vary greatly from state to state, Part C is a resource every family should make use of. “It’s free, and you don’t have to worry about

insurance,” explains Annette Forseter, an educational audiologist and the first point of contact for families signing up for Part C in the D.C. area. “It’s a good way for families to access services, many of which are provided in their own communities.”

Medicaid, Other Programs Even if you can’t afford health insurance, medical care may be available to you through Medicaid or the federally funded Children’s Health Insurance Program (CHIP; CMS, 2011). Medicaid, a federal program, is for individuals and families of low-income who meet certain eligibility requirements. The program is administered by individual states, so criteria and eligibility will vary. According to the Centers for Medicare & Medicaid Services, which administers the program, Medicaid covers diagnosis and treatment for hearing loss, including hearing aids (CMS, 2005). Indeed, Fifer says, “In some ways, Medicaid offers better ben-

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efits than private insurers. Medicaid in most states will pay for hearing aids for most little ones. However, the program will typically cover only one cochlear implant, if they cover cochlear implants at all. Again, it varies tremendously from state to state.” Additionally, you might qualify for CHIP, which is also federally funded and state administered. This program is a complement to Medicaid and covers many of the same services. It is for low-income families who don’t qualify for Medicaid and who can’t afford other health insurance (Kaiser, 2009). Like Medicaid, states are allowed to set their own eligibility requirements. Jones notes that many CHIP programs cover hearing aids and offer a sliding fee scale as a way to further help families. If you think your child might qualify for Medicaid or CHIP coverage, contact your state Medicaid or CHIP office. Visit www.benefits.gov/benefits/browse-by-state and click on your state to find information on what programs your state offers and the contact information for each.

Step by Step

References

Understandably, the amount of information being thrown at you can be overwhelming. But it’s important to learn as much as possible about your insurance benefits and exclusions as well as other programs available for your child. Knowledge is power and you’re going to need both in the days ahead. The second part of this article will discuss the early intervention timeline as well as insurance guidance for hearing aids, cochlear implants, other hearing devices and follow-up services. There are many parents who have been where you are. Just take it step by step, question by question, day by day. To paraphrase an ancient Chinese proverb, “A journey of a thousand miles begins with just one step.” And with that first step your child will be on the way to acquiring listening and spoken language.

Centers for Medicare and Medicaid Services (CMS). (2005). Medicaid early & periodic screening & diagnostic treatment benefit. Retrieved March 11, 2011, from http://www.cms. gov/MedicaidEarlyPeriodicScrn/02_Benefits. asp#TopOfPage.

Editor’s Note: The second part of this article is available on the AG Bell website at www.agbell.org/VoltaVoices and will be published in the a future issue of Volta Voices.

Centers for Medicare and Medical Services (CMS). (2011). National CHIP policy. Retrieved March 11, 2011, from http://www.cms. gov/NationalCHIPPolicy/01_Overview. asp#TopOfPage. Honeycutt, A., Dunlap, L., Chen, H., al Homsi, G., Gross, S., & Schendel, D. (2003). Economic costs associated with mental retardation, cerebral palsy, hearing loss, and vision impairment – United States, 2003. Morbidity and Mortality Weekly Report, 53(3), 57-58. Retrieved March 10, 2011, from http://www.cdc.gov/mmwr/ preview/mmwrhtml/mm5303a4.htm. Honeycutt, A., Dunlap, L., Chen, H., al Homsi, G., Gross, S., & Schendel, D. (2006). Errata. Retrieved March 10, 2011, from http://www.cdc. gov/mmwr/preview/mmwrhtml/mm5532a5.htm. Kaiser Family Foundation. (2009). Children’s health insurance program reauthorization act of 2009. Retrieved March 11, 2011, from http://www.kff. org/medicaid/upload/7863.pdf. National Dissemination Center for Children with Disabilities (NICHCY). (2011). Overview of early intervention. Retrieved March 13, 2011, from http://www.nichcy.org/babies/overview/Pages/ default.aspx.

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

VOLTA VOICES • MAY / JU NE 201 1

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

How to Organize for Success Advice from Parents

By Susan Boswell, CAE, and Elizabeth Reed-Martinez

any different professionals are involved in the medical care and education of a young child with hearing loss who is learning to listen and talk. But at the center are parents who play a critical role in communicating with various providers to guide their child’s care and education. Building an organized reference helps to track your child’s progress beginning the day of their diagnosis. To help organize for success, AG Bell distributed a survey to parents of children who are deaf and hard of hearing asking them what they needed to know immediately following diagnosis, during the child’s early years and about organization of medi-

cal and educational records as well as other topics. The survey generated a 68 percent response rate from parents who offered a wealth of advice and information about the top strategies other parents of young children with hearing loss should know.

Parents also said it was important to reach out and connect with other parents of children with hearing loss in their local community or through e-mail discussion groups. “Talk to other parents, visit them and meet their child, and read their blogs,” said Tammy Kenny in Galenda, Ohio. “Connecting to other parents helped us A Sound Start Survey respondents emphasized the impor- realize the possibilities ahead for our son and that things were going to be okay.” tance of early intervention for children Parents also felt it was important to newly identified with hearing loss. “Make connect with professionals in their comsure your child receives appropriate hearmunity who are knowledgeable about ing devices and gets started right away hearing loss (for a list of professionals you’ll with speech therapy with a clinician that understands the needs of a child with hear- meet, see sidebar on p. 35) and to become ing loss,” said Maria Maggiulli of Emerson, an advocate for their child. “You can never obtain too much information or do too N.J.

VOLTA VOICES • M AY / JU NE 201 1

fessionals along the road. Nearly all of the parents surveyed said that they organize information about their child’s hearing loss in some way, shape or form. When asked which medical and educational records were important to organize, most parents said they organized information about their child’s hearing loss test results and their child’s medical history, including current medications and diagnostic and treatment histories. Other records that most parents have on hand include contact information for doctors, hospitals, insurance companies and other medical care providers; the child’s Individualized Family Service Plan (IFSP) or Individualized Education Program (IEP); and a copy of the child’s treatment plan and summary. A smaller percentage of parents said they kept information for trouble-shooting their child’s hearing aid or cochlear

implant systems (45 percent); appointment notes from visits with doctors (42 percent); information about the child’s type of hearing loss (42 percent); information about the insurance policy for the hearing aid or cochlear implant (31 percent); and financial and insurance information about treatment costs (29 percent). Almost half of well-organized parents (44 percent) said they kept track of all of this information.

