Volta Voices January-February 2012 Magazine by Alexander Graham Bell Association for the Deaf and Hard of Hearing

VOICES

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

January/February 2012

Connect with Dr. Dale Atkins Psychologist, Author, Today Show Commentator

Connect Discover Inspire AG Bell 2012 Convention W W W. AGBELL .ORG â&#x20AC;˘ VOL 19, ISSUE 1

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January/February 2012 VO LU M E 19 ISS U E 1

VOICES V

Departments

Features

Voices from AG Bell

20 Tips for Parents

Conozca más sobre la Dra. Dale Atkins y su punto de vista sobre cómo las familias de niños con pérdida de audición pueden desarrollar relaciones valiosas y sólidas.

Hear Our Voices

32 Why Should You Attend an AG Bell Convention?

Connect: Networking and Relationship Building By Corrine Altman

Preview the AG Bell 2012 Convention and how you can build lifelong friendships and connections with others who have a vested interest in listening and spoken language outcomes.

In Every Issue 2 Want to Write for Volta Voices?

6 voices Contributors

Discover: Educational Program Highlights

By Helen Morrison Ph.D., LSLS Cert. AVT

8 Soundbites

List of Advertisers

Inspire: Sepa cómo con la Dra. Dale Atkins Por Susan Boswell, CAE

38 Winterize Your Fun

By Susan Boswell, CAE

VERSIÓN EN ESPAÑOL

5 Connect, Discover, Inspire

Directory of Services

Inspire: Learn How with Dr. Dale Atkins Dr. Dale Atkins shares her insights on how families of children with hearing loss can build strong, meaningful relationships.

3 Advancing the Outcome of Listening and Spoken Language

Read about the exciting program planned for the AG Bell 2012 Convention, including attendee favorites and new features meant to provide the most current information on listening and spoken language acquisition.

Strategies for Families Speaking Tonal Languages By Yi-ping Chang, Ph.D.

Learn about strategies that families and professionals can use for children learning tonal spoken languages.

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 Editor Melody Felzien National Sales Manager for Advertising, Exhibit and Sponsorship Sales James Boston, The Townsend Group 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. (IL) Holly Clark (DC) Wendy Ban Deters, M.S., CCC-SLP (IL) Cheryl Dickson, M.Ed., LSLS Cert. AVT (Australia) Catharine McNally (VA) Ted Meyer, M.D., Ph.D. (SC)

Want to Write for Volta Voices? Volta 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.

for publication in Volta Voices are requested to transfer copyright of their articles to AG Bell prior to publication. This copyright can be transferred only by written agreement. Without copyright ownership, the Alexander Graham Bell Association for the Deaf and Hard of Hearing cannot issue or disseminate reprints, authorize copying by individuals and libraries, or authorize indexing and abstracting services to use material from the magazine. Art Submission Guidelines Volta Voices prefers digital images over original artwork. When submitting electronic files, please provide them in the following formats: TIF, EPS or JPG (no BMP or GIF images). Digital images must be at least 300 dpi (at size).

n Health – audiology issues relating to children or adults with hearing loss and/or their families and friends.

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

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. 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

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

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

VOICES Letters to the Editor 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 in J/F, M/A, M/J, J/A, S/O and N/D. Periodicals postage is paid at Washington, DC, and other additional offices. Copyright ©2012 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 $115 domestic and $135 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 Statement Of Ownership Volta Voices is the membership magazine, published six times per year, of the Alexander Graham Bell Association for the Deaf and Hard of Hearing, a not-for-profit organization. Annual membership dues are $50 for individuals and $115 for institutional subscriptions. The publishing office of Volta Voices is located at 3417 Volta Place, NW, Washington, DC 20007-2778. The average number of copies per issue over the past 12-month period has been 4,886; the actual number for the last issue was 4,172. The average paid circulation over the past 12-month period has been 4,351; the actual paid circulation for the last issue was 3779.

On the cover: Dr. Dale Atkins, the keynote speaker for the AG Bell 2012 Convention, provides insight into relationship building, hearing loss and leading a balanced life. Photo Credit: Joe Henson

VOICES FROM AG BELL

Advancing the Outcome of Listening and Spoken Language

n just a few short months, AG Bell will host its 2012 Convention and bring its community of parents, professionals and adults together to “Connect, Discover, and Inspire” each other along their personal and professional journeys with hearing loss. One highlight and inspirational moment at every Convention is the presentation of the prestigious AG Bell Awards – the AG Bell Award of Distinction, the Volta Award and the Honors of the Association. For almost 50 years, these awards have honored U.S. presidents, senators, representatives and regulatory commissioners for advancing legislation and policies that have fundamentally improved the lives of people who are deaf and hard of hearing; inventors that have given people with hearing loss new ways to communicate; celebrities and athletes that have changed the public’s image of people who are deaf through their accomplishments; service organizations that have made hearing aids aff ordable; and educators and therapists whose work has formed the cornerstone of our understanding of listening and spoken language development. Th is year, AG Bell members as well as staff nominated individuals for consideration by the AG Bell Awards Task Force, which was charged with reviewing the numerous nominees and selecting a slate of award candidates for approval by the AG Bell Board of Directors. The individuals and organizations who will receive these honors have made significant contributions in advancing the outcome of listening and spoken language, in supporting early hearing detection and intervention (EHDI) and making hearing aids affordable, and in promoting familycentered choices in communication. They have helped to build our professional

V O LTA V O ICES • JAN U ARY/FE BRUARY 201 2

foundation – and their endeavors are leading us toward a better future. The 2012 award recipients are: The Alexander Graham Bell Award of Distinction – Senator Olympia Snowe (R-ME). Th is award recognizes an individual or organization outside the field of education or (re)habilitation of individuals with hearing loss that has made an outstanding contribution to hearing loss issues. Sen. Olympia Snowe (R-ME) will receive the award for her role in supporting the Hearing Aid Tax Credit during the 110th and 111th congresses, and for introducing the legislation to the current 112th Congress. As an influential member of the Senate Committee on Finance, which reviews all tax legislation, Sen. Snowe’s co-sponsorship and active support of the bill is significant. The legislation provides a tax credit of up to $500 per hearing aid, once every five years, for any individual who purchases a hearing aid. Sen. Snowe also helped champion the EHDI Act of 2010 in the Senate, which was reauthorized on Dec. 22, 2010. Th is law (P.L. 111-337) is an expansion of the original EHDI legislation passed in 2001.

The new changes required Congress to “reauthorize” the law so that it will ensure continued early identification and intervention strategies specific for infants who are identified as deaf or hard of hearing. The Volta Award – BEGINNINGS for Parents of Children who are Deaf or Hard of Hearing in North Carolina. Th is award is given to a publication, production, individual or agency that has made a significant contribution to listening and spoken language. BEGINNINGS was incorporated as a nonprofit organization in 1987 to provide emotional support and access to information as a central resource for families who have children who are deaf or hard of hearing, ages birth through 21. The organization provides an impartial approach to meeting the diverse needs of these families and the professionals who serve them and has collected widely cited data demonstrating changes in parental communication choice over the last decade. BEGINNINGS also worked to pass a statewide hearing aid insurance mandate in North Carolina, which took eff ect in 2011.

JWPOSD is celebrating 44 years of helping children who are deaf and hard of hearing to listen, to speak, and to communicate in the world around them. • Educational Programs—Mommy & Me, Toddlers, Preschool, K/1 • Mainstream Preschool and Support Services • Parent Education • Therapy Services • Audiology—HA, CI, & FM 3518 Jefferson Avenue, Redwood City, CA 94062 Tel 650-365-7500 • Fax 650-365-7557 Email jwposd@jwposd.org • www.deafkidstalk.org

VOICES FROM AG BELL Honors of the Association – Karen Youdelman, Ed.D. This award is presented in recognition of an outstanding individual in the field of listening and spoken language who has advanced the goals of AG Bell. This year’s recipient, Dr. Youdelman, is a past AG Bell president and board member, and has been a member of AG Bell during her 30-year career during which she tremendously influenced the field while serving in diverse capacities: speech-auditory training teacher at the Lexington School for the Deaf in New York City, adjunct assistant professor at Columbia University, an educational consultant with the Cochlear Implant Program of Manhattan Eye, Ear and Throat Hospital, and as a senior research associate evaluating advanced speech training technology for Matsushita (Panasonic) Corporation. She co-authored the Fundamental Speech

Skills Test (FSST) and the “Guidebook for Voice Pitch Remediation in HearingImpaired Speakers,” critical tools for professionals in our field. The Volta Award and the Honors of the Association award will officially be presented during the Opening General Session of the AG Bell 2012 Convention, June 28-July 2, in Scottsdale, Ariz. The Award of Distinction will be formally presented during a Capitol Hill ceremony in Washington, D.C., in March 2012. As president of AG Bell, I look forward to presenting the highest honors of the association to these individuals and organization that have drawn the well-deserved accolades of parents, professionals, individuals and families. They epitomize the theme of this year’s Convention as they have worked to connect parents and professionals, discover new interventions and assessments, and

inspire us as we work toward achieving an even better future for children with hearing loss who use listening and spoken language. 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

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EDITOR’S NOTE

Connect – Discover – Inspire

appy new year! This edition of Volta Voices is an exciting preview to AG Bell’s 2012 Convention, June 28-July 2 in Scottsdale, Ariz. This year’s theme is Connect, Discover, Inspire. It is our hope that you will Connect with old friends and colleagues (and even make some new ones), Discover information about listening and spoken language outcomes you didn’t know before, and be Inspired by the tremendous abilities of individuals with hearing loss to listen and talk. First, we introduce you to this year’s keynote speaker, Dr. Dale Atkins, in “Inspire: Learn How with Dr. Dale Atkins.” Read about her perspectives on relationships, hearing loss and maintaining a balanced life. In “Connect: Networking and Relationship Building,” Convention Chair Corrine Altman previews the Convention activities, emphasizing key relationship building and networking opportunities. And, in “Discover:

Educational Program Highlights,” Education Program Chair Helen Morrison previews this year’s learning opportunities and highlights new features of the Convention program. Finally, this edition of Hear Our Voices includes a sample of the impact Convention has had on past attendees. If you’re not sure about attending, read about their experiences. To learn more about the Convention and register, read the enclosed registration brochure or visit www.agbell.org/Convention. This issue also contains a variety of other articles for professionals and parents. First, “Strategies for Families Speaking Tonal Languages” uses the acquisition of spoken Mandarin to teach professionals strategies for helping children with hearing loss to develop spoken tonal languages. Second, “Tips for Parents” provides parents with information on how to safely manage hearing technology while their children participate in winter activities and sports.

Thank you for reading. Our full 2012 editorial calendar is now available online at www.agbell.org/VoltaVoices. We encourage submissions from parents, professionals and adults with hearing loss on the issues that matter to them. If you or a colleague are interested in contributing, please email me at editor@agbell.org with your comments and suggestions. Best regards,

Melody Felzien Editor, Volta Voices editor@agbell.org

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Voices contributors Corrine Altman, author of “Connect,” is a member of the AG Bell Board of Directors, chair of the AG Bell 2012 Convention Planning Committee 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 founded “NCourageMint,” a support/education group for parents of children with hearing loss. NCourageMint meets twice a month and receives live video feed from the John Tracy Clinic’s Parent Education Classes. She can be reached at corrinealtman@embarqmail.com. Susan Boswell, CAE, co-author of “Inspire: Learn How with Dr. Dale Atkins,” is the director of communications and marketing for AG Bell and a long-time member. 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. Yi-ping Chang, Ph.D., author of “Strategies for Families Speaking Tonal Languages,” is a research fellow at the Children’s Hearing Foundation in Taiwan. She holds a Ph.D. degree in Biomedical Engineering from the University of Southern California and completed her doctorate research at House Research

Institute in Los Angeles, Calif. Her research interests include speech perception in cochlear implants, early intervention for children with hearing loss, and outcomes of listening and spoken language therapy. Krystyann Krywko, Ed.D., author of “Winterize Your Fun,” is a writer and education researcher who specializes in hearing loss and the impact it has on children and families. Both she and her young son were diagnosed with hearing loss one year apart. She holds an Ed.D. in International Education Development from Teachers College, Columbia University, and is the author of the e-book, “What to Do When Your Child Is Diagnosed with Late Onset Hearing Loss: A Parent’s Perspective.” She can be contacted at krysty.krywko@verizon.net. Helen Morrison, Ph.D., LSLS Cert. AVT, author of “Discover,” is an associate professor in the Department of Communication Sciences and Disorders at Texas Christian University. She teaches courses in audiology, aural (re)habilitation, speech production by children with hearing loss and counseling. She also supervises graduate speech-language pathology students in listening and spoken language practicum. Dr. Morrison’s research focuses on speech development by young children with hearing loss as well as practice patterns of Listening and Spoken Language Specialists (LSLS™).

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SOUND AG Bell Academy Offers Online Certification Information Course Are you or a colleague interested in becoming a certified Listening and Spoken Language Specialist (LSLS™)? The AG Bell Academy for Listening and Spoken Language offers a FREE online course for professionals seeking the LSLS certification, LSLS mentors and anyone else interested in the pre-requisites to sit for the LSLS examination. This 30-minute webinar explains the requirements and application process to achieve the LSLS certification, and contains answers to some of the most frequently asked questions from applicants. Completion of this program also awards 0.5 Academy approved continuing education units to users. Visit www.agbelllearning.org to access the AG Bell learning system and register for the free program. AG Bell Testifies at SSA Hearing AG Bell was invited to submit testimony at a recent public forum hosted by the Social Security Administration (SSA). The forum gathered feedback on the agency’s compliance with Section 504 of the Rehabilitation Act of 1973 to ensure that people with disabilities have meaningful access to SSA programs, activities and facilities. Speaking on behalf of AG Bell, Board Member Catharine McNally noted changes in the telecommunications landscape with the advent of technologies, such as live chat and text messaging, and recommended the agency adopt alternate accessible methods for contact to replace TTYs,

Catharine McNally

NEWS BITES

AG Bell Board Member Catharine McNally testifies during an SSA public forum.

which are currently being phased out. McNally also advocated for the addition of CART as an accommodation for in-person communication at SSA offices, and visual alerting systems via an LED display to alert individuals waiting to be served at SSA offices. “By offering these accommodations, you not only offer individuals who are deaf and hard of hearing flexibility in communication options, but you reach more Americans,” McNally noted.

AG Bell Now Accepting Applications for LOFT 2012 Information for the 2012 iteration of AG Bell’s acclaimed Leadership Opportunities for Teens (LOFT) program is now available on the AG Bell website. LOFT is for high school students with bilateral hearing loss who use listening and spoken language, and is a great opportunity for high school and college-bound teens interested in a leadership experience away from home and with

their peers. LOFT 2012 will be held in Scottsdale, Ariz.; two sessions are being offered – one before and one after the AG Bell 2012 Convention, June 28-July 2. Applications are due to AG Bell by Feb. 1, 2012. To learn more and download an application, please visit www.agbell.org.

DOE Announces Final IDEA Part C Regulations The U.S. Department of Education (DOE) released final regulations for the early intervention program under Part C of the Individuals with Disabilities Education Act (IDEA). These final regulations will help improve services and outcomes for U.S. infants and toddlers with disabilities and their families. The final Part C regulations incorporate provisions in the 2004 amendments to Part C of the IDEA. Additionally, the final regulations provide states with flexibility in some areas, while ensuring state accountability to improve results and providing needed services. The

VOLTA VOICES • JANUARY / F EBRUARY 201 2

BITES regulations focus on measuring and improving outcomes for the approximately 350,000 children served by the Part C program with the goal of ensuring that such children are ready for preschool and kindergarten. To read the final regulations, visit www.ed.gov/about/offices/list/osers/ news.html.

Sensory Disabilities Roundtable Advocates on ESEA, IDEA The Sensory Disabilities Roundtable coalition was recently revitalized to bring together organizations to advocate and educate on issues related to the education of children who are deaf, hard of hearing, blind and visually impaired. The coalition will focus its efforts on the reauthorization of the Elementary and Secondary Education Act (ESEA) as well as the Individuals with Disabilities Education Act (IDEA). “Students who are deaf, hard of hearing, blind, visually impaired, and deaf-blind constitute a very small percentage of the school population, but have unique and heterogeneous needs in terms of communication access,” noted Barbara Raimondo, steering committee member who represents the Conference of Educational Administrator of Schools and Programs for the Deaf (CEASD). “We believe that by working together we can bring greater attention to and support for these needs.” AG Bell participates in this coalition along with CEASD, American Association of the Deaf-Blind, American Society for Deaf Children, Helen Keller National Center, National Association of the Deaf, and National Federation of the Blind, among others. Stay tuned to www.agbell.org for updates on the coalition’s activities.

VOLTA VOICES • JANUARY/FEBRUARY 201 2

Educational Practices for Children Who Are Deaf or Hard of Hearing Project Forum at the National Association of State Directors of Special Education has published a new brief policy analysis, “Children Who are Deaf/Hard of Hearing: State of the Educational Practices” (September 2011). The analysis is based on surveys sent to directors of special education and IDEA Part C coordinators. It includes information on state screening practices, schools for the deaf, services provided, professional development, funding, changes since cochlear implants became available and challenges to serving this population. Visit http://projectforum.org/ docs/ChildrenWhoareDeaf-HOHStateoftheEducationalPractice.pdf to read the full report (PDF).

Compiled by: Melody Felzien

LSL Leading Edge In October 2011, AG Bell debuted the LSL Leading Edge. This monthly e-newsletter is an exclusive benefit for AG Bell’s professional members who are speech-language pathologists, audiologists, teachers of the deaf and other members of our professional network. The LSL Leading Edge addresses the needs of professionals who advance the outcome of listening and spoken language for children who are deaf of hard of hearing. Look for timely, practical news about current clinical topics, human interest perspectives on our professions, and a wealth of current news and resources. To receive your copy, join or renew as an AG Bell professional member at www.agbell.org.

CHAPTERS On Oct. 28, 2011, over 260 people attended the 29th Annual Listening and Spoken Language Conference in Indianapolis, Ind. This was the first conference co-hosted by Hear Indiana, the AG Bell Indiana Chapter, and the St. Joseph Institute for the Deaf-Indianapolis. The program included a keynote presentation by Dr. Samuel Atcherson, an audiologist, cochlear implant recipient, and professor at the University of Arkansas; concurrent sessions on speech perception, literacy, the language of math and science, music, legal rights, and executive function; and a presentation by Regan Brady, the 12-yearold author of “Listening to Waves,” a book about growing up with cochlear implants. What an amazing inspiration Regan is to all families who choose listening and spoken language! The AG Bell West Virginia Chapter (the “MountainEars”) held its fifth annual workshop on Oct. 22, 2011. The workshop featured David Sindrey, LSLS Cert. AVT, with a presentation called “Listening Ladders for Littles.” The workshop was co-sponsored by the West Virginia University Department of Otolaryngology in Morgantown, W.V. The 75 attendees including chapter members, speech-language pathologists, audiologists, teachers of the deaf, students and parents from West Virginia and surrounding states. Parents were able to attend at no charge due to past successful fundraising efforts.

SOUND BITES Major Cities Begin Adopting Public Induction Loop Systems The New York Times recently published an article on the benefits of induction loop systems in public spaces for hearing aid and cochlear implant users. Museums, theaters and even some New York City subway stations have installed this technology for consumers. In addition, public spaces in Toronto, Canada, are also installing induction loops systems, including public transportation stations, banks, theater and churches. Following Northern Europe’s lead to make loop systems widely available, major cities in the United States and Canada are beginning to implement this technology.

New ADA Regulations and Effective Communication The Department of Justice’s new Americans with Disabilities Act (ADA) regulations for state and local government agencies (Title II) and public accommodations (Title III) include a variety of revised and updated provisions related to communicating effectively with individuals who are blind or have low vision, people with speech impediments, and people who are deaf or hard of hearing. The ADA requires that businesses and agencies ensure effective communication by providing appropriate auxiliary aids and services. Updates range from expanded definitions that reflect advances in technology to clarification about how businesses and agencies facilitate

face-to-face interactions. To learn more about the updates definitions and clarifications, visit www.ada.gov/ regs2010/ADAregs2010.htm.

Introducing New Telepractice Resource Guide Telepractice – the provision of early intervention services for children ages birth to 3 and their families remotely – is a growing method for bringing specialized services to families of children with hearing loss. The National Center for Hearing Assessment and Management (NCHAM) has produced a new resource, “A Practical Guide to the Use of Tele-Intervention in Providing Listening and Spoken Language Services to Infants and

What will help your student learn? CID offers personalized guided observation sessions dedicated to answering specific questions about teaching students who are deaf or hard of hearing. Come learn and observe effective classroom strategies while discovering ways to maximize your good teaching. Contact ewhite@cid.edu • 314.977.0207

Visit our website Sign up for CID Voice and CID Voice for Professionals e-newsletters and receive regular school news plus special deals on CID products and continuing education workshops.

VOLTA VOICES • JANUARY / F EBRUARY 201 2

Toddlers Who Are Deaf or Hard of Hearing.” The guide reflects the pioneer efforts of six U.S. early intervention programs and highlights recommended practices for conducting intervention sessions remotely, important information about technology considerations, licensure, and reimbursement, and how to ensure privacy and security. Visit http://infanthearing.org/ti-guide/ index.html to download your copy.

Defining Exome Sequencing for Hereditary Hearing Loss Exome sequencing (also known as targeted exome capture) is an efficient strategy to selectively sequence the coding regions of the genome to iden-

VOLTA VOICES • JANUARY/FEBRUARY 201 2

tify novel genes associated with rare and common disorders. Understanding the role of genetics is critical to precise diagnosis of disease and developmental syndromes. Most cases of early onset hearing loss are genetic in origin, but there are many different forms. Therefore, it has been difficult to identify the gene responsible for the hearing loss of each affected child, because the critical mutations differ among countries and populations. New research published in BioMed Central’s journal Genome Biology has identified six critical mutations in Israeli, Jewish and Palestinian Arab families. Mutations in one gene – TMC1 – were found in 38 percent of children with genetic hearing loss in the Moroccan Jewish population. To read more about the find-

ings, visit http://genomebiology.com/ content/12/9.

Online Cochlear Implant Programming Moves Closer Reality The Ear Science Institute of Australia (ESIA) is building software that will allow for remote MAPping and analysis of cochlear implants. ESIA is utilizing a new software program so that patients in remote settings will only need an Internet connection and computer to test their cochlear implant. Patients would only need to plug their implants into the computer and an audiologist on the other end would test them in real time. The project is currently in the first stage of testing but is expected to be more widely available in late 2012.

SOUND BITES

leader/2011/110920/What-ParentsWant-From-Physicians.htm to read the full article.

New Comic Features Superhero Who Is Deaf On Oct. 20, 2011, MED-EL Corporation released its first comic to the U.S. market, entitled “Will Wonder & His Robot Ears – Save the Kingdom of Echoes!” The story and format are designed to engage teenage cochlear implant users. According to author Rick Bateman, “Comics often bring people with unique qualities into the mainstream, and provide a place for characters to still have fantastic adventures, despite the obstacles they may face along the way…school-

age kids and teenagers with cochlear implants may have a successful experience with their implants, but might still feel different from their peers.” The comic can be downloaded from www.medel.com/data/willwonder. Print copies are also available.

MED-EL Corporation

What Parents Want from Physicians The Sept. 20 edition of The ASHA Leader featured an article on how physicians and hearing loss professionals can better communicate with parents. “What Parents Want from Physicians: Audiologists Bridge the Information Gap for Families of Infants with Hearing Loss” discusses the results of a survey that revealed five main themes that parents want from their children’s physicians. The article goes on to discuss how hearing health professionals can fill the information gap sometimes left from the child’s primary care physician. Visit www.asha.org/Publications/

VOLTA VOICES • JANUARY / F EBRUARY 201 2

“Being able to upgrade Avery to the newest technology gave us great peace of mind. We know that Cochlear is here for us now and in the future.” – Mom of Avery M. Hear now. And always — This is the Cochlear promise to you. As the global leader in hearing solutions, Cochlear is dedicated to bringing the gift of sound to people all over the world. With our hearing solutions, Cochlear has reconnected over 250,000 cochlear implant and Baha® users to their families, friends and communities. For the person with hearing loss receiving any one of the Cochlear hearing solutions, our commitment is that for the rest of your life we will be here to support you...

Avery M.– Bilateral Cochlear ™ Nucleus® Implant User

www.CochlearAmericas.com Cochlear Americas 13059 East Peakview Avenue Centennial, CO 80111 USA

Telephone: 1 303 790 9010 Support: 1 800 483 3123 Web Chat: www.CochlearAmericas.com

Request information on the Cochlear Nucleus System or Baha System, or learn about upgrades

You should talk to your physician to see if you are a candidate for cochlear implantation or a Baha® System, and to understand the associated risks and benefits, and CDC recommendations for vaccination. Implantation with a cochlear implant or Baha System is a surgical procedure, and carries with it the risks typical for surgery, and outcomes cannot be guaranteed. For additional information please refer to the applicable package insert available at www.CochlearAmericas.com/NucleusIndications or www.CochlearAmericas.com/BahaIndications. Cochlear, Nucleus and the elliptical logo are trademarks of Cochlear Limited. Baha is a registered trademark of Cochlear Bone Anchored Solutions AB. © 2011 Cochlear Bone Anchored Solutions. All rights reserved. FUN1501 ISS1 DEC11

SOUND BITES Deafness Research Foundation Changes Name The Deafness Research Foundation recently changed its name to the Hearing Health Foundation. The name change is meant to reflect current terminology for hearing loss issues. According to Clifford P. Tallman, Jr., the foundation’s board chair, “Over the last half-century, we have done important work. Our new name reflects our determination to change the social stigma tied to hearing loss and to fund new and promising research…for hearing loss.” The Hearing Health Foundation is the leading source of private funding for research in hearing and balance science in the United States.

2nd Coalition for Global Hearing Health Conference Succeeds in Multi-Disciplines Working Together For a second year, multiple disciplines world-wide met to discuss global hearing health care concerns during the 2nd Coalition for Global Hearing Health Conference. The conference was hosted by the House Research Institute in Los Angeles, Calif., Sept. 8-9, 2011. Participating conference members worked through an agenda to further define the goals as well as define specific actions for the Coalition to implement. Some of the specific actionable strategies included: advocacy and media; education in underserved regions;

empowering families and communities; harnessing technology; and ensuring best practices. The Coalition was envisioned to provide an opportunity for otolaryngologists, audiologists, deaf educators, speech-language pathologists, deaf and hard of hearing individuals and families to work together to raise awareness of important issues relative to hearing health in the developing world. To access the recorded lectures, Coalition updates and information about the 2013 conference, please visit the Coalition for Global Hearing Health website at http://cfghh.squarespace.com.

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 14

VOLTA VOICES • JANUARY / F EBRUARY 201 2

Listening and Spoken Language Knowledge Center In mid-2012, AG Bell will launch its Listening and Spoken Language Knowledge Center. This online information portal will offer parents information about each age and stage of their child’s development, allowing parents to follow along with us as their child develops and progresses through life. It will also provide professionals with information on listening and spoken language development and the nine domains of knowledge that are the core competencies for professional certification. Adults who are deaf or hard of hearing will find helpful information about living with hearing loss and a community in which they can grow and share. With all of this information easily accessible, the Listening and Spoken Language Knowledge Center will be about as “go-to” as it gets!

To help develop this resource, AG Bell has gathered a range of members from all facets of the organization to help us with content and strategy. At a meeting in August 2011, the Knowledge Center Advisory Committee kicked off its work. Committee members brought a wealth of perspectives and expertise to the project as they discussed a wide range of topics including potential audiences, online engagement and the different ways in which they use online information to create a go-to resource for parents, professionals and adults with hearing loss. The committee will review content and provide input on the technical features of the website. Committee members include Catharine McNally (chair), Jeff Campagna, Tina Childress, Ashley Garber, Kevin Miller, Susan Pollack, Jenna Voss and Carianne Muse.

But this advisory committee can’t do their work alone. AG Bell is reaching out to its members for input on the kinds of features and functionality they want in the new website. To that end, we have developed a survey to gather feedback on website and technology usage. Your comments will be critical to ensuring the Knowledge Center meets everyone’s needs for a go-to resource and information portal for listening and spoken language. To complete the survey, visit www.surveymonkey.com/s/ websiteusage. You may be asked to complete other surveys in the future, and AG Bell appreciates your willingness to provide feedback. Stay tuned to AG Bell Update and Volta Voices for ongoing updates on the Knowledge Center and feedback opportunities.

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

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

VOLTA VOICES • JANUARY/FEBRUARY 201 2

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

AG Bell 2012 Convention Connect – Discover – Inspire

Inspire:

Learn How with

Dr. Dale Atkins

June 28–July 2 • Scottsdale, Arizona

By Susan Boswell, CAE

uring the keynote presentation at the AG Bell 2012 Convention, Dr. Dale Atkins, a psychologist, former teacher of the deaf, renowned lecturer and popular commentator on NBC’s Today Show, will share the insights she has gained over the past 25 years on work-life balance, relationships, families and managing stress. Atkins is the author of numerous articles and books, including “Sanity Savers: Tips for Women to Live a Balanced Life” and “I’m OK, You’re My Parents: How to Overcome Guilt, Let Go of Anger, and Create a Relationship that Works,” and has another book in the works. Atkins also edited a Volta Review monograph that

explores the intricacies of the relationship between parents and their children who are deaf as well as the relationship between siblings and sisters – a topic that drew her into the field of hearing loss. Atkins’ doctoral thesis at the University of California at Los Angeles examined the impact of having a younger sister with hearing loss on their older sisters. Atkins, who shares a close relationship with her own sister, was intrigued by the nature of these relationships, which eventually led to her first book. Other pivotal relationships for Atkins included the many caring professionals she encountered during a long rehabilitation after a serious ski accident. These relation-

ships made her determined to help others. After completing her doctorate, Atkins was providing seminars on the topic of sisters at universities and educational settings around the nation. She loves traveling, teaching, and presenting, offering her audience new insights into their relationships as they shared their experiences with her. Based on these collective experiences, her book “Sisters: A Practical, Helpful Exploration of the Intimate and Complex Bond between Female Siblings” was published in 1984. Fortunately, Atkins was invited to appear on The Phil Donahue Show as his lead producer had just given birth to twins and the topic of sisters was of interest. This

VOLTA VOICES • JANUARY / F EBRUARY 201 2

Joe Henson

Volta Voices: You have a close connection with hearing loss, having “grown up” professionally along with others in the field. Tell us more about your professional journey as a teacher of the

VOLTA VOICES • JANUARY/FEBRUARY 201 2

June 28–July 2 • Scottsdale, Arizona

lead to Atkins’ appearance on dozens of other popular TV shows, including Oprah, Inside Edition, and America’s Talking, and she has hosted her own show, Dr. Dale’s Life Issues, discussing a wide range of life issues relating to families, change, relationships and wellness. A wife, mother, grandmother, sister and psychologist in private practice, Atkins shares her wealth of knowledge with the AG Bell community as a preview to her keynote address.