Getting Organized Many parents develop creative organizational systems for all of the information related to their child’s hearing loss. A three-ring binder with tabbed sections was the top recommended organizational tool. Parents suggested getting one – or more – large binder(s) for organizing information. Folders or notebooks were also used to hold information while other parents dedicated a drawer in a filing cabinet for information.

Professionals That You and Your Child Are Likely to Meet

Shutterstock Images

Pediatrician—a physician who cares for children from birth to early adulthood and specializes in disorders specific to children. See www.aap.org.

much research,” said Christi Pritzker of Hewlett, N.Y. “Ask questions about what you have read if you don’t understand it.” Kathy Doyle in New Jersey began her journey parenting a child with hearing loss with a notebook. “I networked like crazy, seeking out resources and assistance so that we could make decisions as we developed a strategy for moving forward. That worn notebook is still in my desk drawer because it reminds me of the unsurpassed empathy and kindness people showed us in those early days.” For Doyle, a single notebook was the beginning of an organizational system for information related to her daughter’s hearing loss and for communicating with pro-

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Audiologist—a health care professional who specializes in identifying, diagnosing, treating and monitoring disorders of the auditory and vestibular systems. See www.asha.org. Early Interventionist—includes a wide range of professionals involved in providing services for children from birth to three years old. These professionals may be educators, social workers, case managers, speech-language pathologists and/or therapists. See www.infanthearing.org. Listening and Spoken Language Specialist—professionals who help children who are deaf or hard of hearing develop spoken language and literacy primarily through listening. These specialists have obtained certification as

Auditory-Verbal Educators (LSLS Cert. AVEd) to work with children in various sized instructional groups, or as Auditory-Verbal Therapists (LSLS Cert. AVT) to work with young children and parents who actively participate in therapy. See www.agbellacademy.org. Otolaryngologist—a physician trained in the medical and surgical management and treatment of disorders of the ear, nose and throat (ENT), and related structures of the head and neck. They are commonly referred to as ENT physicians. See www.aao-hns.org or www.entnet.org. Medical Geneticist—investigates the etiology of the hearing loss in order to anticipate whether the child has, or is at risk for, other medical conditions. See www.acmg.net. Pediatric Ophthalmologist—a medical specialist concerned with eye diseases, visual development and vision care in children. See www.aapos.org.

Communication Approaches The following are communication options that may be used by individuals who are deaf or hard of hearing. Individuals may use just one approach or a combination of approaches to communicate. The use of a particular approach, and whether to use more than one, should be at the discretion of parents and based on their unique family circumstances. Listening and Spoken Language. This approach focuses on teaching children how to maximize use of residual hearing and/or hearing gained through the use of hearing aids or cochlear implants. This approach emphasizes “learning how to listen” through the use of auditory skill development. The goal is to ensure that the child’s language skills and spoken language ability are on par with their peers with typical hearing in their age group. Cued Language. This is a visual communication system combining eight handshapes (cues) and four placements around the mouth and face that represent different sounds of speech. These cues are used simultaneously with spoken language. The hand shapes help the child distinguish sounds that look alike on the lips, such as “p” or “b.” Because this system is phonetically based, it also aids in the development of spoken language.

Parents also scanned documents, such as an audiogram, and organized information into electronic folders. Many parents developed a separate file with the most recent information about their child to share with others, moving older information into a binder or file cabinet. “In the beginning, bring the whole binder to every meeting, medical appointment or school visit. After a while, grab most current results/relevant information/plans – you won’t need everything all the time,” one parent said. Some parents used a chronological organizational scheme, organizing information by date or by year. Other parents had one or more binders with sections categorized by subject, such as general health information; hearing loss tests/ information; IEP and test results/educa-

Cued language is an option for a child who may not be able to learn spoken language entirely through audition or for a child in a multi-lingual household, as the same cues can be used with any language. Total Communication. Total communication uses a combination of methods to help a child develop language, including a form of sign language, finger spelling, speechreading, speaking and hearing assistive technology. The sign language used in total communication is not a language in and of itself, like American Sign Language (ASL), but an artificially constructed language following English grammatical structure. American Sign Language. In this method, ASL is taught as the child’s primary language and English as a second language. ASL is recognized as a true language in its own right and follows its own syntax and grammar.

tional information; and research articles, educational law, and miscellaneous. Other parents organized their informa-

tion according to the provider, teacher or agency that served their child, or files were organized by the child’s age. Respondents suggested placing a business card holder in the binder to collect contact information, including a pouch to gather receipts related to medical care, and keeping a mileage log of trips to doctor appointments for tax purposes. Many parents felt it was important to separate medical information from educational information. “It is absolutely necessary for parents to keep records from the school, not only educational records but also every single piece of communication exchanged between parents and the school,” one parent commented. “This can be a lifesaver if there are problems.” Beyond important documents, many survey respondents developed a laminated fact sheet summarizing information about their child’s disability for educational and medical professionals (a sample fact sheet is available on this page). Parents also tracked information about their child’s expressive or receptive language development, and some parents kept a journal or blog about their child’s progress. Rachel Harold of Pleasanton, Calif., whose son is now a college graduate, cherishes an audiotape of her son’s speech before he was diagnosed at age 9 months as a reminder of the progress that he’s made. A key component not to be missed, parents noted, is a photo of the child. “This is about a child, not an ear!” said Terri Charles, in Natick, Mass., who suggested including a description of the real-world meaning of the child’s aided

Communicating the Facts about Your Child Many parents surveyed found it helpful to develop a one-page laminated fact sheet about their child with hearing loss that can easily communicate to a health or education professional important information about the child’s hearing loss.

Sample Fact Sheet • Photo • Name (nickname)

• Hearing loss intervention (including type(s) of technology used)

• Date of birth

• Other health issues related to your child

• Gender

• Family contact information (home address, phone, email, parents name, and emergency contact information)

• Hearing loss diagnosis (attach audiogram)

• Insurance provider information • Hobbies, favorite color, etc.