D.A.: Families respond differently from one another. There is no one response to hearing loss. A family’s response reflects their experiences, exposure, histories, personalities, cultures, information and views about children and hearing loss. Sometimes the children who have typical hearing are expected to do extra well and assume responsibilities that may be beyond their developmental level. These expectations can be parental or they can come from within the children themselves. Children may see their parents as needing help and they create ways to be useful, being careful not to “cause” their parents additional “problems.” Other children may feel left out or ignored because their needs are not as “pressing” as their sister or brother who has a hearing loss. The way in which the parents respond to hearing loss sets the tone for the way other children will respond, as they look to their parents as models. Parents who can continue to share what is happening in an ageappropriate way help brothers and sisters feel VV: As someone who has worked extenthat they are part of the family and what the sively with families of children with hearing loss, what changes have you seen family is facing. All children can stay connected by being reminded, through word over the years? and action, that they are equally cherished. D.A.: The obvious changes are technological It is important to emphasize the ways in which each child is valued because of who and medical. The digitalization of hearing they are, not whether they are able to hear aids and the emergence of and popularity well. The goal is to have everyone in the of cochlear implants, particularly in very family feel united, respected, appreciated young children, has enabled many people and special. Brothers and sisters can – and with hearing losses to have access to sound often do – develop close, loving relationin ways that people used to only imagine. ships with each other. When parents model The less obvious changes are attitudinal, positive, supportive, loving, interactions although we still have a long way to go in this area. Although the public is more aware within the family, children are more likely to perceive this as the family ethos. of hearing loss, few people understand the impact a hearing loss has on language and VV: What advice do you have for parents speech and listening skill development as and caregivers of a child who has been well as its impact on socialization. Because newly identified with hearing loss? of the availability of newborn hearing screening, there is significantly more early D.A.: Believe that you and your family intervention, which can have such positive will be okay. Take care of yourself and each effects in the life of the child and family; other. Continue to do what you love. Learn and the prevalence of auditory approaches as much as you can about hearing loss as has transformed the way children and their well as about child development so you are parents view the possibilities and potential available for their children with hearing loss. aware of what is unique to a particular stage

Connect – Discover – Inspire

Dale Atkins: This journey, which I am still on, continues to be a blessing for me. Parents, young adults, children and professionals continue to teach me that every person and situation is unique. When keeping that perspective, I learn so much about relationships, expectations, self-awareness, patience, compassion and how change is the one constant in our lives. Being able to adapt well to change requires a fair amount of self-awareness, reslience and a positive attitude. Many people come to me for answers. I hope that what they learn from me, as we explore some of their thoughts, feelings, fears and concerns, is that they have the answers inside of them. We all need to feel we are in a safe place while we creatively discover and sort through those answers, solutions, approaches, strategies or whatever will help us manage healthfully. We all need someone to listen to us and, perhaps, offer some guidance in how to access the wisdom within and develop a belief that we can handle what we are facing.

VV: You’ve published on the topic of families of children with hearing loss. Can you tell us how families respond when there is a child with hearing loss and others with typical hearing?

AG Bell 2012 Convention

deaf and as a psychologist, and your work with families and individuals with hearing loss.

June 28–July 2 • Scottsdale, Arizona

Connect – Discover – Inspire

AG Bell 2012 Convention

and see your child within the larger world of child development. Meet other parents and children or adults who have hearing losses, and talk to them regularly. Share your joys and concerns with other parents – they are the ones who “get it.” Involving yourself with others is a wonderful way to understand yourself and your child, and learn what he or she needs. Discovering that you have a child who has a hearing loss is the beginning of a different life journey than you expected. For most, it is a journey into the unknown – one that might seem scary and problematic. It can also be interesting, exciting and filled with knowledge about yourself, other people in your life, science, technology, medicine, education, public policy and advocacy, as just some examples. Be open, flexible and listen to your own voice. Expressing your inner feelings and thoughts, without judgment, can be invaluable. Privately, write how you feel and what you are experiencing. If you have a partner, do your best to stay focused and strong as a couple. Understand that each of you will have your own reactions and responses so do your best to have compassion and empathy for one another and show each other appreciation. You will meet people along the way who will influence you in ways you may not realize until many years later. Someone will say something that will stay with you, and when you remember it later, it will help you. You never know where this information will come from, so be open to everyone, but follow your own compass. All children develop differently. They speak differently. They have different interests and talents. Discover your child and who he or she is, and your child will, in turn, find his or her niche and teach you more about yourself than you can imagine. There are very few parents I have met throughout my career who would trade their experiences, despite the challenges, demands and questions about whether they could do what was expected of them. Instead, they reflect on their lives with a sense of pride, self-awareness and connection to a part of themselves they likely would not have known. They also think of the deep friendships they made along the way that they likely would not have made. It is not that they don’t wonder “what if?”

or “how might life have been?” It is that they cannot really imagine life without the child as he or she is now. VV: Your recent book, “Sanity Savers,” talks about the importance of leading a balanced life. How can parents and caregivers find balance between their own needs and the needs of their child with hearing loss? D.A.: They will be better parents – and likely healthier, more fulfilled people – if they live a life in balance. They will model for their children that living a balanced life, including seeking and supporting care for oneself through hobbies, eating healthfully, exercising, feeding one’s spirit, being intellectually stimulated, enjoying time with friends and family, and laughing. This means engaging in meaningful, satisfying work and/or volunteering in ways that are gratifying; connecting with nature; savoring life’s moments (which includes those that are difficult and those that aren’t); and living a life that is uniquely yours. The needs of your child can be best met by the parents and others involved in the child’s life if everyone in that child’s life (including the child) realizes that the process of finding and maintaining a healthy balance in one’s life is invaluable. VV: What is most important for families of children with hearing loss to know about raising their children? D.A.: That your children are children, first and foremost. Get to know them and offer them varied experiences and opportunities. Believe in them. Have reasonable expectations for them and dream big. Expose them to the world and talk to them about everything, including their roots, their family, the community and the larger world. Model and teach them socially appropriate behaviors. Encourage their success and allow them to experience failure; help them to learn from both. From the time they are very young, have them meet other children who have hearing losses, including peers and older children as well as teenagers and young adults. Encourage these friendships especially during the teenage years. Children, particularly those in mainstream settings, need to talk with others who have

VOLTA VOICES • JANUARY / F EBRUARY 201 2

VV: How can adults deal with hearing loss effectively in their relationships?

the partners may not have enough energy to engage after work. Rather than feel distanced from each other, the partners may want to text message each other on their way home and decide which one or two topics to discuss more deeply and save the rest for when they are not so stressed out. VV: What are you looking forward to most about the AG Bell Convention? D.A.: Reuniting with friends, colleagues, and families and to see the children I knew who are now adults! I love it when they introduce me to their children! I am also eager to make new connections and learn more about the different programs and recent research from all over the world. Editor’s Note: Dr. Dale Atkins will present the AG Bell 2012 Convention keynote address on Saturday, June 30, at the Westin Kierland Resort in Scottsdale, Ariz. To register or learn more, visit www.agbell.org/Convention.

Expanding Children’s Hearing Opportunities (ECHO) at Carle Foundation Hospital ECHO’s family-CEntErEd prOgram EnCOmpassEs:

Connect – Discover – Inspire

D.A.: By being honest about what they are able to do on their own and what they need from their partner in the relationship and in various situations. Many people do not understand the unique aspects of their partner’s hearing loss (even if they themselves have a hearing loss) and it is up to each person to share openly so nobody has to “read their partner’s mind.” People who have hearing losses who want to maximize their relationships do better when they are self-aware and can share that awareness with their partner. Additionally, try to appreciate what aspects of the relationship are tense or stressful.

It may be surprising to learn that these areas have nothing to do with hearing loss, although sometimes they do. One partner may feel his or her role is more of an interpreter and may begin to feel resentment if this role is assumed more often than they like. Or one person may feel that their partner is not including them in all conversations or decision making opportunities and may feel left out or minimized. If being in a particular situation is difficult due to communication challenges, the individual with hearing loss should take the responsibility of talking about their concerns and possible ways to deal with them before the situation occurs. For example, if they will be at a dinner party with background noise, low lighting and several conversations occurring simultaneously, the couple can discuss the strategies that will work for both of them so each partner can have a positive experience. If both partners are exhausted after a workday that requires a great deal of auditory and visual concentration to comprehend communication,

AG Bell 2012 Convention

similar experiences. Travel with your children and introduce them to people from different cultures and backgrounds. Their hearing loss is a challenge that does not have to define them; it is a part of them, but nowhere near their whole identity.

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.

• 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 • JANUARY/FEBRUARY 201 2

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

June 28–July 2 • Scottsdale, Arizona

CarlE auditOry Oral sCHOOl (formerly known as the St. Joseph Institute for the Deaf at Carle)

AG Bell 2012 Convention Connect – Discover – Inspire

Inspire:

Sepa cómo con la

Dra. Dale Atkins

June 28–July 2 • Scottsdale, Arizona

Por Susan Boswell, CAE

a Dra. Dale Atkins, psicóloga, antigua profesora de sordos, reconocida ponente y comentarista popular en el programa Today Show de la NBC, compartirá los conocimientos que ha ido acumulando a lo largo de los últimos 25 años sobre el equilibrio entre trabajo y vida personal, relaciones, familias y gestión del estrés durante la presentación principal en la Convención AG Bell 2012. Atkins es la autora de diversos artículos y libros, incluyendo “Sanity Savers: Tips for Women to Live a Balanced Life” (Protectores de la cordura: consejos para que las mujeres vivan una vida equilibrada) y “I’m OK, You’re My

Parents: How to Overcome Guilt, Let Go of Anger, and Create a Relationship that Works” (“Estoy bien, sois mis padres: cómo superar la culpa, dejar ir la ira, y crear una relación que funciona”) y está trabajando en otro libro. Atkins también editó un artículo de Volta Review que explora las complejidades que existen en las relaciones entre los padres y sus hijos que son sordos, así como las relaciones entre hermanos y hermanas, un tema que la llevó al campo de la pérdida de audición. La tesis doctoral de Atkins en el Columbia Teacher’s College en Nueva York examinó el impacto que tuvo para las hermanas mayores tener una hermana pequeña con pérdida de

audición. Atkins, que comparte una relación estrecha con su propia hermana, estaba intrigada por la naturaleza de estas relaciones, lo que finalmente la llevó a escribir su primer libro. Otras relaciones fundamentales para Atkins fueron con muchos profesionales comprensivos que conoció durante su largo proceso de rehabilitación después de un accidente de esquí grave. Estas relaciones hicieron que se empeñara en ayudar a los demás. Al cabo de poco tiempo, Atkins estaba impartiendo seminarios sobre el tema de las hermanas en universidades y establecimientos educativos en todo el país. Adora viajar, enseñar, y presentar, ofreciéndole así a

VOLTA VOICES • JANUARY / F EBRUARY 201 2

AG Bell 2012 Convention

Joe Henson

Connect – Discover – Inspire

tener acceso al sonido en formas que antes la gente sólo se podía imaginar. Los cambios medios obvios son actitudinales, si bien aún tenemos que recorrer un largo camino en esta área. A pesar de que el público en general es más consciente de la pérdida de audición, muy pocos Volta Voices: Usted tiene una conexión entienden el impacto que una pérdida de audición tiene sobre el desarrollo del estrecha con la pérdida de audición, lenguaje y el desarrollo de la habilidad de al haber “crecido” profesionalmente con otros en el campo. Cuéntenos más hablar y escuchar, así como su impacto en la socialización. Gracias a la capacidad sobre su recorrido profesional como de realizar pruebas de audición a recién profesora de sordos y como psicóloga, y sobre su trabajo con familias y perso- nacidos, han aumentado significativamente las intervenciones tempranas que nas con pérdida de audición. pueden tener efectos tan positivos en la vida del niño y su familia; el predoDale Atkins: Este recorrido, en el cual todavía estoy, sigue siendo una bendición minio de los planteamientos auditivos para mí. Los padres, jóvenes, niños y pro- ha transformado la forma en la que los niños y sus padres ven las posibilidades y fesionales siguen enseñándome que cada el potencial disponible para sus hijos con persona y situación son únicas. Cuando mantengo esa perspectiva, aprendo tanto pérdida de audición. sobre relaciones, expectativas, concienV V: Ha publicado sobre el tema de cia propia, paciencia, compasión y que las familias de niños con pérdida el cambio es lo único que permanece constante en nuestras vidas. Ser capaz de de audición. ¿Nos puede decir cómo responden las familias cuando hay un adaptarse bien al cambio requiere una niño con pérdida de audición y otros dosis justa de conciencia propia y una que oyen? actitud positiva. Hay tanta gente que viene a mí en busca de respuestas. Espero que lo que aprendan de mí, a medida que D.A.: Cada familia responde de forma exploramos sus pensamientos, sentimien- diferente a las demás. No existe una tos, miedos y preocupaciones, es que ellos respuesta única para la pérdida de poseen todas las respuestas en su interior. audición. Sus respuestas reflejan sus experiencias, exposición, historias, perTodos necesitamos sentir que estamos sonalidades, culturas, información y punen un lugar seguro mientras buscamos creativamente esas respuestas, soluciones, tos de vista sobre los niños y la pérdida de audición. Algunas veces se espera que planteamientos, estrategias o cualquier los niños que oyen lo hagan todo mejor cosa que nos ayudará a conducirnos que bien y que asuman responsabilidades saludablemente. Todos necesitamos que su audiencia nuevas perspectivas de sus alguien nos escuche y, a lo mejor, ofrecer que pueden estar por encima de su etapa relaciones a medida que ellas comparten de desarrollo. Estas expectativas pueden sus experiencias con ella. En base a estas alguna orientación sobre cómo acceder venir de los padres o de dentro de los a la sabiduría interior y desarrollar la experiencias colectivas, se publicó su mismos niños. Los niños pueden pensar creencia que estaremos bien. primer libro “Sisters” (“Hermanas”) en que sus padres necesitan ayuda y crean 1984. formas de ser útiles, siendo cuidadosos V V: Como alguien que ha trabajado Phil Donahue leyó el libro, y en un de no “causar problemas” adicionales a extensamente con familias de niños golpe de suerte, Atkins fue invitada a aparecer en su programa. Al final Atkins con pérdida de audición, ¿qué cambios sus padres. Otros niños pueden sentirse marginados o ignorados porque sus neceapareció en docenas de programas popu- ha visto a lo largo de los años? sidades no son tan “urgentes” como las lares de televisión, entre los que se enconde su hermana o hermano con pérdida de traban Oprah, Inside Edition y America’s D.A.: Los cambios obvios son técniaudición. Talking, y presentó su propio programa, cos y médicos. La digitalización de los La forma en la que los padres responaudífonos y la aparición y popularidad Dr. Dale’s Life Issues, en el que hablaba den a la pérdida de audición establece de los implantes cocleares, en especial sobre una amplia variedad de cuestioel tono en el que los otros niños responen niños muy pequeños, ha permitido nes vitales relacionadas con la familia, derán, ya que ellos ven a sus padres como a mucha gente con pérdida de audición el cambio, las relaciones y el bienestar. Una esposa, madre, abuela, hermana y psicóloga con práctica privada, Atkins comparte la riqueza de sus conocimientos con la comunidad de AG Bell como un adelanto de lo que será su discurso de apertura.