VOLTA VOICES • M AY / JU NE 201 1

Sample Organizational System The following is a sample of one parent’s organizational system for records related to her child: • Medical information from ENTs/ specialists • Medical information from audiologists • Medical information from primary care physicians • File for research articles specific to your child’s hearing loss • File for research articles on any hearing loss • Studies on the physiology of the hearing loss • Studies on the effects of the hearing loss • Studies on the intervention needed for that hearing loss

and unaided hearing abilities by stating examples of sounds that the child can and can’t hear. Other parents suggested including information about your child

• Insurance information • Articles on legislation/regulations related to hearing loss • Education law related to hearing loss • Child’s educational file • All communication from the school, which are kept separately and filed by date • The basics of ear hearing and types of loss • Child’s hearing devices • Helpful websites, such as AG Bell • Troubleshooting information related to my child’s devices

as a person, not just as a child with hearing loss, including the child’s likes and dislikes, as well as strengths and weaknesses. “It helps to remind me what I’m

doing all the work for, and it’s good to share with professionals to remind them that they are dealing with a little person,” said Kelly Scriven of St. Peters, Mo.

Conclusion Of the respondents, 97 percent said they were the parent or family member of a child or children with hearing loss. Most parents (66 percent) were 30-46 years old and had young children who were not in school (13 percent), preschool (20 percent), kindergarten (6 percent) or elementary school (26 percent). Approximately 24 percent of the parents surveyed said they benefitted from early hearing screening and detection, and that their child received a hearing screening after birth and was identified with hearing loss before they were 6 months old or within the first year of life. The parents surveyed said that the most important thing is to believe in themselves and their children. “Connect with other parents who have been through a similar experience,” said Leah Lefler of Jamestown, N.Y. “Learn about all the options—and have hope!”

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VOLTA VOICES • MAY / JU NE 201 1

Harry Potter and Hearing Loss A Whimsical Look at Similarities and Successes By Karen L. Anderson, Ph.D.

H 38

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arry Potter is a well-loved character to many children and adults. The books and movies are very popular as they depict the adolescent as he struggles with many challenges, including being accepted by his peers and overcoming challenges. Children with hearing loss can also struggle and be challenged to feel accepted by others. The following is a whimsical look at the similarities between Harry Potter’s story and the journey taken by many children with hearing loss. Harry Potter is a hero that illustrates being different from the “norm” is not strange, and with the effort and caring of others, great things can be accomplished – with and without magic!

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The Critical Role of the Family Technology Teaching

Harry Potter

Children with Hearing Loss

Harry was raised by a family that was not magical. Being “muggles,” his uncle and aunt were unaware of how Harry was different from other children.

Approximately 19 out of every 20 children born with hearing loss are born into families with parents who have typical hearing.1 The parents are usually unaware of the potential impact of hearing loss on their child and his or her resulting needs.

Although his uncle and aunt thought that there was “something funny” about Harry, they did not want to admit that it was because he was a wizard.

For children with late onset hearing loss, most parents come to realize that there is something “not right” with their child, but it can take them awhile to suspect the reason is hearing loss. Because of their fear that something may be wrong, they may delay getting the child’s hearing tested.

Harry’s uncle and aunt did not want to believe that he was a wizard, denying him anything magical or any contact with the magic community.

Some families, especially of children who have mild or unilateral hearing loss, can observe that their child responds to sound. They may deny that there is anything different about his or her hearing and not pursue the use of amplification or contact with hearing loss professionals.

Hermione’s parents were muggles who embraced the reality that she was a witch, supporting her successes.

Many children who are deaf or hard of hearing have wonderfully supportive families that interact frequently and foster good communication skills, which are the foundation of their children’s success.

Ron’s parents and family were all magical going back generations. He grew up immersed in the magical community.

About 5 percent of children with hearing loss are born into families that have members who are deaf or hard of hearing.1 These children are often raised within in the Deaf community and embraced by their culture.

Wizards and witches use wands to access the world of magic.

Children with hearing loss who are developing listening and spoken language use hearing aids and/or cochlear implants to access the world of sound.

Broken wands result in inaccurate magic.

Broken or malfunctioning hearing aids and/or cochlear implants results in fragmented or inconsistent hearing. This can cause misunderstanding of conversations or questions, and result in the child saying something that does not fit.

In Harry Potter’s world, student wizards and witches use spells and their wands to achieve magical results. Learning spells takes much practice, time and effort do perfectly. The more that the students are expected to learn and perform spells correctly, the better at magic they become.

Learning to listen and talk, and learning full, rich language all takes much time, practice and effort for most children with hearing loss. Having high expectations is important. Requiring basic elements, like wearing consistent amplification, is necessary before listening and speech skills can progress. Addressing gaps in language and providing rich language experiences helps to develop vocabulary and keep language skills at an age/grade-appropriate level.

When the students were taught Defense Against the Dark Arts by highly skilled teachers and had engaging learning experiences, they developed many skills rapidly. When they had teachers that were unsure of their goals, what to teach or a philosophy that did not encourage true learning, the students did not develop many solid skills.

When children with hearing loss and their families have teachers or therapists who are very knowledgeable about speech perception and language learning and who are able to set goals based on the natural hierarchy of skill development, children develop many language skills rapidly. When children have teachers or therapists who lack a clear understanding of auditory and language learning skills and strategies, the children make limited progress in developing listening and spoken language.

1 Mitchell, R.E., & Karchmer, M.A. (2004). Chasing the mythical ten percent: Parental hearing status of deaf and hard of hearing students in the United States. Sign Language Studies, 4(2), 138-163. Available online from www.infanthearing.org/ncham/presentations/SunriseSessionPPT.pdf VOLTA VOICES • MAY / JU NE 201 1

D I R E C T O R Y

O F

S E R V I C E S

Harry Potter

Children with Hearing Loss

Socialization

SoundWorks for Children, 18 South Main University of Michigan Cochlear Implant Northern Voices, 1660 West County Road B, 475 Market Place, Buildingwith 1 Suite A, Street, Topsfield, MA 01983 • 978-887-1284 (voice) MN 55113-1714 651-639-2535 (voice) • When Harry started at Hogwarts, heProgram, was Many students hearing lossRoseville, are educated in their• neighborhood Ann Arbor, MI 48108 • 734-998-8119 (voice/tty) • • soundworksforchildren@verizon.net (e-mail) • 651-639-1996 (fax) • director@northernvoices.org talked about as “the child who lived.” People schools where they are the only children with hearing aids and/or 734-998-8122 (fax) • www.med.umich.edu/oto/ci/ Jane E. Driscoll, MED, Director. Satellite program (e-mail) • Kristina Blaiser, Executive Director. Ph.D. Director • Other students serving Southern Maine.toKatelyn MED,whispered(website) Northern Voices is a been nonprofit early education wanted see hisDriscoll, scar and about • Terry Zwolan, cochlear implants. may not have around a child center zwolan@med.umich.edu (email). A multidisciplinary Program Coordinator. A comprehensive non-profit focused on creating a positive environment where him.to the development of auditorywithaudiology, hearingspeech-language loss, do not know what to with expect andloss areand often program that provides program dedicated children hearing theircurious families learn to pathology, and medical services to children devices. with oral skills in children who are deaf or hard-of-hearing. communicate through the use of spoken language. about amplification severe to profound hearing impairment. Services Specializing in cochlear implant habilitation and Our goal is for students to become fluent oral include pre-operative determination of candidacy, offering a full continuum of inclusionary support communicators and to join their hearing peers in a management, post-operative programming models from preschool through hightimes school.when Early Harry surgical traditional classroom at their Teasing happens in every school and to most students atneighborhood one time orschools. There were many was an and audiological management, speech-language Intervention services and social/self-advocacy groups another. Poking fun at someone can be a way of appreciating him as outcast, made fun of and treated poorly by evaluations and provision of Auditory-Verbal therapy, for mainstreamed students are offered at our Family n Mississippi andreact educational outreach and support provided Center. Summer programs, in-service He training, and did not part of the group or as a method of flirting. Teasing can also be hurtful. groups of students. usually DuBard School for Language Disorders, by a joint grant from the University of Michigan consultation available. Children who are “different” in any way, including wearing amplificaor lash out at his tormentors. Other Department students of Otolaryngology The University of Southern Mississippi, 118 College and the State of Drive #10035, MS 39406-0001 • - our Sound Support program: tion devices, may be targets for teasing. TheyHattiesburg, should learn the difference were singled out and picked on too, Michigan but the n Michigan 601-266-5223 (voice) • dubard@usm.edu (e-mail) • www.med.umich.edu/childhearinginfo/. between teasing as a part of friendship and negative teasing (and not to reader was mainly concerned about Harry. Monroe County Program for Hearing www.usm.edu/dubard • Maureen K. Martin, Ph.D., Impaired Children, 3145 Prairie St., Ida, MI CCC-SLP, CED, Director • The school is a clinical react when teased). n Minnesota 48140-9778 • 734-269-3875 (voice/TTY) • division of the Department of Speech and Hearing Northeast Metro #916 Auditory / Oral 734-269-3885 (fax) • whitman@ida.k12.mi.us Sciences and serves children from birth to age 13 in Program, 701 West County Road “B”, Roseville, (e-mail) • www.misd.k12.mi.us • Kathleen Whitman, its state-of-the-art facility. Working collaboratively Like all children, those with hearing loss need friends. There should Harry had Ron and Hermione as friends to Minnesota 55113 • 651-415-5399 (voice). The Supervisor. Auditory/oral program, full continuum of with 22 public school districts, the school specializes mission of the program to provide an intensive services, birthhelp to 25him years.emotionally Staff: 21. in coexisting language learning disabilities/ be a isbalance between therapies and homework, anddisorders, just being a child. and academically. They oral education to children with impaired hearing. dyslexia and speech disorders, such as apraxia, Supporting a child’s opportunities to develop close friendships should be accepted him for who he was. It was hard Redford Union Oral Program for Children Centered-based services are provided in a least through its non-graded, 11-month program. The 18499when BeechHarry Daly got restrictive with Hearing environment, combining Method,aware as refined, andjealousy expandedand by a high priority for families. TheyAssociation should remain of the forImpairments, Ron sometimes all of public school Rd. Redford, MI 48240 • 313-242-3510 (voice) • oral specific early intervention services within the the late Dr. Etoile DuBard and the staff of the school, bad feelings that can arise when all children in the family do not receive the attention. They eventually resolved this 313-242-3595 (fax) • 313-242-6286 (tty) • Dorothea mainstream setting for students pre-school through is the basis of the curriculum. Comprehensive B. French, Ph.D., Director.but Auditory/oral program to 3 services and parent/child individual therapy,needs, audiological enough attention. The child withevaluations, hearing loss has special but services problem, it wouldday have helped ifkindergarten an adult age. Birth serves 80 center students/250 teacher consultant groups are tailored to meet identified needs. Parent and professional development programs also are siblings need special attention too. had mediated. students. Birth to 25 years of age. and professional workshops are offered. Referrals available. AA/EOE/ADAI are through the local school district in which the family live.

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Competition Success

Harry Potter

Children with Hearing Loss

When Harry was chosen for the Triwizard Tournament, he was competing against students who had more advanced skills than he did. For each of the trials he needed to determine his strategy for the challenge, then work hard and practice so that when he was competing, he would be successful.

Many times students with hearing loss have one or more skills in which they are behind the other students in their mainstream classes. They require expertise from a knowledgeable listening and spoken language professional to help them identify learning, compensatory and self-advocacy strategies. They also need to work on skills and practice them so that they can succeed at school. Children with hearing loss need the support of their families to practice at home and complete homework.

Ultimately, Harry was successful in all of his challenges because he tried his hardest and he had help. It was not fair that he had to face Lord Voldemort again and again. It was not fair that the other students did not believe how hard it was for him and thought that all of his extra involvement was a way for Harry to get attention. He did not ask to be special. But Harry, with the help of his friends and his teachers, persevered, tried his hardest and was true to who he was as a person. Therefore he succeeded against all odds.