June 28–July 2 • Scottsdale, Arizona

VOLTA VOICES • JANUARY/FEBRUARY 201 2

AG Bell 2012 Convention Connect – Discover – Inspire June 28–July 2 • Scottsdale, Arizona

modelos a seguir. Los padres que pueden seguir compartiendo lo que está pasando de forma que sea apropiada a la edad de los niños, ayudan a los hermanos y hermanas a sentirse parte de la familia. Los niños pueden permanecer conectados al recordarles mediante palabras y acciones que son apreciados igualmente. Es importante destacar las formas en las que cada niño es valorado por ser quien es, y no por su capacidad de oír. El objetivo es lograr que la familia se sienta unida y que cada persona se sienta respetada, querida y especial. Tanto los hermanos como las hermanas pueden, y con frecuencia lo hacen, desarrollar relaciones estrechas y cariñosas entre ellos. Cuando los padres modelan interacciones positivas, compasivas y cariñosas dentro de la familia, es mucho más probable que los niños perciban esto como los valores y actitudes de la familia. V V: ¿Qué consejo les daría a los padres y cuidadores de un niño al que se le haya diagnosticado recientemente una pérdida de audición? D.A.: Tener la creencia que tanto usted como su familia estarán bien. Cuidarse a sí mismo y cuidarse los unos a los otros. Seguir haciendo lo que ama. Aprender todo lo que pueda sobre la pérdida de audición. Conocer a otros padres y niños que tienen pérdidas de audición, y hablar con ellos con frecuencia. Compartir tanto sus alegrías como preocupaciones con otros padres, ellos son los únicos que “lo entienden”. Relacionarse con otros es una forma maravillosa de entenderse a sí mismo y a su niño, y aprender lo que él o ella necesitan. Descubrir que tiene un niño que tiene una pérdida de audición es el inicio de un camino vital y distinto al que usted esperaba. Para muchos, es un camino hacia lo desconocido, uno que puede parecer temible y difícil. Este también puede ser interesante, emocionante y lleno de conocimientos sobre sí mismo, otras personas en su vida, la ciencia, la tecnología, la medicina, la educación, la política pública y la defensa, por nombrar algunos ejemplos. Sea abierto, flexible y escuche a su propia voz. En privado, escriba cómo se siente y qué está

experimentando. Si tiene pareja, haga todo lo posible por mantenerse centrados y fuertes como pareja. A lo largo del camino conocerá gente que influirá en usted de maneras que quizás ni se de cuenta hasta muchos años después. Alguien dirá algo que se quedará con usted, y cuando lo recuerde después, le ayudará. Nunca se sabe de dónde puede provenir esta información, así que esté abierto a todos, pero siga su propia brújula. Todos los niños se desarrollan de manera diferente. Hablan diferente. Tienen intereses y talentos diferentes. Descubra a su niño y quién es, y su niño, a cambio, le enseñará más cosas sobre usted mismo de las que se puede imaginar. He conocido muy pocos padres a lo largo de mi carrera profesional que cambiarían sus experiencias, a pesar de las dificultades y dudas sobre si podrían haber hecho lo que se esperaba de ellos. En cambio, reflejan en sus vidas una sensación de orgullo, autoconocimiento y conexión con una parte de sí mismos que muy probablemente no habrían conocido. Además, piensan con frecuencia en las amistades profundas que hicieron a lo largo del camino que de otro modo probablemente no hubieran hecho. No es que no se pregunten “¿y si?” o “¿cómo podría haber sido la vida?”. Es que en realidad no se pueden imaginar la vida sin el niño como es ahora. V V: Su último libro, “Sanity Savers”, habla sobre la importancia de llevar una vida equilibrada. ¿Cómo pueden los padres encontrar un equilibrio entre sus propias necesidades y las necesidades de su niño con pérdida de audición? D.A.: Serán mejores padres, y quizás personas más sanas y satisfechas, si viven una vida equilibrada. Ellos serán un modelo para sus niños de que vivir una vida equilibrada, incluye buscar y apoyar el cuidado de uno mismo a través de aficiones, comer sano, hacer ejercicio, alimentar el espíritu, tener estímulos intelectuales, disfrutar del tiempo con amigos y familia, y reír. Esto significa realizar un trabajo valioso y satisfactorio y/o hacer de voluntario de tal forma

que sea gratificante; conectar con la naturaleza; saborear los momentos de la vida (que incluye tanto aquellos que son difíciles como los que no lo son); y es muy importante vivir una vida que sea exclusivamente suya. Las necesidades de su niño las pueden satisfacer mejor los padres y las demás personas implicadas en la vida del niño si todos en la vida de ese niño (incluyéndolo a él) se dan cuenta de que encontrar y mantener un equilibrio saludable en la vida propia es inestimable. V V: ¿Qué es lo más importante que las familias de niños con pérdida de audición deben saber sobre cómo criar a sus niños? D.A.: Ante todo y sobre todo, que sus niños son niños. Conózcalos y ofrézcales experiencias y oportunidades diversas. Crea en ellos. Tenga expectativas razonables para ellos y sueñe en grande. Expóngalos al mundo y hable de todo con ellos, incluyendo de su familia, la comunidad y el mundo en general. Enséñeles comportamientos socialmente adecuados. Anímelos a tener éxito y permítales que experimenten el fracaso; ayúdelos a aprender de ambos. Desde que son muy pequeños, haga que conozcan otros niños con pérdidas de audición, incluyendo padres y niños mayores así como adolescentes y más adelante adultos jóvenes. Fomente estas amistades especialmente en los años de adolescencia. Los niños necesitan hablar con otros que tienen experiencias similares. Viaje con sus niños para que conozcan a gente de otras culturas y entornos. Su pérdida de audición es una dificultad que no tiene por qué definirlos, forma parte de ellos, pero no es toda su identidad. V V: ¿Cómo pueden los adultos enfrentarse eficazmente a la pérdida de audición en sus relaciones? D.A.: Siendo honestos sobre lo que son capaces de hacer por sí solos y qué es lo que necesitan de su pareja en la relación y en diferentes situaciones. Muchas personas no entienden los aspectos únicos de la pérdida de audición de su pareja (incluso si ellos mismos tienen una

VOLTA VOICES • JANUARY / F EBRUARY 201 2

V V: ¿Qué es lo que más espera de la Convención AG Bell? D.A.: Volverme a reunir con amigos, colegas, y familias y ¡ver a los niños que conocí que ya son adultos! ¡Me encanta cuando me presentan a sus niños! También tengo muchas ganas de conocer los diferentes programas e investigaciones recientes de todo el mundo. Nota del editor: La Dra. Dale Atkins presentará el discurso de apertura de la Convención AG Bell 2012 el sábado 30 de junio, en el Westin Kierland Resort en Scottsdale, Arizona, EE.UU. Para inscribirse o saber más, visite www.agbell.org/ Convention.

Connect – Discover – Inspire

Si encontrarse en una situación así es difícil debido a las dificultades de comunicación, el individuo con la pérdida de audición debe responsabilizarse de hablar sobre sus preocupaciones y posibles formas de abordarlas antes de que la situación ocurra. Por ejemplo, si estarán en una cena con ruido de fondo, iluminación tenue y varias conversaciones teniendo lugar a la vez, la pareja puede buscar estrategias que funcionen para ambos para que así los dos puedan tener una experiencia positiva. Si ambos están agotados después de un día de trabajo que requiere mucha concentración auditiva y visual para comprender la comunicación, puede ser que la pareja no tenga muchas ganas de relacionarse después del trabajo. En lugar de sentirse distanciados, la pareja puede enviarse mensajes de texto entre ellos de camino a casa y decidir sobre uno o dos temas para hablar con más profundidad.

Got Germs?

Bacteria and fungus naturally thrive in the moist environment of the ear canal, and areas of extended wear contact, such as BTE processors, frequently resulting in itchy, irritated skin. While it’s common practice to treat the ear canal or affected area, often overlooked is the need for effective elimination of these microorganisms from the surfaces of the hearing instrument. This is where the germicidal action of Dry & Store® Global II can make a huge difference in your child’s comfort.

June 28–July 2 • Scottsdale, Arizona

The UV-C lamp in the Dry & Store Global II kills 99.9% of germs.

Three out of four consumers who suffered from itchy ears or recurring infections of the external ear canal reported relief with regular use of Dry & Store®. Scan the QR code for more product information.

Dry &Store

Learn more at www.dryandstore.com or by calling Ear Technology at 1-888-327-1299.

VOLTA VOICES • JANUARY/FEBRUARY 201 2

AG Bell 2012 Convention

pérdida de audición) y depende de cada persona compartir de manera abierta para que así nadie tenga que “leer la mente de su pareja”. Las personas que tienen pérdidas de audición que quieren maximizar sus relaciones lo hacen mejor cuando son conscientes de sí mismos y pueden compartir esa conciencia con su pareja. Asimismo, intentan conocer qué aspectos de la relación están en tensión o son estresantes. Puede ser sorprendente descubrir que estas áreas no tienen nada que ver con la pérdida de audición, aunque algunas veces sí. Un cónyuge puede sentir que su papel es más el de un intérprete y puede empezar a resentirse si este papel lo asume con mucha más frecuencia de la que le gustaría. O una persona puede sentir que su pareja no la incluye en todas las conversaciones u oportunidades de toma de decisiones y puede sentirse marginada o minimizada.

Use discount code GERMS at www.dryandstore.com for a 10% discount.

AG Bell 2012 Convention Connect – Discover – Inspire

Connect:

Networking and Relationship Building

June 28–July 2 • Scottsdale, Arizona

By Corrine Altman

G Bell will hold its 2012 Convention June 28-July 2 at the impressive Westin Kierland Resort in Scottsdale, Ariz. The theme for the 2012 Convention is Connect, Discover, Inspire. Join us as we Connect with each other along the journey of living with hearing loss, Discover new knowledge on current trends in the field of listening and spoken language, and Inspire each other with stories of success. The Convention is expected to draw over 1,800 people from around the world, including children and adults who are deaf or hard of hearing, their families, and professionals in the fields of hearing health and deaf education. This event is the only one of its kind to bring together such a diverse

audience actively seeking information and resources in hearing health and technology, best practices in education and intervention, and the latest cutting-edge research in the area of hearing loss. The Convention provides attendees with great opportunities to meet new people as well as reconnect with old friends and colleagues. Highlighted here are features of this year’s Convention to help you make connections and the most of your Convention experience.

Social Highlights Some of the highlights of this year’s Convention are the many networking and relationship building events planned for each day. The center for social networking will

be the Exhibition Hall, where the Welcome Reception, hospitality lounge, Internet café, and AG Bell membership and bookstore center will be located. Poster Sessions will also be hosted near the Exhibition Hall, where attendees can speak with presenters and exhibitors about the latest information and technology related to listening and spoken language. You won’t want to miss the Welcome Reception on Friday evening, which will again include the popular scavenger hunt as well as hors d’oeuvres and an opportunity to meet fellow attendees and exhibitors.

Social Events There are several planned social events to provide ample opportunities to meet fel-

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New to Convention? On Friday, June 29, AG Bell will offer a one-hour First Timers’ Orientation. If you have never attended an AG Bell Convention, this orientation is designed to give you an overview of the program so you can make the most of your time. Learn how to navigate the schedule, set priorities and meet other newcomers! This is a great way to start building relationships and making new friends.

Also on Friday, AG Bell will host the Dena Goldstein Mixer. This reception is a wonderful opportunity for adults with hearing loss and teens to make friends, ask questions and share experiences in a social environment. The event is free of charge, but an RSVP is

New for 2012! The Convention program ends on July 1. But you may be interested in extending your stay for AG Bell’s first Leadership Day on Monday, July 2. This will be a time for committees to meet and volunteer leaders to connect. If you would like to learn more about participating in Monday’s events and getting more involved in AG Bell’s activities, please email info@agbell.org.

Craig Huey Photography

Connect with Scottsdale

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Scottsdale is a city full of culture, art and character. If hanging out at the hotel doesn’t entice you, shopping, dining and the many other attractions Scottsdale has to offer are a short walk or shuttle ride away. During the

day, Scottsdale offers sunny skies and a lush desert atmosphere for many outdoor activities. The area has championship golf courses, the nation’s largest wilderness preserve, an award-winning zoo, a railroad museum, horseback riding and a recreation of the Wild West frontier (circa 1880), all family-friendly activities. Art and culture define Scottsdale, which offers more than 100 galleries, one of the most concentrated collections in the nation. One highlight is the Public Art Walking Tour, which takes you through downtown Scottsdale as you view celebrated public art works and check out the restaurants and shopping offered downtown. The Scottsdale nightlife is not to be overlooked. The city boasts a large number of acclaimed chefs and unique cuisine that will excite your taste buds. Arizona is well-known for its unique wines, and Scottsdale boasts more than 80 wine bars for you to enjoy the tastes of the Arizona wine culture. Don’t miss your chance to connect with others in an ideal desert setting.

June 28–July 2 • Scottsdale, Arizona

low attendees and build connections. On Saturday, June 30, AG Bell will offer three events. First, Happy Hour – Southwest Style is an opportunity to meet up with friends and colleagues, old and new, and enjoy refreshing beverages and hors d’oeuvres before heading off to dinner at one of the Westin Kierland Resort’s world class restaurants or at another Scottsdale venue. For families, Dessert in the Desert provides a time to gather with other AG Bell families while enjoying the spectacular Westin-Kierland Adventure Pool for an evening of fun and ice cream! Finally, Club Volta is back and quickly becoming an AG Bell Convention tradition. After dinner on the town or in one of the Westin Kierland’s

The Westin Kierland Resort, the host hotel for the AG Bell 2012 Convention, provides many attractions and activities that make it an ideal location for a family vacation. In the heart of the Sonoran Desert, the hotel is a brand new, state-of-the-art resort offering a championship golf course, 900-foot winding lazy river, 110-foot waterslide, private pool for adults, full-service spa, award-winning dining and upscale shopping, all at a budget-friendly rate. The resort pays homage to the Scottish heritage of Scottsdale by offering daily bagpipe performances. In addition, the resort employs a chief FUN officer, a former cruise ship entertainment officer whose sole responsibility is to make sure kids and parents have a great time during their stay. In fact, the FUN officer will be an integral part of this year’s Children’s Program.

Connect – Discover – Inspire

For Teens and Adults with Hearing Loss

required. Watch AG Bell Update for more information. This event is made possible by the Dena Goldstein Memorial Fund. On Sunday, July 1, will be an opportunity for former Leadership Opportunities for Teens (LOFT) attendees to reconnect with one another. The LOFT Reunion Lunch is for LOFT “graduates” and current and former counselors to catch up with old friends and make new connections with LOFT alumni. Immediate family members are welcome and lunch will be provided (ticket required at $20/person; see the registration brochure for additional details).

AG Bell 2012 Convention

restaurants, gather with friends for a fun evening at a Scottish pub. Located at the Kierland Golf Club, Brittlebush Bar & Grill connects you to the Scottish heritage of the Kierland golf experience…with a twist.

AG Bell 2012 Convention Connect – Discover – Inspire June 28–July 2 • Scottsdale, Arizona

Social Media AG Bell will continue to utilize its social media outlets to convey important announcements and updates. Attendees can follow us on Facebook (www.facebook.com/AGBellCommunity)

and Twitter (@AGBellAssoc) as well as utilize QR codes in the Convention program to download presentations directly to their smart phones, iPad or other tablet devices. These are just some of the myriad events and activities planned for AG

Bell’s 2012 Convention. To learn more or register, visit www.agbell.org/Convention. With so many opportunities to learn, share and interact with others from around the world, the Convention experience will be one you’ll never forget.

Children’s Program AG Bell’s Children’s Program will provide safe activities to engage and entertain children from infancy through age 14 over the course of the AG Bell 2012 Convention. Here are just a few highlights of this year’s program: • Phoenix Zoo – Voted one of the Nation’s Top 5 Zoos for Kids, the Phoenix Zoo will bring the zoo to participants through their “Zoo to You!” program. • Arts & Crafts – Children ages 4 to 14 will have fun with arts and crafts projects such as pottery painting and teddy bear stuffing. Each day, they’ll have a unique souvenir item of their Convention vacation.

• MAD Science – Mad Science is on a mission: to spark the imagination and curiosity of children everywhere by providing them with fun, interactive and educational programs that instill a clear understanding of what science is really about, and how it affects the world around us. • IMAX Movie – Grand Canyon – “Over the Rim and Beyond in IMAX®, Grand Canyon: The Movie in IMAX.” In just 34 minutes, viewers will discover a Grand Canyon that would take a lifetime to experience. The experience gives viewers a chance to get a feel for what it’s like to be down in the canyon

without setting foot there, including an intimate look at the history of the park, early Native American inhabitants and their way of life, and a wild helicopter-like ride through the Grand Canyon. • Gamez on Wheelz – Gamez on Wheelz was designed by gamers for gamers. It’s packed with state-of-the-art electronics, a killer lighting and sound system, and multiple flat-screen HDTVs that virtually immerse you in the ultimate gaming experience. For more information about registering for this year’s Children’s Program, please visit www.agbell.org/Convention.

A Listening and Spoken Language School

Services and Programs: • Newborn Hearing Evaluation Center • Parent-Infant Cottage • Early Childhood and Elementary Programs • Outdoor and Discovery classrooms • Music and Art classrooms • Speech Language Pathology • Audiology Center with five testing booths • Cochlear Implant Programming • Placement site for Graduate Program in Deaf Education and Hearing Science though UTHSCSA

Sunshine Cottage provides the very best early identification and intervention services for infants and children with hearing loss. The day-school program offers a comprehensive educational environment for children, preschool through fifth grade, with state-of-the-art technology taught by master-level educators.

(210) 824-0579

603 E. Hildebrand Ave. San Antonio, Texas 78212 www.sunshinecottage.org

Sunshine Cottage, a listening and spoken language school, is accredited by the Southern Association of Colleges and Schools Council on Accreditation and School Improvement, OPTIONschools International, and is a Texas Education Agency approved non-public school. We accept students of any race, color, national or ethnic origin. New 2011 color ad.indd 1

7/13/2011 8:50:37 AM

VOLTA VOICES • JANUARY / F EBRUARY 201 2

Summer Camps

for Hard-of-Hearing and Deaf Students

High School Sophomores and Juniors... Come Explore Your Future at Rochester Institute of Technology!

Two Sessions: July 14 – 19, 2012 or July 21 – 26, 2012 • Explore the hottest new careers • Discover new friends • Learn how to turn your interests into a future career

Apply Today! Visit www.rit.edu/NTID/EYF2 or call 585-475-6700 (voice/TTY), or toll-free in the U.S. and Canada at 1-866-644-6843 (voice/TTY) Application Deadline: April 30, 2012

techgirlz tech girlz

Two RIT Camps for girls and boys entering 7th, 8th or 9th grade in fall 2012

July 28 – August 3, 2012 Build your own computer, investigate a “crime scene,” conduct fun laboratory experiments and more.

techboyz

Register Today! Visit www.rit.edu/NTID/TechGirlz2 or www.rit.edu/NTID/Techboyz2 or call 585-475-7695 (voice/TTY) Registration Deadline: May 31, 2012

Steps to Success A weekend summer camp for African-American, Latino and Native American 7th, 8th and 9th grade students

August 3 – 5, 2012 • Enjoy hands-on activities in computer design, science and robotics labs • Make new friends while you discover and explore your dream career

Register Today! Visit www.rit.edu/NTID/StepstoSuccess2 or call 585-475-7695 (voice/TTY) Registration Deadline: May 31, 2012

Rochester Institute of Technology • National Technical Institute for the Deaf • Rochester, New York

Educational Program Highlights

Connect – Discover – Inspire

AG Bell 2012 Convention

Discover:

June 28–July 2 • Scottsdale, Arizona

By Helen Morrison, Ph.D., LSLS Cert. AVT

G Bell is considered a goto resource for information on listening and spoken language development. The AG Bell 2012 Convention is the perfect opportunity to discover new strategies, tips and advice on building listening and spoken language skills from experts in the field. This year, the Educational Program Committee has worked hard to develop a robust program with topics for professionals, parents of children with hearing loss and adults who are deaf or hard of hearing.

keynote speaker. Dr. Atkins is a licensed psychologist, popular commentator for NBC’s Today Show, and a renowned lecturer known for her practical advice and warm personality. A former teacher of the deaf and editor of a Volta Review monograph on parent relationships with children who are deaf, Dr. Atkins has more than 25 years experience helping individuals maintain a balanced lifestyle by focusing on relationships and managing stress. To learn more about Dr. Atkins and to preview her session, turn to page 16.

Keynote Presentation

Research Symposium

AG Bell is pleased to welcome Dr. Dale Atkins as the AG Bell 2012 Convention’s

A highlight of the Convention, the research symposium sponsored by

the National Institutes of Health provides a discussion of the latest trends in research from world-renowned researchers in an accessible and easyto-understand format. This year’s symposium, “From the Ear to the Brain: Advances in Understanding Auditory Function, Technology and Spoken Language Development,” will highlight advances in hearing aid and cochlear implant technology as well as the development of speech and language using amplification. Presenters will provide new research on auditory function that will help make strides in developing new interventions for hearing loss.

VOLTA VOICES • JANUARY / F EBRUARY 201 2

The 2012 Convention education program features eight tracks that emphasize the convention theme of Connect, Discover, Inspire. Learning tracks follow the ages and stages of living with hearing loss.

Craig Huey Photography

Short Courses

VOLTA VOICES • JANUARY/FEBRUARY 201 2

3. Early School Years Covers parent advocacy for the most appropriate education program; participation, support, and collaboration in regular educational settings; literacy development; strategies for listening and spoken language development; audiological assessment and management; hearing technology, including assistive technology; effective communication between school and families; managing additional disabilities; perspectives on mainstreaming from adults with hearing loss; including

5. Transitions to College, Careers or Life Highlights tips for applying and choosing a college/university; job interviews and career advancement; social transitions; parenting children who do or do not have hearing loss; assistive listening technology and other communication technologies; self-advocacy; and tips from parents and from adults with hearing loss. 6. Professional Preparation Offers best practices for mentoring; preparing for certification as a Listening and Spoken Language Specialist (LSLSTM); peer-to-peer training; college and university training programs; cultural and linguistic competence when working with peers and students; and models for professional development. 7. Roads Less Traveled Covers a range of diverse topics that are designed to help participants on their journey of living with hearing loss, parenting a child with hearing loss or providing family support. 8. Partners in Hearing Highlights various aspects of the products, programs and services from the AG Bell corporate and nonprofit vendor community in an educational format designed to connect directly with families, professionals and individuals with hearing loss.

June 28–July 2 • Scottsdale, Arizona

New for 2012, AG Bell has identified a series of Short Courses focused on mentorship. These courses will provide an overview of mentorship as well as practical strategies for engaging as a mentor to professionals seeking new skills in the area of listening and spoken language development. There are also several other excellent sessions. One Short Course, “Language versus Academics – The Battle Is On (Or Is It?),” is a great opportunity for educators in specialty programs and public school settings, as well as itinerant teachers, to learn how they can address the “Common Core Standards for English

2. Toddler and Preschool Years Includes strategies for listening and spoken language development; family coaching; audiological assessment and management; hearing technology, including assistive technology; listening and spoken language development; indicators and management of challenges beyond hearing loss; preschool classrooms, including inclusion settings; early literacy and phonological awareness; cultural and linguistic competence when working with families; behavior management and keeping the hearing equipment on a toddler; navigating social and family events; sharing time and attention with siblings with typical hearing; and advice from adults with hearing loss.

4. Middle School and High School Provides information on educational strategies; participation and support in regular educational settings; selfadvocacy and developing independence; socializing in the teen years; audiological assessment and management; cultural and linguistic competence when working with families; hearing technology, including assistive technology; participation, support, and collaboration in regular educational settings; involvement in sports and extracurricular activities; and tips from parents and from adults with hearing loss.

Connect – Discover – Inspire

1. Infants or Young Children with Newly Identified Hearing Loss Addresses early hearing detection and intervention; family response and needs surrounding diagnosis; genetic testing or discoveries; audiological assessment and management; early auditory development; early vocal and communicative development; early indicators and management of challenges beyond hearing loss; family experiences and words of advice; and cultural and linguistic competence when working with families.

parents in an educational setting; and cultural and linguistic competence when working with families.

AG Bell 2012 Convention

2012 Concurrent Session Learning Tracks

Scottsdale Convention Visitor’s Bureau.

AG Bell 2012 Convention Connect – Discover – Inspire

language as identified by the AG Bell Academy. Please visit www.agbell.org/ Convention for a full description of all 12 Short Courses.

Concurrent Sessions The bulk of the AG Bell Convention’s educational program consists of 90minute sessions that engage learners of all levels in learning about a wide range of topics focused on listening and spoken language communication. This year, AG Bell will offer two new learning tracks. First, “Transitions to College, Careers or Life” highlights tips for applying and choosing a college/university, job interviews and career advancement, and social transitions. This track will feature transitioning content for parents of children with hearing loss as well. Second, “Partners in Hearing” highlights various aspects of the products, programs and services from the AG Bell corporate and nonprofit vendor community in an educational format designed to connect directly with fami-

lies, professionals and individuals with hearing loss. Full descriptions of the learning tracks are available on page 29. The AG Bell 2012 Convention will provide a wide range of topics and methods of advancing your knowledge of listening and spoken language communication. Regardless of your interests, there will be plenty of learning opportunities for professionals, parents and adults with hearing loss.

June 28–July 2 • Scottsdale, Arizona

Language Arts and Mathematics” while targeting specific language needs of students with hearing loss. Another Short Course, “Professional Learning for LSL Professionals: Exploring the Craft of Learning Leaders,” will highlight evidence-based strategies for engaging adult learners in professional development activities to grow knowledge of the nine domains of listening and spoken language. With important topics like these, Short Courses will provide exceptional learning opportunities you won’t want to miss. Short Courses will be held June 27 and 28, run 3½ hours in length and require participants to preregister. Attendees will have the opportunity to earn continuing education units from the AG Bell Academy for Listening and Spoken Language, the American Academy of Audiology (AAA) and/or the American Speech-Language-Hearing Association (ASHA). Topics for Short Courses are designed to reflect the nine domains of listening and spoken

VOLTA VOICES • JANUARY / F EBRUARY 201 2

AG Bell 2012 Convention

Hear Our Voices

Why Should You Attend an AG Bell Convention?

June 28–July 2 • Scottsdale, Arizona

he AG Bell 2012 Convention is a terrific opportunity to learn, connect and build relationships for a lifetime. But don’t take our word for it. Here are just some of the comments we received from past Convention attendees about their experience attending an AG Bell Convention: “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!” “I have attended AG Bell Conventions since 1998. I have always found the short courses to be exceptional, the children in the children’s programs to be adorable and the teenagers to be inspirational. Attending the AG Bell Convention is my way to get re-energized to be the best auditory-verbal therapist I can be.” “As a teacher’s assistant, I came to the AG Bell Convention to learn more about what I was already doing every day. However, I gained so much more – practical advice on promoting spoken language, concrete resources to take lessons and ideas from and knowledge in so many areas. I felt strengthened from seeing the passion of so many individuals in promoting education and opportunities for individuals who are deaf. I walked away with renewed passion, advanced knowledge, and the drive to continue working with children who are deaf and hard of hearing, having seen the difference it makes in their lives.” “The opportunity to meet new people, learn from them and share with them experiences, and the happy reunions with old friends, are the biggest reasons I come to the AG Bell Convention.”

Craig Huey Photography

Connect – Discover – Inspire

By Melody Felzien

“My favorite part of Convention is seeing so many people who are deaf and hard of hearing speaking, hearing and blending in with everyone else; seeing the variety and diversity of people involved in this cause; and being astounded by the sheer amount of information, technology and resources available in the exhibition hall.” “Convention is terrific. The dedication and hard work put into its creation and fruition is obvious and worth the energy…everyone presented with smiles, kind words, patience and efficiency. My heartfelt thanks!” “A family from my school district was awarded the AG Bell Family Scholarship. Words cannot express how much the AG Bell Convention meant to this family. Their daughter was able to meet and talk with children and adults with hearing loss. One of the professional adults with hearing loss gave her his cell phone number. What a wonderful role model and support for my student to have!” “As a first year attendee, I was quite impressed with the variety and

quality of the sessions I attended. I also enjoyed meeting and talking to other professionals from around the country and the world.” “This was my first AG Bell convention and it was great! I learned a lot. I got a scholarship to attend the Convention and I am so grateful. My teenager participated in the [Leadership Opportunities for Teens] LOFT program and made friends for a lifetime. Seeing the other teens and adults that have hearing loss made me feel proud when I heard of their accomplishments.” “I always learn and experience things that I didn’t expect when I’m at AG Bell’s Conventions. We’ll be sure to continue to attend.” “I attended this Convention primarily so my 17-year-old daughter could attend and reconnect with friends from LOFT and previous Conventions. She has attended every Convention since she was 7 years old and as she entered her teen years, it was clear to me how important it was for her to have a group of peers to connect

VOLTA VOICES • JANUARY / F EBRUARY 201 2

families and professionals in the field of deaf education, make the Convention experience what it is.” “I loved having the opportunity to gather with others in the field. It was wonderful to get reassurance about the techniques I use in the classroom while gathering some new ideas and insights.” “The connection with other therapists from around the world and realizing that so much of what we are doing is the same.” “It is a rewarding experience to see the pride and joy families with children who are deaf and hard of hearing have in the progress their children have made with cochlear implants and hearing aid technology.” “I never tire of meeting the exceptional leaders in our field. The networking opportunities are wonderful.” Don’t miss your chance to experience what these past attendees have experienced. Visit www.agbell.org/Convention today to learn more, register and plan your trip to Scottsdale, Ariz., June 28-July 2 for the AG Bell 2012 Convention.

Connect – Discover – Inspire

tion a milestone, memory making event for our family. One particular experience stands out in our minds, however. When we arrived for Family Movie Night, we looked around the room and noticed a woman sitting alone toward the back of the room. When we went to the table, she jumped up and was excited someone had come over to meet her. She was a young mother whose child had just been diagnosed with a significant hearing loss and was at the convention alone, without her husband or baby. She came in hopes of learning more about hearing loss and how this was going to affect her child. My husband and I were honored to hear her story and share our experiences. We came into the evening thinking we were going to be encouraged, and left knowing we gave hope to someone else. What an encouragement for us!” “Educators who are deaf and hard of hearing are very fortunate to have the support of AG Bell. Learning about current educational strategies and researchbased intervention, and hearing how experts in hearing provide support for

AG Bell 2012 Convention

with. She spends lots of time texting and on Facebook to stay in touch with these friends, and always looks forward to the next Convention.” “I am grateful that AG Bell exists and my child had the opportunity [at Convention] to meet other kids like her.” “The Convention provides amazing opportunities to focus on supporting children, families, adults and professionals interested in listening and spoken language...Thanks for all of your work. It is appreciated!” “I’m so happy I went to the Convention. The only thing I would change is next time, I would like to bring my three children and my husband. Seeing all the kids and adults that have formed life-long friendships through AG Bell was very touching to me. I want my children to be a part of that.” “The thing I enjoyed most about the AG Bell Convention was the sense of community you get from all the participants, professionals and families.” “It truly would be impossible to just list one event that made the AG Bell conven-

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

• Preschool/Kindergarten

• Educational Evaluations

• School Programs

June 28–July 2 • Scottsdale, Arizona

• Birth to 3

• Summer Programs • Professional Development and Trainings • Audiological Services

clarkeschools.org Bo sto n

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Strategies for Families

Speaking Tonal Languages

By Yi-ping Chang, Ph.D.

s demographic shifts become more widespread, Listening and Spoken Language Specialists (LSLS™) and other related professionals may find themselves serving families from culturally diverse ethnic and/or linguistic backgrounds. According to the World Atlas of Language Structures (WALS), more than 40 percent of languages spoken globally are tonal languages (Maddieson, 2011). Tonal languages use pitch patterns to distinguish individual words or the grammatical forms of words, such as the singular and plural forms of nouns or different verb tenses. Most sub-Saharan African languages are tonal and there are numerous tonal lan-

guages in Eastern and Southeastern Asia. The most widely known and used tonal language is Mandarin, spoken by more than two-thirds of the Chinese population, which constitutes about one-fifth of the world’s total population (Collinge, 1990). Other Chinese dialects, such as Cantonese and Taiwanese, are also tonal languages. For a professional who speaks non-tonal languages, such as English, knowledge of tonal languages is extremely valuable when serving families and children with hearing loss whose home language is a tonal dialect. The following are strategies professionals can use when working with this population. For instructional purposes, Mandarin is used as an example

and activities are provided to improve spoken tone recognition and production. In addition, recent research results from a project conducted at the Children’s Hearing Foundation (CHF) in Taiwan regarding tone recognition by children with cochlear implants (CIs) are included. Professionals and families may use this information as a foundation to develop techniques for facilitating the listening and spoken language development of children with hearing loss learning is a tonal dialect.