Most children who are deaf or hard of hearing did not wish to have a hearing loss. It is not fair that they need to wear amplification or have therapy and other services that most children do not need. It is not fair that they face listening and understanding challenges in many situations that are effortless for their peers who have typical hearing. It is not fair that they need to learn to advocate for their own right to access spoken language so that they can learn. Ultimately, children with hearing loss will be successful because they try hard and have support and assistance from their families and teachers. They need to believe in themselves and that they can succeed. Children who are deaf or hard of hearing, with the help of their families, friends, teachers and therapists, must persevere and be true to who they are as people to be able to succeed in a hearing world.

LOSS • DAMAGE • FAILURE

What to do before it happens.

d i A g n i r a e H n o i t c e t Pro 1.800.525.7936 www.soundaid.com VOLTA VOICES • MAY / JU NE 201 1

Hear Our Voices

I’m OK, and Your Child Will Be Too By Sarah Burrell

Burrell Family

y journey started on Dec. 5, 1993. I was born a healthy red-headed girl. When I was 12 months old, my family started to think that I couldn’t hear. They would say my name or clap and I did not turn around. When I was 17 months old I went through testing and that is when my parents found out I had a hearing loss. The doctors thought I was born with the loss. My mom said that it was a very sad day for her and my dad. My diagnosis was a severe-to-profound loss in both ears. A few of the professionals wanted me to learn sign language only. My parents wanted me to continue to use listening and spoken language because I was a very chatty baby, babbling all the time. They were very strong about wanting me to fit in with the “normal” kids and wanting me to communicate with everyone. My audiologist suggested some very good professionals because my parents wanted me to communicate with listening and spoken language and improve as I got older. I was fitted with two digital hearing aids when I was 18 months old and started intense speech treatment. My speech-language pathologist became my second mom. We did fun therapy like going to the park, planting flowers and eating at McDonalds. I always wanted to put my “ears” on when I woke up and always wore my hearing aids unless I had a sore or an ear infection. I got cool color molds of my choice for my hearing aids about every six months. My vocabulary improved and grew as I entered private preschool. My speech-language pathologist would engage different types of speech learning exercises with me. She stopped covering her mouth and that’s when I learned how to speechread, and I’ve read lips ever since. When people ask me how I can understand what other people were saying, I just tell them “I

Sarah as a child. Her mother, Beth, calls this her determination picture.

speechread.” I’ve had a number of people ask me to teach them how to read lips but it’s really a natural thing for me. When talking to another person, some people look at the eyes of the person who is speaking. I look at the mouth, which makes speechreading natural for me. My dad died of cancer when I was 4 years old. He used to read, play and sing to me; he was my best friend. I soon took a leap of faith and began kindergarten in a public school. I had an awesome teacher, with whom I am still friends today. In fourth grade we moved to Fayetteville, Ark., and I continued to go to public school, making great friends and playing softball and basketball. When I was 14 years old, my audiologist started giving me and my mom information about cochlear implants. My mom said that it was my decision. I was really into the idea and saw only good things from others who had one, and soon enough, in June 2007, I got

a cochlear implant in my right ear. Surgery was successful and I healed before I knew it. When my implant was “turned on” for the first time, I was confused. It sounded like beeps and clicks; I thought I was in a robotic world. This was when I told my mom, “Why did I get this implant?” My brain had to learn and recognize sounds all over again. After much therapy, I LOVED the cochlear implant. I could hear my dog’s long nails walking across the wood floor for the first time and I heard birds chirping. I asked my mom about all kinds of sounds like the dishwasher, coffee pot, refrigerator and washing machine. I now depend on my implant, and I advise every person out there considering one to get one. I heard sounds that I have never heard before and even heard things that I never knew existed! I still wear a digital hearing aid in my left ear but I am leaning toward getting a second implant.

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Last summer I received a scholarship to attend the AG Bell Leadership Opportunities for Teens program (LOFT) in Orlando, Fla. Oh, WOW! What an experience. I met people just like me. I made forever friends. I have never felt so accepted as much as I was while in Orlando. Sure, I’m accepted at home with my family and friends but not like there. The people I met knew exactly what I had gone through and I could easily communicate with them. I was on a week-long high; it truly was the best week of my life. Since attending LOFT, I have become my own advocate. I feel that I got to know myself better and have truly accepted my hearing loss. Since then, I now say, “being deaf isn’t a disability; it’s a gift.” The gift of true friends, gift of newly discovered sounds and even the gift of being appreciative of what I have. Now, I’m a junior in a public high school. I communicate with my teachers for the help I need and I’m my own advocate. I have a 3.75 grade point average. I am a

skillful speechreader, even though I love talking to my friends as well, and I am involved in service learning (a credit class that concentrates on serving the community). With the help of my service learning teacher and the deaf advisor for my school district, I am starting a new organization called H.I.P. (Hearing Impaired Pals). It is an organization for kids who are deaf or hard of hearing to get to know each other, form friendships and realize that they are not alone. I am so excited for this new adventure. My hope is that when I graduate from high school and start college, another student will continue H.I.P. My plans for the future are to go to college and continue to accept my hearing loss. I have still not decided on a college or major, but I’m leaning towards specializing in the medical field. My hobbies include playing softball, being involved with my church and hanging with my friends and family. I want to thank God, my family, my friends, my speech-language pathologist,

“

AG Bell and LOFT for making me the independent and strong young woman that I am today. Sarah Elizabeth Burns Burrell is 17 years old and a junior at Fayetteville High School in Fayetteville, Ark. She has a brother, Josh, and a cockapoo named Annie. Sarah’s hobbies include playing softball, hanging out with friends and family, and being active with the youth at her church. She was voted to the Youth Advisory Council for Arkansas Communities Foundation, which awards grant money to community programs. Sarah loves her service learning class, which provides service to area Fayetteville schools and the community.

My son…is your typical boy…very active in sports… We were having all sorts of problems with the hearing aids due to excessive moisture which would require the aids going in for repeated repair work. Since we began using the Dry & Store this has no longer been a problem. ~ C.B., Green Forest AR

”

Dry & Store® lets kids be kids.

Find out how your child can start enjoying better sound quality, dependability, and comfort today.