What Is Tonal Language? In Mandarin, there are four lexical tones (pitch contours): flat (high level; 1st tone), rising (2nd tone), dipping (falling-rising; 3rd

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Tone Sandhi

Children’s Hearing Foundation

Sandhi is a Sanskrit word meaning “joining.” Tone sandhi is the change of tone that takes place according to the neighboring words. See http://en.wikipedia.org/wiki/Tone_ sandhi for basic information. For more details, refer to M.Y. Chen’s book Tone Sandhi – Patterns across Chinese dialects published by Cambridge University Press in 2000.

tone), and falling (4th tone) (Figure 1). When written in the Roman alphabet, tones can be marked by placing the tone number at the end of each individual syllable; for example, /hua2/ for /hua/ with a 2nd tone. The tone distinguishes the meanings of words that are otherwise phonologically identical. The most frequently used example is the syllable /ma/; it means mother when pronounced with the 1st tone (/ma1/) and horse with the 3rd tone (/ma3/) (Table 1). Another example is the syllable /guai/ with different tones, where /guai1/ means good and /guai4/ means weird. Imagine a teacher told Tom’s parent, “Tom is such a weird boy” when what she actually means is “Tom is such a good boy.” These examples demonstrate the important role of

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Tonal Language Acquisition

In Mandarin, there are many homophones with identical tones, and native speakers usually figure out their meanings from the context. This linguistic characteristic of Mandarin, plus the fact that many people with regional accents do not speak Mandarin with standard tones, may suggest that learning perfect tone production is not necessary for communication in Mandarin. However, inaccurate tone perception and/or production can lead tone in Mandarin as serious misunderstandto serious misunderstandings, ineffective ings could happen when words are procommunication and even social chalnounced with incorrect tones. lenges. As in one of the previous examples, In addition, Mandarin has tone sandhi misunderstandings could occur between rules where the tone changes in certain the teacher and the parent when the combinations within a phrase. For example, tone information of the syllable /guai/ is when there are two consecutive syllables not accurately transmitted or perceived. with the 3rd tone, the first syllable is Communication may become ineffective pronounced with the 2nd tone, i.e., /hen3 when one painstakingly tries to understand hao3/ (meaning very good) is pronounced as a person who has difficulty producing /hen2 hao3/ in spoken language while the correct tones. A sense of social and cultural written tone marks stay the same. When isolation also may result when one fails there is a string of 3rd-tone words in a sento understand popular colloquial sayings, tence, the tone changes depend on the word slogans or jokes that are based on manipuposition in a phrase. For example, lating the tone properties of the language. /zhan3 lan3 guan3/ (meaning exhibition In many tonal languages, mastery of tone hall) is pronounced as /zhan2 lan2 guan3/ proves to be essential for communication. where both the first two syllables’ tones In auditory-verbal therapy sessions change because these three syllables form a at CHF, professionals demonstrate skills phrase, but /xiao3 lao3 hu3/ (meaning baby applicable to everyday life to facilitate listentiger) is pronounced as /xiao3 lao2 hu3/ ing and spoken language development in where only the 2nd syllable’s tone changes children with hearing loss. A good language because the last two syllables form a phrase. activity to cultivate tone perception is to Different tonal languages may have include words and phrases with the same very distinct tone sandhi rules. However, phonological structures but different tones native speakers of a tonal language may not into daily living activities. For example, in explicitly know the tone sandhi principles of their Table 1. Example of how tone affects syllable /ma/ language. Professionals and parents are encouraged to research tone sandhi rules and other linguistic knowledge regarding tones in the target language to facilitate the tone perception Figure 1. Four lexical tones of and production of chilMandarin dren receiving auditoryverbal therapy or other interventions aimed at developing listening and spoken language communication.

Table 2. Words with the same pronunciation but different tones

the four tones in reverse order, such as /yi4 kou3 tong2 sheng1/ (literally different mouths same voice and meaning in unison; for more examples, see Yih [2011]). For children who have more advanced speech abilities, reading books, reciting tongue twisters or telling stories with an emphasis on correct tone production may also be good practice. The information presented here may be overwhelming to speakers of non-tonal languages, and mastery of tone for children who are deaf or hard of hearing may appear difficult. Fortunately, tonal information is in primarily low frequency range as research has shown that speech information below 500 Hz is the key for Mandarin tone identification (Luo & Fu, 2006). Most individuals with hearing loss have greater low frequency residual hearing, so their ability to perceive tonal features is relatively intact.

Ongoing Research A recent research project conducted at CHF assessed the tone perception capability of children wearing a unilateral CI and a contralateral hearing aid (HA). CIs provide good speech accessibility to many individuals, especially in the high frequency range, due to the biological structure of the human cochlea. However, contemporary speech processing strategies of some CIs do not provide sufficient information for capturing pitch contours or tonal information. Hence, wearing a HA on the contralateral ear may improve tone perception for CI users. Indeed, CHF’s data from 13 children showed improved Mandarin tone identification for those who used a HA-CI combina-

Children’s Hearing Foundation.

Mandarin, /shuei3 jiao3/ (meaning dumplings) and /shuei4 jiao4/ (meaning sleeping) are homophones but with different tones. Therefore, an activity focusing on tone recognition can be designed so that a child is asked to choose between a toy modeling Chinese dumplings (/wuo3 yao4 shuei3 jiao3/ or “I want to have some dumplings”) and a toy bed (/wuo3 yao4 shuei4 jiao4/ or “I want to go to bed”). Table 2 lists some examples of word pairs or word groups having the same pronunciation but different tones (some are taken from Yih [2011]). Parents, primary caregivers and language facilitators are encouraged to identify additional examples in their native language. By training a child to discriminate between these phonetically identical but tonally distinguishable word pairs, the child’s tone perception capability can be greatly improved. For speech production, using hand gestures or physical movements to imitate the pitch fluctuation of each tone can help correct tone pronunciation. Parents may invite the child to play a game in which the parents imitate the pitch contours of the tones with

their right palm. For example, when producing a 2nd tone, they first place the right hand in front of the chest with the palm facing down and then, with the wrist anchored, raise the palm toward the right shoulder. Another good exercise is to practice the four tones by reading Mandarin phrases with variable tone combinations. Similar to other languages where pronunciation of sounds or phonemes may be influenced by those pronounced before or after them, there may be minor changes to the tone depending on the adjacent tones (Xu, 1994), and these changes may differ from tone sandhi. Some activities are designed for practicing words and phrases with all possible tone combinations (e.g., 16 combinations for a two-syllable phrase). Idioms or phrases formed by four characters with the four tones in order are very good materials for familiarizing tone production. For example, /fan1 qie2 chao3 dan4/ (meaning scrambled eggs with tomatoes) and /jia1 ting2 zhu3 fu4/ (meaning housewives). There are also some phrases formed by characters with

Professionals who work with children learning a spoken tonal language should understand the complexities of these languages.

VOLTA VOICES • JANUARY / F EBRUARY 201 2

Figure 2. Percentage tone perception scores

tion compared to only using a CI (Figure 2). The amplified residual low frequency hearing in the non-implanted ear contributed to a nearly 15 percent increase in tone recognition performance (statistically significant, p = 0.03). Therefore, for parents who are seeking tonal language outcomes for their children using CIs, it is highly recommended that they explore the possibility of using a HA in the non-implanted ear.

VOLTA VOICES • JANUARY/FEBRUARY 201 2

Facilitating reception and expression of tone is an essential part of pursuing listening and spoken language outcomes for children who have a hearing loss and who are learning to speak tonal languages. Because tonal information is not available with visual cues (for example, speechreading), good listening skills are required to recognize tones. Auditory-verbal therapy is helpful for children who are deaf or hard of hearing to develop tone awareness because it focuses primarily – if not exclusively – on the use of listening and spoken language. CHF has been providing listening and spoken language intervention to Mandarin speaking families in Taiwan for more than 15 years and serves as a resource for improving Mandarin tone perception and production through auditory-verbal practice. CHF also provides other professional consulting services regarding (re)habilitation and audiological management for children who are deaf and hard of hearing whose home language is Mandarin. Parents speaking a tonal language other than Mandarin are encour-

aged to research the linguistic intricacies of their language or consult with the auditory-verbal centers in their home country. For more information about CHF, visit www.chfn.org.tw/en/index_e.htm. Acknowledgement: The author thanks Ronald Y. Chang, Ph.D., for helpful comments to an earlier version of this article, the research subjects and their parents for their time and effort, and Julie Ma for data collection.

References Collinge, N. E. (1990). An encyclopaedia of language. New York: Routledge. Luo, X., & Fu, Q. J. (2006). Contribution of lowfrequency acoustic information to Chinese speech recognition in cochlear implant simulations. The Journal of the Acoustical Society of America, 120(4), 2260-2266. Maddieson, I. (2011). Tone. In M.S. Dryer, & M. Haspelmath (eds.), The world atlas of language structures online. Retrieved August 15, 2011, from http://wals.info/chapter/13. Xu, Y. (1994). Production and perception of coarticulated tones. Journal of the Acoustical Society of America, 95(4), 2240-2253. Yih, E. (2011) Gao1 bu4 cheng2 di1 bu2 jiou4 de yang2 qiang1 yang2 diao4. In Chinese way to go. Retrieved August 16, 2011, from http://www. chinesewaytogo.org/teachers_corner/phonetic/ tone/tone.php (in Chinese texts).

tips for parents

Winterize Your Fun How to Pair Hearing Aids and Cochlear Implants with Winter Activities By Krystyann Krywko, Ed.D.

Snow Play Let age be your guide. The age of your child is a factor when children are playing in the snow. A 3-year-old child might not understand how playing in the snow can lead to “wet” hearing aids or cochlear implants. At this stage, there is a need for a little extra supervision and assistance when outside. Consider investing in some protective covers. Ear Gear is a popular cover used to protect hearing aids from moisture and dirt and comes with an optional cord to attach to the back of your child’s collar. Another option is to wrap the devices with a thing strip of Press “n” Seal, a saran wrap-like product that is easy to put on and remove (although it does crinkle, which could detract from other sounds). Starting around age 5 your child should be able to assume more responsibility and know what situations might lead to wet hearing aids.

Shutterstock.com/Gorilla

inter brings an abundance of outdoor activities that families can participate in together – from building a snow fort in the backyard to skiing down the slopes. However, cold temperatures, snow and the necessity of winter headgear, such as warm hats and protective helmets, can be a concern when your child wears hearing aids or cochlear implants. “While it is true that winter weather does bring some additional steps in the maintenance of hearing aids and cochlear implants,” says Dr. Michelle Kraskin, audiology supervisor at Weill Cornell Medical College in New York City. “You shouldn’t let it hinder your child’s participation in winter sports and activities.” Hearing technology is sturdier than people think; that being said, you do need to take some precautions with these instruments when your child is playing around in ice and snow.

What is the activity? What your child is doing outside can also be in factor in how they wear their hearing equipment. “For us it very much depends on the situation. While we do try to keep our son’s hearing aids in as much as we can, if he wants to go outside and make snow angels in the backyard we often remove them just to be on the safe side,” says a mother whose 3-year-oldson is a bilateral hearing aid user. “But, if he wants to go sledding at the local hill, we definitely keep them in. We just make sure he has a cord on that connects them to his jacket in case they get bumped out.”

Skiing/Snowboarding Skiing with a hearing loss can present some challenges. However, with some planning, there is no reason why your child cannot participate. “Learning to ski really gave my son an extra boost of confidence,” says Kassie DePaiva, mother of J.Q. who wears a cochlear implant. “He’s not a big athlete but he loves skiing and now that he is 14 he is on a freestyle team and it’s something different from what his friends do.” Protect, but don’t cover. A helmet is a necessity when learning how to ski; many ski areas require that children 12 and under wear one. Take the time to find a helmet that is both comfortable for your child and also one that lets the micro-

phones remain exposed, so that your child can still hear. It is also worth it to invest in a helmet designed specifically for skiing as they are equipped with liners that will add an extra layer of warmth on cold days. Using an FM system. The use of an FM system is not a necessity when skiing, but if your child has access to one it can add to the experience. “We never used an FM when skiing with J.Q.,” says DePaiva, “but it might have been helpful in some situations. Overall he has done great without one.” On the other hand, Janice Schacter Linz maintains that “skiing with an FM system was critical for my daughter [who is a bilateral hearing aid user]. The instructor used to joke that she was probably the only child who could hear him.” If you do decide to use an FM system, let the instructor know ahead of time and plan to meet before the session begins so that you can show him/her how to use it. What to do on the hill. One concern about skiing and children with hearing loss is that so much of the instruction occurs either behind or in front of the child, making it difficult for the child to see the instructor’s mouth. “We started skiing as a family when J.Q. was 3 years old,” recalls DePaiva, “so my husband would ski with him, attached with a harness. Once he was used to going down the hill we enrolled him in ski classes. We

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just reminded the instructor that he needed to speak to our son’s face if possible. It has all been a positive experience.” Another option is to enroll your child in a skiing program right from the start. Ski hills today are family-oriented and there are great learn-to-ski programs available. One possibility is to inquire about adaptive ski programs. Adaptive programs can offer smaller class sizes and instructors who are familiar with the use of FM systems and the specific needs of children with significant hearing loss. Get familiar. Make friends with people at the ski hill. Whether you live close to a ski hill, or are visiting one for the week as a family, make yourself and your child known. “It is always a good idea to check out a program before you start. Have your child meet with their instructor or try on ski boots, anything that can help them become more familiar with the process of skiing,” says Pam Greene, program director of the Adaptive Sports Foundation in Windham Mt., N.Y. The Adaptive Sports Foundation provides a Getting Ready booklet (available under the resource section on their website, www.adaptivesportsfoundation.org) that is full of great information to help children prepare for their first time on the ski hill.

Ice Hockey Children see their siblings and friends play hockey and want to join in the fun. “One thing we have always told our son is that he can do anything he wants to do,” says Linda Isenbarger, whose son, Grant, wears bilateral hearing aids. “He is now a high school senior in Fort Wayne, Ind., and captain of his school’s varsity hockey team.” “The thing I have enjoyed most about this is watching the reaction on the parents’ faces when they learn Grant has a hearing loss. They are always amazed as no one can tell when he is on the ice,” continues Isenbarger. To wear or not to wear. Some children begin to play hockey without wearing their hearing aids or cochlear implants. However, parents usually realize that wearing their hearing technology is essential to their child’s success and are persistent when trying to find a comfortable helmet. Hockey helmets are padded with a variety of materials and each one has a different fit, so it’s best to shop around and find one that works for

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your child. For example, some manufacturers make a gel padded helmet that molds a little easier to cochlear implants. It’s also important to remember that many children will find the helmet awkward at first, so it might take some practice for them to get used to the added pressure on CI processors and hearing aid receivers. Changes in technology have also made it easier to fit a helmet. “We honestly haven’t paid any attention to the last few helmets we have purchased,” says Isenbarger, “there has been such an improvement in hearing aids that there aren’t as many issues with comfort and feedback.” Straight talk with the coaches. When starting out in any new sport it is important to speak with the coaches and educate them about your child’s hearing loss and what accommodations might be necessary. Some of the accommodations that can be made for your child include having the coach line everyone up on one side of the locker room when giving instructions or having your child go to the front of the group on ice when the coach uses the whiteboard. However, Isenbarger cautions that it’s not always the best to be first in line for drills “I found it was easier for my son to watch other players go first and then he would figure out what he should do.” Look for support. The American Hearing Impaired Hockey Association (AHIHA), located in Chicago, Ill., is a well-established

organization that provides children who are deaf and hard of hearing the opportunity to connect with other hockey players and develop hockey skills at an annual summer camp (check www.ahiha.org for future dates). In 2010, an all-girl’s hockey camp was added to the AHIHA summer program. The AHIHA offers numerous resources to assist children with hearing loss in playing in mainstream hockey programs. One resource is a booklet aimed at coaches who are working with a child who is deaf or hard of hearing for the first time. “The coaches from the AHIHA are also willing to connect with local coaches and hockey organizations to provide assistance,” says Karen Wonoski, team coordinator with the AHIHA and parent of a son who won a gold medal with the U.S. Deaf Olympic Hockey Team.