Call 1-800-327-8547 or visit us at www.dryandstore.com

VOLTA VOICES • MAY / JU NE 201 1

Dry &Store

VOICES FROM AG BELL

Conversations With Alex Graham

ometimes the best conversations can be had right in your own backyard. On a cold day in early February, I visited with the students of Camelot Elementary School in Annandale, Va. Annandale is a suburban community not far from AG Bell’s historic headquarters, The Volta Bureau, in Washington, D.C. True to its medieval name, Camelot greets all its visitors with a mythical, friendly dragon at the door. Camelot offers its students with hearing loss a centralized special education site that utilizes listening and spoken language to provide instruction. Students with hearing loss range from preschool through sixth grade with a

full-day kindergarten. The school also provides inclusive learning opportunities with peers who have typical hearing. The occasion of my visit was a “social” that the students host on a regular basis. This particular social featured two interesting presentations. First, the students presented a skit on the topic of the seasons. It was full of great performances and lots of humor; there is no shortage of theatrical talent among the students at Camelot. Following the skit, I was asked to provide a tour through time based on AG Bell’s collection of assistive listening devices. As a warm up to the hands-on demonstration of these old-school hearing

SAVEtheDATE

technologies, the students engaged in a fun game of “name that person from history with hearing loss.” Without missing a beat as photos of the individuals flashed across the screen, the students called out Ludwig van Beethoven, Helen Keller, Thomas Edison, Juliet Gordon Lowe, Curtis Pride, Heather Whitestone and Reed Doughty (a hometown favorite and current player for the Washington Redskins). Unless you have had the opportunity to visit The Volta Bureau, many do not realize that the association has a rich collection of assistive listening devices on display, some dating all the way back to the early 1800s. The kids of Camelot

June 28–July 2 Westin Kierland Resort Scottsdale, Arizona

AG Bell 2012 Biennial Convention

www.agbell.org

The largest gathering of families, professionals and adults with hearing loss dedicated to a listening and spoken language outcome. Convention Highlights:

Who Should Attend:

• • • • • • •

80+ education sessions for professionals, families, and adults with hearing loss Parent programs and networking Children’s program NIH-funded research symposium Exhibit hall with the latest technology and education information CEU opportunities Exciting desert southwest environment with economical hotel rates—perfect for a family vacation

Families raising children with hearing loss Adults who are deaf and hard of hearing Listening and Spoken Language Specialists Teachers of the deaf Speech-language pathologists Audiologists Students in speech-language pathology, audiology and deaf education

“The AG Bell Convention literally changed our lives. When we learned our son was born deaf, we ventured to the convention to learn about listening and speaking. When we returned for our second convention, we couldn’t have been more proud of how far he’s come. Thank you AG Bell!”

VOLTA VOICES • M AY / JU NE 201 1

AG Bell

Children of Camelot Elementary School, Alex Graham and Donna Grossman

were eager to learn of these strange devices, including “ear trumpets” made popular by the famous composer Ludwig van Beethoven. Ear trumpets came in all shapes and sizes, such as long hornshaped devices with tubes or decorative pieces that hung off the ear. All of these devices relied on the concentration of sound versus the amplification of sound that would come with later hearing aids. Great fun was had trying out the various types of trumpets.

The students were also able to hold and try on carbon-based and vacuum tube hearing aids, which were popular in the 1920s and 1930s. As power sources became smaller and with the advent of transistors, the hearing aids again grew even smaller. Although state-of-the-art in the 1960s and 1970s, these devices still seemed huge and clunky to the kids of Camelot. By the time our journey ended, the students were able to see the latest and greatest technology from

cochlear implants to hearing aids. One of the products from The Volta Bureau collection that got the most interest was a solar powered hearing aid charging station. This device was developed for individuals with hearing loss who do not have access to batteries or electricity in some of the impoverished regions in the world. Our visit came to an end and the students had to return to their classrooms for dismissal, but not before we enjoyed a snack of heart shaped cookies to celebrate the Valentine’s season. A special thanks the principal of the Camelot Elementary Hearing Center, Donna Grossman. Donna is a long-time member and friend to AG Bell. Donna will be retiring at the end of this school year after serving 13 years as principal of Camelot. And while Donna is moving on to new challenges, I hope she will stay involved with the AG Bell community!

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

VOLTA VOICES • MAY / JU NE 201 1

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

Learning the Language of Elementary Arithmetic

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

his is the fourth in a series of five articles about the word problems of 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 issue of Volta Voices) and third (published in the March/April 2011 issue of Volta Voices), we focused on addition and subtraction word problems, respectively. We found lots of variety in the language of these problems. We encourage parents, teachers and therapists to help children in their study of arithmetic by exposing them to a variety of problems, helping them to make physical models of the problems and using those models to solve the problems. In this article, we focus on the language of multiplication word problems. As we did for addition and subtraction, we can categorize multiplication problems by how they are most simply modeled. On that basis we can distinguish three types: ʶʶ Easy Multiplication: Suppose there are 3 buses and that each of those buses has 4 chickens on it. How many chickens are there altogether? ʶʶ Hard Multiplication: Matt has 4 chickens. Oscar has 3 times as many chickens as Matt. How many chickens does Oscar have? ʶʶ Combination Multiplication: Chloe likes 3 kinds of pie and 4 kinds of ice cream. If dessert consists of 1 kind of pie with 1 kind of ice cream, how many different desserts can Chloe choose from? All three of these word problems may be represented by the one equation, 3 x 4 = 1 . But representing their meaning is most clearly done using three different

models. As we noted for both addition and subtraction, learning how to model multiplication word problems is a prerequisite to study the operation of multiplication.

Easy Multiplication To help a child understand the meaning of the Easy Multiplication example above, try using paper cups and marbles (or any other convenient materials). Then help him or her: ʶʶ Count out 3 paper cups to represent the buses (Figure 1a). ʶʶ Put 4 marbles in each cup to represent the chickens that are on the buses (Figure 1b). The child can then use this model to solve the problem by: ʶʶ Joining all the marbles together and counting them (Figure 1c). Figure 1a

We will return to the topic of Easy Multiplication later. But for now it is worth noting that this model of Easy Multiplication involved 15 objects. We used 3 cups to represent the buses and 12 marbles to represent the chickens.

Hard Multiplication To help a child understand the Hard Multiplication example, we need to represent only chickens – there are no buses. And there are actually 16 chickens involved – not 12. You will need to represent all of them: ʶʶ Count out the 4 “chickens” (GREEN) that Matt has (Figure 2a). ʶʶ Help the child understand what it means for Oscar to have “3 times as many chickens” (RED). He doesn’t have “just as many” (Figure 2b), or “twice as many” (Figure 2c). He has “3 times as many” (Figure 2d). ʶʶ Count how many “chickens” Oscar has: “1, 2, 3, 4...5, 6, 7, 8…9, 10, 11, 12.” Figure 2a Matt’s chickens

Figure 1b

Figure 2b Matt’s chickens

Oscar has “just as many.”

Figure 1c

Figure 2c Matt’s chickens

Oscar has “twice as many.”

1 The symbols “3 x 4” means 3 collections of objects, with 4 objects in each collection. The symbols “4 x 3” means 4 collections of objects, with 3 objects in each collection. These meanings are different from one another. Using the models in the discussion that follows, you should be able to see that both the Easy Multiplication example and the Hard Multiplication example should be represented by 3 x 4 = , but not by 4 x 3 = . On the other hand, you will also be able to see that the Combination Problem can be equally well represented by both 3 x 4 =  and 4 x 3 = .

Figure 2d Matt’s chickens

Oscar has “three times as many.”

VOLTA VOICES • M AY / JU NE 201 1

While many children learn to model Easy Multiplication problems without explicit instruction, that is often not the case for Hard Multiplication. This may be a good time to again emphasize the importance of teaching children to make models of all the different kinds of word problems that they are likely to encounter, first as students in school and then as adults in supermarkets, gas stations and the workplace. Some things to remember: 1) If children cannot model a particular type of problem and solve problems of that type by counting, then they don’t know what problems of that type mean. 2) The reason to memorize so-called “facts” (like 3x4=12) is to allow simple word problems to be solved quickly, without models and without counting. But the experience of making models and counting helps children learn to use those facts to solve word problems. And it is only with that experience that they can see the value of memorization. 3) Finally, the experience of making models and counting is necessary if children are to understand why the familiar rules for adding, subtracting, multiplying and dividing actually work.

Combination Multiplication Children only rarely learn to model Combination Multiplication problems on their own. But our experience suggests that this is not difficult to teach. However, the modeling and counting present some new challenges. You may find it helpful to make your own physical model as you read along. ʶʶ Count out 3 markers to represent the 3 kinds of pie – perhaps 3 crayons of different colors. Then count out 4 markers to represent the 4 kinds of ice cream – perhaps 4 toy blocks with different letters on them (Figure 3a). (Challenge 1: Unlike any of the problems modeled so far, it will be helpful if the 3 kinds of “pie” are similar, e.g., all crayons, but distinguishable from one another, e.g., different colors. The 4 kinds of “ice cream” should also be similar – but distinguishable – from one another and also distinguishable from the “pie.”)

VOLTA VOICES • MAY / JU NE 201 1

Figure 3a

 A

 B



ʶʶ Combine one of the “pies” (in this case the GREEN crayon) with each of the 4 blocks representing the different kinds of ice cream. As you make these combinations, keep track of how many you have made (Figure 3b). (Challenge 2: You cannot make all 4 combinations at once since you only have one green crayon. Therefore, you will need to count as you go along, and remember how many you have counted so far.) Figure 3b



“1”

“2”

“3”

“4”

ʶʶ Next, combine the RED “pie” with each of the different kinds of “ice cream” and the BLUE “pie” with each of the different kinds of “ice cream.” As you keep making these combinations, keep track of how many you have made (Figure 3c). (Challenge 3: You need a system for keeping track of the combinations, counting each one once and only once.) Do you see why this problem can be represented by both 3 x 4 =  and 4 x 3 = ? Figure 3c

 A

“5”



 B

“6”



 C

“7”



Other Multiplication Word Problems While there are only three models for the simple multiplication problems that children are likely to see in school, the language of multiplication problems is more diverse. For example, among those problems that can be modeled as Easy Multiplication, mathematics educators have distinguished “Price Problems,” “Rate Problems” and “Array Problems”: ʶʶ Price Problems – Isabella buys 3 candy bars. Each one costs 4 cents. How much do the candy bars cost altogether? ʶʶ Rate Problems – Jacob plants 4 sunflower seeds each day. How many sunflower seeds does he plant in 3 days? ʶʶ Array Problems – The seats in a small classroom are arranged in 3 rows, with 4 seats in each row. How many seats are there altogether? We leave it to the reader to model these problems. See if you can satisfy yourself that these problems are just examples of Easy Multiplication.

Summary Once again we emphasize the main point of this series. Parents, teachers and listening and spoken language specialists should help children learn to model all the different kinds of word problems, just as they help with other types of language learning. In this article we identified the models for multiplication problems and some of the language that gives rise to them. Editor’s Note: Past articles are available at www.JaneMadell.com. They are also available in Spanish at www.t-oigo.com / También disponible en español en la página web, www.t-oigo.com.

“8”



“9”

“10”

“11”

“12”

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, 310-3397678, 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.

VOLTA VOICES • M AY / JU NE 201 1

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.

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

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.

VOLTA VOICES • MAY / JU NE 201 1

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

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

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

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 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.

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.

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 non-profit auditory and spoken language development program for children with hearing loss. We offer a blended approach by combining an intensive therapy-based pre-school program integrated into a NAEYC preschool environment. Therapy is provided by an Auditory-Verbal Therapist, Hearing–Impaired Teacher, and SpeechLanguage 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.

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Directory of Services n Oklahoma

n Oregon

Hearts for Hearing, 3525 NW 56th Street,

Tucker-Maxon Oral School, 2860 SE Holgate

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 speechlanguage 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.