Get Moving No matter what winter activity you choose to enjoy with your child, remember to have fun. Many of the families interviewed for this article discussed how when they registered their child for their first ski lesson or took them for their first skating adventure, they had no idea that the activity would become something that the entire family could enjoy together. “My advice,” says Isenbarger, “is to believe in your kids, let them follow their dreams and don’t let their hearing loss ever hold them back.”

Get Ready for Winter Fun Exposure to the cold shortens the life of hearing aid/cochlear implant batteries. Make sure to bring extras from home and also store them properly. It might be worth it to rent a locker at the main ski lodge, or keep extras in the dressing room at the ice rink rather than have them exposed to cold air for extended period of time. Dry out those hearing devices! Moisture is one of the biggest problems with hearing devices and the wearing of helmets and winter hats. It is important to dry the device out overnight after a day on the slopes or at the rink. Make sure to put them in something like a hearing aid drying device over night. You may also consider purchasing a product such as a hearing aid sweatband to help keep extra moisture away. Scarves or hats that are too tight can also cause interference with hearing aid/ cochlear implant microphones. Make sure to keep the microphones uncovered and look for hats and scarves that are loose enough not to interfere. Although the newer sound processors for cochlear implants are less likely to be affected by static electricity, it is still a good idea to take precautions during the winter months. The use of humidifiers can help prevent a build-up of static electricity indoors, while using anti-static spray or fabric softener sheets in the dryer are great ways to reduce static on winter clothing.

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, parentinfant 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 Horizon School, 3430 McManus Avenue, Culver City, CA 90232 • 310-838-2442 (voice) • 310-838-0479 (fax) • 310-202-7201 (tty) • www.oraldeafed.org/schools/echo/index.html • www. echohorizon.org • Vicki Ishida, Echo Center Director. Private elementary school, incorporating an auditory/ oral mainstream program for students who are deaf or hard of hearing. Daily 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 Boulevard, Los Angeles, CA 90007 · 213-748-5481 (voice) · 800-522-4582 · PALS@JTC.org · www.jtc.org & www.youtube.com/johntracyclinic. Early detection, school readiness and parent empowerment since 1942. Worldwide Parent Distance Education and onsite comprehensive audiological, counseling and educational services for families with children ages birth-5 years old. Intensive Summer Sessions (children ages 2-5 and parents), with sibling program. Online and on-campus options for an accredited Master’s and Credential in Deaf Education. Legal Services, David M. Grey, Grey & Grey, 233 Wilshire Blvd., Suite 700, Santa Monica,

CA 90401 • 310-444-1980 (voice) • david@greyslaw. com (email). Advocacy for those with hearing loss. Focus on educational issues, communication access and discrimination. We handle IEPs, due process and court proceedings throughout California. We are knowledgeable about AVT, cochlear implants, FM systems and other aids and services that facilitate communication access. Free initial consultation. 25 years of legal experience.

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.

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 • Auditoryverbal therapy for the child and family from infancy. Services also include aural habilitation for older students and adults with cochlear implants. Extensive experience and expertise with cochlear implants, single and bilateral. Mainstream support services, school consultation and assessment for children in their neighborhood school. California NPA certified. No Limits Performing Arts Academy and Educational Center, 9801 Washington Boulevard,

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

Oralingua School for the Hearing Impaired,

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

Leah Ilan, Executive Director • 11693 San Vicente Blvd. #559, Los Angeles, CA 90049 • 310-339-7678 • tagkids@aol.com • www.tagkids.org. TAG provides exciting social opportunities through community service, field trips, weekly meetings, college prep and pre-employment workshops, guest speakers and parentonly workshops. Meetings are offered both on site at schools as well as off site in the community. Group meetings and events offered to oral D/HoH children in 5th grade through high school seniors.

VOLTA VOICES • JANUARY / F EBRUARY 201 2

Directory of Services n Colorado

n Florida

Bill Daniels Center for Children’s Hearing, Children’s Hospital Colorado, Department of Audiology, Speech Pathology and Learning Services, 13123 East 16th Avenue, B030

Clarke Schools for Hearing and Speech/ Jacksonville, 9857 St. Augustine Road, Suite

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

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

Hampden Avenue, Suite 530, Englewood, CO 80113 • 303-783-9220 (voice) • 303-806-6292 (fax) • www. rockymountainearcenter.com (website). We provide a full range of neurotology and audiology services for all ages, ranging from infants to seniors. Using a multidisciplinary approach, our board-certified otologist and doctors of audiology 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.

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

Debbie School, Auditory Oral Education Program, 1601 NW 12th Avenue, Miami, FL 33136

• 305-243-6961 (voice) • kvergara@med.miami.edu (email) • http://debbieschool.med.miami.edu (website). Early intervention and primary education services are provided in a nurturing inclusive educational environment where children with hearing loss learn to listen and talk. Classrooms include early preschool, preschool, kindergarten, and primary. Services include early intervention, family education, individualized small group instruction, audiology, and speechlanguage pathology. Staff consists of credentialed teachers, a credentialed service coordinator, licensed therapists, and a licensed audiologist.

Doctors’ Hearing and Balance Centers of ENT Associates of South Florida, 1601 Clint

Moore Road, Suite 215, Boca Raton, FL 33487 • (561) 393-9150 (voice) • audiology@entsf.com (email) • www.entsf.com (website) • ENT/Audiology practice serving the hearing impaired from birth to geriatric age. Services include all Ear, Nose and Throat services including specialties in pediatrics and Otoneurology. Audiology services include all comprehensive diagnostic evaluations and fittings, cochlear and Baha/ Pronto implantable evaluations and activations. We work closely with auditory-verbal therapists/speechlanguage pathologists within the community.

University of Miami – Ear Institute, Cochlear Implant Program, 1120 NW 14th

Street, Clinical Research Building, 5th floor, Miami, FL 33136 • 1-888-COCHLEAR (voice) • jhorvath@ med.miami.edu • (email) www.ent.med.miami. edu (website). Comprehensive multidisciplinary diagnostic and rehabilitative services provided for infants and children. Services include diagnostic audiology, amplification, cochlear implantation, listening and spoken language therapy, educational support and psychological evaluation. The Barton G Kids Hear Now cochlear Implant Family Resource Center provides targeted support for families beginning with diagnosis including counseling, training, mentoring programs, advocacy, and support groups. Professionals include Otologists, Audiologists, Listening and Spoken Language Specialists, Speech Pathologists, an Educational Specialist, and a Psychologist.

Auditory-Verbal Center, Inc. Teaching children who are deaf or hard of hearing to hear and speak without the use of sign language or lip reading.

The Auditory-Verbal Center Proudly Offers: • Auditory-Verbal Therapy • Aural Rehabilitation for Adult • Full range of Audiology Cochlear Implant Recipients Services for Children & Adults • Practicum Site for Professional for Hearing Aids and Assistive Development Listening Devices

www.avchears.org 1901 Century Blvd., Suite 20, Atlanta, GA 30345 404.633.8911 • 404.633.6403 (fax)

VOLTA VOICES • JANUARY/FEBRUARY 201 2

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

GA 30327 • 404-233-5332 ext. 3119 (voice/TTY) • 404-266-2175 (fax) • scarr@atlspsch.org (email) • 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 literacy instruction in a nurturing environment. Teachers and staff work closely with parents to instill the knowledge and confidence children need to reach their full potential. Early intervention programs, audiological support services, auditory-verbal therapy, mainstreaming opportunities and independent educational evaluations. Established in 1938. For further information please visit our website: www.atlspsch.org. 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, on-site, 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 (AEHI), www.agbms.

org (website) • info@agbms.org (email) • 847-8505490 (phone) • 847-850-5493 (fax) • 9300 Capitol Drive Wheeling, IL 60090 • AGBMS is a Montessori school educating children ages 15 months-12 who are deaf or hard of hearing or have other communicative challenges in a mainstream environment with hearing peers. Teachers of Deaf/Speech/Language Pathologist/ Reading Specialist/Classroom Teachers emphasize language development and literacy utilizing Cued Speech. Early Intervention Services available to children under 3. AEHI, a training center for Cued Speech, assists parents, educators, or advocates in verbal language development for children with language delays or who do not yet substantially benefit from auditory technology.

Child’s Voice School, 180 Hansen Court, Wood

Dale, IL 60191 • (630) 595-8200 (voice) • (630) 595-8282 (fax) • info@childsvoice.org (email) • www. childsvoice.org (website). Michele Wilkins, Ed.D., LSLS Cert. AVEd., Executive Director. A Listening and Spoken Language program for children birth to age 8. Cochlear implant (re) habilitation, audiology services and mainstream support services provided. Early intervention for birth to age three with parentinfant and toddler classes and home based services offered in Wood Dale and Chicago areas. Parent Support/Education classes provided. Child’s Voice is a Certified Moog Program.

The University of Chicago, Comer Children’s Hospital Pediatric Hearing Loss and Cochlear Implant Center, 5841

S. Maryland Avenue, DCAM 4H, Chicago, IL 60637 • 773-702-8182. Program Director, Sally Tannenbaum, M.Ed., CED, LSLS Cert. AVT, stannenbaum@surgery.bsd.uchicago.edu. Dr. Dana Suskind, dsuskind@surgery.bsd.uchicago.edu. Website: www.uchicagokidshospital.org/cochlear. The center provides full medical and audiological services for infants, children and adults. Comprehensive services for children with hearing loss and their families are provided from time of diagnosis through schools years. Services include otolaryngology, audiology services including cochlear implants and loaner hearing aids, and listen and spoken language therapy. Mentoring in Listening and Spoken Language, Auditory-Verbal therapy is available for professionals. In addition, the Center is actively involved in research projects including developing an evidenced-based, listening and spoken language curriculum called Project ASPIRE.

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

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

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

383-3535 • www.sjid.org • Jeanne Fredriksen, M.S., Ed., Director • jfredriksen@sjid.org. St. Joseph Institute for the Deaf - Kansas City, a campus of the St. Joseph Institute system, serves children with hearing loss, birth to age eight. Listening and Spoken Language programs include: early intervention, toddler playgroups, preschool to second grade classes, cochlear implant/hearing aid rehabilitation and daily speech therapy. Challenging listening/speech and language therapy, academic programs and personal development opportunities are offered in a nurturing environment. (See Missouri and Indiana for other campus information.)

n Kentucky Lexington Hearing and Speech Center,

350 Henry Clay Boulevard, Lexington, KY 40502 • 859-268-4545 (Voice) • 859-269-1857 (Fax) • The Lexington Hearing & Speech Center is Kentucky’s only auditory-oral school and has been serving families for over fifty years. LHSC is a private non-profit organization with a mission of teaching children hearing, speech and language delays to listen and talk. The Early Learning Center at LHSC serves children from birth to age 7 with hearing, speech and language impairments, which includes a full-day kindergarten classroom. In addition, LHSC offers audiology, speechlanguage therapy, aural (re)habilitation and auditoryverbal therapy.

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, Erin Medley, 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.

n Massachusetts Clarke Schools for Hearing and Speech/ Boston, 1 Whitman Road, Canton, MA 02021

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

VOLTA VOICES • JANUARY / F EBRUARY 201 2

Speak, Listen and Read Wirelessly!

sprintcaptel.com

Wireless CapTel® by Sprint® powered by Raketu is a free app for individuals with hearing loss to place captioned calls on select Android™ powered devices.* Wireless CapTel by Sprint delivers word-for-word captions of everything your caller says, while listening and speaking directly to your caller! App features include: n Integrated contact list n Call history n Font size/color modifications n Built-in voicemail

Scan to download app or search Wireless CapTel by Sprint in the Android Marketplace.

facebook.com/sprintrelay

App requires an Android-powered device with OS 2.2 or higher. Need a device? Wireless CapTel by Sprint uses VOiP services to connect your calls. Start saving today by visiting sprintrelaystore.com/wcs

Although Wireless CapTel by Sprint can be used for emergency calling, such emergency calling may not function the same as traditional 911/E911 services. By using Wireless CapTel by Sprint for emergency calling you agree that Sprint is not responsible for any damages resulting from errors, defects, malfunctions, interruptions or failures in accessing or attempting to access emergency services through Wireless CapTel by Sprint whether caused by the negligence of Sprint or otherwise. . ©2011 Sprint. Sprint and the logo are trademarks of Sprint. Android, Google, the Google logo and Android Market are trademarks of Google Inc. The HTC logo, and HTC EVO are the trademarks of HTC Corporation. Other marks are the property of their respective owners.

Directory of Services Clarke Schools for Hearing and Speech/ Northampton, 47 Round Hill Road, Northampton,

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

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), eloavenbruck@northernvoices. org (email), Erin Loavenbruck, 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 Certified Moog Program. 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, Executive Director, bbrooks@moogcenter.org. Services provided to children who are deaf and hard-of-hearing from birth to 9 years of age. Programs include the Family School (birth to 3), School (3-9 years), Audiology (including cochlear implant programming), mainstream services, educational evaluations, parent education and support groups, professional workshops, teacher education, and student teacher placements. The Moog Center for Deaf Education is a Certified Moog Program.

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.

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.

VOLTA VOICES • JANUARY / F EBRUARY 201 2

Directory of Services n New York

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

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

exclusively auditory-oral/auditory-verbal school for deaf and hard of hearing children located at 705 Central Ave., New Providence, NJ 07974 • 908-5080011 (voice/TTY) • 908-508-0012 (fax) • info@ summitspeech.org (email) • www.summitspeech. org (website) • Pamela Paskowitz, Ph.D., CCCSLP, 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.

11579 • 516-671-9057 (Voice) • Kearney@optonline. net. Family-centered auditory-verbal speech therapy for infants, children and adults with any level of hearing loss. Auditory/Oral School of New York, 3321 Avenue “M”, Brooklyn, NY 11234 • 718-531-1800 (voice) • 718-421-5395 (fax) • info@auditoryoral. org (email). Pnina Bravmann, Program Director. An Auditory/Oral Early Intervention and Preschool Program serving children with hearing loss and their families. Programs include: Early Intervention (center-based and home-based), preschool, integrated preschool classes with children with normal hearing, multidisciplinary evaluations, parent support, auditory-verbal therapy (individual speech, language and listening therapy), complete audiological services, cochlear implant (re)habilitation, mainstreaming, ongoing support services following mainstreaming.

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.

Moog PrograMS

The Moog Center for Deaf Education

Cincinnati, OH ohiovalleyvoices.org

St. Louis, MO moogcenter.org

Buffalo Hearing and Speech Center Buffalo, NY askbhsc.org

Child’s Voice

Chicago Metropolitan Area childsvoice.org

We Believe ...

Each child’s time is precious and we highly value it.

Northern Voices

Making the most of every teachable moment accelerates progress.

Minneapolis/St. Paul, MN northernvoices.org

Parents and families are partners in their child’s learning.

Desert Voices

Providing parents guidance and support empowers them.

Phoenix, AZ desert-voices.org

The more children hear the easier it is to learn to talk

Monitoring children’s listening devices is a top priority for staff and families.

Staff commitment to continuous learning enhances outcomes.

Having focused professional development opportunities improves staff effectiveness.

Presbyterian Ear Institute

Albuquerque, NM presbyterianearinstitute.org

Children thrive when they enjoy what they do.

Combining intensive learning with excitement and fun is a recipe for success.

Collaboration makes each of us and all of us stronger.

Capitalizing on collective experiences puts us on the cutting edge.

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Buenos Aires, Argentina colegiolaslomasoral.org

certified

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Colegio las lomas oral

Moog prograMs

A consortium of programs, across the country and beyond, working together to accelerate learning for children with hearing loss

ohio Valley Voices

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ertified

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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.