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

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

Shady Retreat Road, Doylestown, PA 18901 • 215-3482940 x1240 (voice) • 215-340-1639 (fax) • kmiller@ bucksiu.org • Kevin J. Miller, Ed.D., CCC-SP, CED, Supervisor. A publicly-funded program serving local school districts with deaf or hard of hearing students (birth -12th Grade). Services include itinerant support, resource rooms, audiology, speech-language therapy, 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. Clarke Schools for Hearing and Speech/ Pennsylvania, 455 South Roberts Rd., Bryn

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

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

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

DePaul School for Hearing and Speech, 6202

Alder Street, Pittsburgh, PA 15206 • (412)924-1012 (voice/TTY) • ll@depaulinst.com (email) • www. speakmiracles.org (website). Lillian r. Lippencott, Outreach Coordinator. DePaul, western Pennsylvania’s only auditory-oral school, has been serving families for 101 years. DePaul is a State Approved Private School and programs are tuition-free to parents and caregivers of approved students. Programs include: early intervention services for children birth to 3 years; a center-based toddler program for children ages 18 months to 3 years; a preschool for children ages 3-5 years and a comprehensive academic program for grades K-8. Clinical services include audiology, speech therapy, cochlear implant mapping/habilitation services, physical and occupational therapy, mainstreaming support, parent education programs and support groups. AV services are also available.

Western Pennsylvania School for the Deaf,

300 East Swissvale Avenue, Pittsburgh, PA 15218 – 412-371-7000 (voice) – vcherney@wpsd.org (email) - www.wpsd.org (website). The Western Pennsylvania School for the Deaf (WPSD) provides tuition free educational and extracurricular programs in an all inclusive communication environment. With campuses in Pittsburgh and Scranton, WPSD serves over 300 deaf and hard-of-hearing children, birth through twelfth grade, from 124 school districts and 44 counties across Pennsylvania. WPSD is the largest comprehensive center for deaf education in 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 (803-777-2669), Gina Crosby-Quinatoa (803) 777-2671, and Jamy Claire Archer (803-777-1734).

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

2001 East Eighth Street, Sioux Falls, 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.

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

Tower, 1215 21st Avenue South, Nashville, TN 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.

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

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

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

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Directory of Services I NTERNATIONAL n Australia 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.

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.

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.

List of Advertisers Auditory-Verbal Center, Inc. (Atlanta)..................................................................6 Central Institute for the Deaf............................................................................. 53 Clarke Schools for Hearing and Speech...........................................................25 DuBard School for Language Disorders.............................................................5 Ear Gear..............................................................................................................16 Ear Technology Corporation /Dry & Store........................................................ 43 Expanding Children’s Hearing Opportunities - Carle Foundation Hospital.... 33 Gallaudet University.......................................................................................... 45 Harris Communications.....................................................................................32 Jean Weingarten School......................................................................................9 John Tracy Clinic................................................................................................40 Moog Center for Deaf Education................................................................ 27, 51 National Cued Speech Association.................................................................. 54 National Technical Institute for the Deaf/RIT.......................................................7 No-Limits Theater Group.................................................................................. 37 Oticon Pediatrics..................................................................... Inside Front Cover St. Joseph Institute for the Deaf..................................................................31, 55 Silent Call............................................................................................................26 Sorenson Communications...............................................................................10 Sound Aid Hearing Aid Warranties....................................................................41 Sunshine Cottage School for the Deaf............................................................. 30 Tucker-Maxon Oral School..................................................................................4

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

Street, Euston, London NW1 1JF, England • 0114-207383-3834 (voice) • 0114-207-383-3099 (fax) • info@ speechlang.org.uk (email) • www.speech-lang.org.uk (website) • Assessment, nursery school and therapeutic centre for children under 5 with hearing impairment, speech/language or communication difficulties, including autism. • We have a Child Psychologist and a Child Psychotherapist. • Auditory-Verbal Therapy is also provided by a LSLS Cert. AVT.

AG Bell - 2011 LSL Symposium.........................................................................17 AG Bell - 2012 Biennial Convention.................................................................. 44 AG Bell – Bookstore.......................................................................................... 21 AG Bell - Family Programs...................................................... Inside Back Cover AG Bell - Free Parent Membership.................................................... Back Cover AG Bell - Parent Advocacy Training...................................................................11

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AG Bell Programs for Families AG Bell programs are designed to provide assistance and support for families with children who are deaf and hard of hearing over the course of the child’s journey to adulthood.

Here’s what one family shared with us about their relationship with AG Bell — “As hearing parents of a child with hearing loss, we are so grateful that organizations like AG Bell exist. You have provided us with informational resources, links to other parents who have children with hearing loss, and much-needed and appreciated financial assistance. All of this has helped make our daughter who she is today. We cannot thank you enough. You really do make a difference!”

birth to three Parent-Infant Financial Aid Program

preschool Preschool-Age Financial Aid Program

elementary and high school

• School-Age Financial Aid Program • Arts & Sciences Financial Award Program • Leadership Opportunities for Teens (LOFT) Program

college

• AG Bell College Scholarship Program • George H. Nofer Scholarship for Law and Public Policy

programs to benefit parents and families at any point in your child’s development

• Parent Advocacy Training (P.A.T.) • AG Bell Biennial Convention

To learn more about each program, visit the AG Bell website at www.agbell.org. You can also sign up to receive AG Bell’s weekly electronic newsletter, AG Bell Update.

Free 6-Month Parent Membership The Alexander Graham Bell Association for the Deaf and Hard of Hearing (AG Bell) is pleased to offer a

Free 6-month trial membership for parents. This exclusive offer is open to parents of children who are deaf or hard of hearing who have never been members of AG Bell.

join

today and receive

• Networking Opportunities – online and local • • • • •

communities where members can exchange information and provide support. Access to tools to expand your knowledge of listening and spoken language, hearing loss and early intervention. Financial Aid and Scholarship Programs. Online Parent Advocacy Training. Access to activities and resources through your local AG Bell Chapter. Volta Voices – a bimonthly magazine featuring information on hearing loss, education, advocacy initiatives, listening and spoken language and family support.

facts

on hearing loss and spoken language • More than 12,000 children are born with permanent • •

hearing loss each year. An unidentified and unmanaged hearing loss can permanently delay a child’s speech and language development. Children identified with hearing loss early, fitted with hearing aids or cochlear implants, and enrolled in an early intervention program have the potential to develop language skills comparable to their peers with typical hearing by the age of 5.

Join the AG Bell family today. Come for information and stay for a lifetime of support.

For more information, contact AG Bell toll free at 866-337-5220, or visit the AG Bell website at www.agbell.org.