Center for Hearing and Communication,

for more information, contact Karen Stein

kstein@moogcenter.org (314) 692-7172

VOLTA VOICES • JANUARY/FEBRUARY 201 2

Every Child Deserves a Chance

to Listen, Talk and Thrive

AG Bell Financial Aid & Scholarship Programs Can Help.

he Arts & Sciences Award Program is open to students with hearing loss in grades one through 12 to participate in after school, weekend or summer programs focused on developing skills in the arts or sciences. Programs may be offered through museums, nature centers, art or music centers, zoological parks, space and science camps, dance and theater studios, martial arts studios or any other program with a focus on the arts or sciences.

2012 ARTS & SCIENCES AWARDS PROGRAM APPLICATION AVAILABLE: FEBRUARY 1, 2012 APPLICATION DEADLINE: APRIL 5, 2012

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

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

Directory of Services 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. A member of the Option Schools network, Clarke Schools for Hearing and Speech provides children who are deaf and hard of hearing with the listening, learning and spoken language skills they need to succeed. Comprehensive listening and spoken language programs prepare students for success in mainstream schools. Clarke’s New York campus is located on the Upper East Side of Manhattan and serves children age birth-5 years old from New York City and Westchester County. Clarke is an approved provider of early intervention evaluations and services, service coordination, and preschool classes (self-contained and integrated). There are typically little or no out of pocket expenses for families attending Clarke New York. Our expert staff includes teachers of the deaf/hard of hearing, speech language pathologists, audiologists, social workers/service coordinators and occupational and physical therapists. Clarke Schools for Hearing and Speech has locations in New York City, Boston, Bryn Mawr, Philadelphia, Northampton and Jacksonville.

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. Statesupported 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.

VOLTA VOICES • JANUARY/FEBRUARY 201 2

n North Carolina

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.

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.

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

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

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 Early Intervention, Audiology Services, Amplification and FM Evaluation and Dispensing, Cochlear Implants, Auditory/Oral Therapy, Otolaryngology, and Counseling, and Educational Services (classroom observation, advocacy, and inservice 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.

BEGINNINGS For Parents of Children Who Are Deaf or Hard of Hearing, Inc., 302

5501-A Fortunes Ridge Drive, Suite A, Durham, NC 27713 • 919-419-1428 (voice) • www. uncearandhearing.com/pedsprogs/castle. CASTLE provides a quality listening and spoken language program for children with hearing loss; empowers parents as primary teachers and advocates; trains and mentors specialists in listening and spoken language. Services include toddler, preschool and early intervention programs; auditory-verbal parent participation sessions; and a training program for professionals and students.

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

5475 Brand Road, Dublin, OH 43017 • 614-598-7335 (voice) • auditoryoral@columbus.rr.com (email) • http:// auditoryoral.googlepages.com (website). AOCC is a nonprofit auditory and spoken language development program for children with hearing loss. We offer a blended approach by combining an intensive therapy-based pre-school program integrated into a NAEYC preschool environment. Therapy is provided by an Auditory-Verbal Therapist, Hearing–Impaired Teacher, and Speech-Language Pathologist. Birth to three individual therapy, toddler class, and parent support services also available. Millridge Center/Mayfield Auditory Oral Program, 950 Millridge Road, Highland Heights,

OH 44143-3113 • 440-995-7300 (phone) • 440-9957305 (fax) • www.mayfieldschools.org • Louis A. Kindervater, Principal. Auditory/oral program with a ful continuum of services, birth to 22 years of age. Serving 31 public school districts in northeast Ohio. Early intervention; preschool with typically developing peers; parent support; individual speech, language, and listening therapy; audiological services; cochlear implant habilitation; and mainstreaming in the general education classrooms of Mayfield City School District.

Directory of Services Ohio Valley Voices, 6642 Branch Hill Guinea

Pike, Loveland, OH 45140513-791-1458 (voice) • 513-791-4326 (fax) • mainoffice@ohiovalleyvoices. org (email) www.ohiovalleyvoices.org (website). Ohio Valley Voices teaches children who are deaf and hard of hearing how to listen and speak. The vast majority of our students utilize cochlear implants to give them access to sound, which in turn, allows them to learn and speak when combined with intensive speech therapy. We offer birth-to-age three program, a preschool through second grade program, a full array of on-site audiological services, parent education and support resources. Ohio Valley Voices is a Certified Moog Program.

n Oklahoma

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

Shady Retreat Road, Doylestown, PA 18901 • (215) 348-2940 x1679 (voice) • (215) 340-1639 (fax) mvasconcellos@bucksiu.org (email) • Marguerite Vasconcellos, LSLS Cert. AVT, Director of Itinerant Services. A publicly-funded regional services agency for students who are deaf or hard of hearing (birth–21). Our continuum of 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,

Hearts for Hearing, 3525 NW 56th Street, Suite A-150, Oklahoma City, OK 73112 • 405-548-4300 • 405-548-4350(Fax) • Comprehensive hearing health care for children and adults with an emphasis on listening and spoken language outcomes. Our family-centered team includes audiologists, LSLS Cert. AVTs, speech-language pathologists, physicians and educators working closely with families for optimal listening and spoken language outcomes. Services include newborn hearing testing, pediatric and adult audiological evaluations, hearing aid fittings, cochlear implant evaluations and mapping. Auditory-Verbal Therapy as well as cochlear implant habilitation is offered by Listening and Spoken Language Specialists (LSLS), as well as an auditory-oral pre-school, parenttoddler group, and a summer enrichment program. Continuing education and consulting available. www.heartsforhearing.com.

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.

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

Mawr, PA 19010 • 610-525-9600 (voice/tty). info@ clarkeschools.org • www.clarkeschools.org. Judith Sexton, MS, CED, LSLS Cert AVEd, Director. A member of the Option Schools network, Clarke Schools for Hearing and Speech provides children who are deaf and hard of hearing with the listening, learning and spoken language skills they need to succeed. Comprehensive listening and spoken language programs prepare students for success in mainstream schools. Locations in Bryn Mawr and Philadelphia. Services include early intervention, preschool, parent education, individual auditory speech and language services, cochlear implant habilitation for children and adults, audiological services, and mainstream services including itinerant teaching and consulting. Specially trained staff includes LSLS Cert. AVEd and LSL Cert. AVT professionals, teachers of the deaf, special educators, speech language pathologists and a staff audiologist. Clarke Schools for Hearing and Speech has locations in Boston, Bryn Mawr, Philadelphia, Northampton and Jacksonville.

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

n Oregon Tucker-Maxon Oral School, 2860 SE Holgate Boulevard, Portland, OR 97202 • (503) 235-6551 (voice) • (503) 235-1711 (TTY) • tminfo@tmos.org (email) • www.tmos.org (website). Established in 1947, 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.

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

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 (re)habilitation therapy, and Auditory-Verbal Therapy. Our audiology services include comprehensive diagnostic evaluations, hearing aid evaluations and services, and cochlear implant evaluations and programming. The University also provides a training program for AV therapy and cochlear implant management for professional/university students. Additional contacts for the AVT or CI programs include Wendy Potts, CI Program Coordinator (803-777-2642), Melissa Hall (803-777-1698), Nikki Herrod-Burrows (803-777-2669), Gina CrosbyQuinatoa (803) 777-2671, and Jamy Claire Archer (803-777-1734).

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.

VOLTA VOICES • JANUARY / F EBRUARY 201 2

Directory of Services n South Dakota

Outreach Consultants provides support to

South Dakota School for the Deaf (SDSD),

2001 East Eighth Street, Sioux Falls, SD 57103 605-367-5200, 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.

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 • 901-7582228 (voice) • 901-531-6735 (fax) • www.mosdkids. org (website) • tschwarz@mosdkids.org (email). Teresa Schwartz, Executive Director. Services: Family Training Program (birth-age 3), Auditory/Oral Day School (ages 2-6), Audiological Testing, Hearing Aid Programming, Cochlear Implant Mapping and Therapy, Aural (Re)Habilitation, Speech-Language Therapy, Mainstream Service.

Vanderbilt Bill Wilkerson Center - National Center for Childhood Deafness and Family Communication, Medical Center East

South Tower, 1215 21st Avenue South, Nashville, TN 37232-8718 • 615-936-5000 (voice) • 615-9361225 (fax) • nccdfc@vanderbilt.edu (email) • www. mc.vanderbilt.edu/VanderbiltBillWilkersonCenter (web). Tamala Bradham, Ph.D., Associate Director in Clinical Services. 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 speechlanguage pathology services. Specifically, services 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.

When a child has a hearing loss... We care. More experience, more knowledge, more services… We’re the CARE Center at House. Contact us today! Ask about our expanded speech-language & auditory-verbal therapy services.

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improving lives through hearing science

Children’s Auditory Research & Evaluation (CARE) Center House Research Institute • 2100 W. 3rd Street, Los Angeles, CA 90057 Voice: (213) 353-7005 • TDD: (213) 483-2226 • www.hei.org/care

VOLTA VOICES • JANUARY/FEBRUARY 201 2

Directory of Services 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., CCCSLP/A, LSLS Cert. AVT. Certified Auditory-Verbal Therapist® providing parent-infant training, cochlear implant rehabilitation, aural rehabilitation, school visits, mainstreaming consultations, information, and orientation to deaf and hard-of-hearing children and their parents. Callier Center for Communication Disorders/UT Dallas - Callier-Dallas Facility 1966 Inwood Road, Dallas, TX, 75235

• 214-905-3000 (voice) • 214-905-3012 (TDD) • Callier-Richardson Facility: 811 Synergy Park Blvd., Richardson, TX, 75080 • 972-883-3630 (voice) • 972-883-3605 (TDD) • cpiloto@utdallas. edu (e-mail) • www.callier.utdallas.edu (website). Nonprofit Organization, hearing evaluations, hearing aid dispensing, assistive devices, cochlear implant evaluations, psychology services, speech-language pathology services, child development program for children ages six weeks to five years.

The Center for Hearing and Speech, 3636

West Dallas, Houston, TX 77019 • 713-523-3633 (voice) • 713-874-1173 (TTY) • 713-523-8399 (fax) info@centerhearingandspeech.org (email) www.centerhearingandspeech.org (website) CHS serves children with hearing impairments from birth to 18 years. Services include: auditory/oral preschool; Audiology Clinic providing comprehensive hearing evaluations, diagnostic ABR, hearing aid and FM evaluations and fittings, cochlear implant evaluations and follow-up mapping; Speech-Language Pathology Clinic providing Parent-Infant therapy, AuditoryVerbal therapy, aural(re) habilitation; family support services. All services offered on sliding fee scale and many services offered in Spanish. Denise A. Gage, MA, CCC, LSLS Cert. AVT - Certified Auditory-Verbal Therapist, Speech-Language Pathologist - 3111 West

Arkansas Lane, Arlington, TX 76016-0378 - 817460-0378 (voice) - 817-469-1195 (fax) - denise@ denisegage.com (email) - www.denisegage.com (website). Over twenty-five years experience providing services for children and adults with hearing loss. Services include: cochlear implant rehabilitation, parent-infant training, individual therapy, educational consultation, onsite and offsite Fast ForWord training.

Sunshine Cottage School for Deaf Children,

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

n Utah Sound Beginnings at Utah State University,

1000 Old Main Hill, Logan, UT 84322-1000 • 435-797- 9235 (voice) • 435-797-7519 (fax) • www. soundbeginnings. usu.edu • kristina.blaiser@usu.edu (email) • Kristina Blaiser, Ph.D., CCC-SLP, Sound Beginnings Director todd.houston@usu.edu (email) • K. Todd Houston, Ph.D., CCC-SLP, LSLS Cert. AVT, Graduate Studies Director. A comprehensive auditory learning program serving children with hearing loss and their families from birth through age five; early intervention services include home- and centerbased services, parent training, toddler group, pediatric audiology, tele-intervention and individual therapy for children in mainstream settings. The preschool, housed in an innovative public lab school, provides classes focused on the development of listening and spoken language for children aged three through five, parent training, and mainstreaming opportunities with hearing peers. The Department of Communicative Disorders and Deaf Education offers the interdisciplinary Auditory Learning and Spoken Language graduate training program in SpeechLanguage Pathology, Audiology, and Deaf Education that emphasizes auditory learning and spoken language for young children with hearing loss. Sound Beginnings is a partner program of the Utah School for the Deaf and Blind. 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) • 414-6047200 (Fax) • www.cdhh.org (Website). Amy Peters Lalios, M.A., CCC-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 ConnectHear, an interactive teletherapy program. Pre- and post-cochlear implant training is provided for adults and communication strategies and speechreading is offered to individuals as well as in small groups.

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.

VOLTA VOICES • JANUARY / F EBRUARY 201 2

Parent advocacy training

Know your rights

[ ]

AG Bell’s acclaimed Parent Advocacy Training program is now available for free in Spanish! Disponible en español en la página web www.agbell.org More than 1,000 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 to ensure 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).

• 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 free service offered by AG Bell made possible by the generous support of the Oticon Foundation. The program is approved for 1.5 CEUs from the AG Bell Academy for Listening and Spoken Language.

To access P.A.T. in both English and Spanish, visit www.agbell.org. Registration is required.

ASK tHe aSK THE EXPERT eXPert AG Bell now offers expert responses to your questions through its partnership with Bruce Goldstein and his associates at Goldstein, Ackerhalt & Pletcher, LLP. Families are welcome to contact AG Bell if they need additional information to assist with their child’s IEP, or access and rights to special education accommodations under the Individuals with Disabilities Education Act, Americans with Disabilities Act (ADA) or Section 504 of the Rehabilitation Act. Prior to submitting your question, families are encouraged to complete the P.A.T. online course; answers to many common questions can be found within the course content. To submit your question or take the course, visit the P.A.T. program online at www.agbell.org.

Directory of 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) • 604437-0260 (fax) • www.childrenshearing.ca (website) • Janet Weil, Principal and Executive Director, jweil@ childrenshearing.ca. Our auditory-oral program includes: onsite audiology, cochlear implant mapping, parent guidance, auditory-verbal education, preschool, pre-kindergarten and K, Primary 1-3; 1:1 therapy sessions, itinerant services and teletherapy. VOICE for Hearing Impaired Children, 161

Eglinton Avenue, East, Suite 704, Toronto, Ontario, Canada, M4P 1J5 • info@voicefordeafkids.com • 866-779-5144 (Toll Free) • www.voicefordeafkids. com (website) • VOICE for Hearing Impaired Children is a Canadian pediatric hearing association for children with hearing loss whose parents have chosen to help them learn to HEAR, LISTEN and SPEAK. VOICE provides parent support, parent guide publications, advocacy and an auditory-verbal therapy and mentorship training program. VOICE is the largest organization in Canada supporting children with hearing loss and their families. In addition to its parent mentor program, regular parent group meetings and educational workshops, the VOICE Auditory-Verbal Therapy Program offers the expertise of 18 certified Auditory-Verbal Therapists. The VOICE annual conference is held in Ontario, Canada, the first weekend in May, attracting as many as 300 parents and professionals. A popular family summer camp near Toronto, Canada, is enjoyed by VOICE members annually in August. A complimentary firstyear VOICE membership is available to parents and professionals.

List of Advertisers Advanced Bionics.................................................................Inside Back Cover, 7 Auditory Verbal Center, Inc (Atlanta)..................................................................41 Central Institute for the Deaf..............................................................................10 Clarke Schools for Hearing and Speech.......................................................... 33 Cochlear Americas.............................................................................................13 DuBard School for Language Disorders.............................................................5 Ear Gear..............................................................................................................11 Ear Technology Corporation/Dry and Store......................................................23 Expanding Children’s Hearing Opportunities - Carle Foundation Hospital.....19 Harris Communications.......................................................................................4 House Research Institute...................................................................................49 Illinois State University.......................................................................................15 Jean Weingarten School .....................................................................................3

n England

Moog Center for Deaf Education.................................................................18, 45

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

National Technical Institute for the Deaf/RIT .............................................. 27, 37

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

Oticon Pediatrics..................................................................... Inside Front Cover Phonak................................................................................................ Back Cover St. Joseph Institute for the Deaf..........................................................................6 Silent Call........................................................................................................... 30 Sound Aid Hearing Aid Warranties....................................................................14 Sprint CapTel..................................................................................................... 43 Sunshine Cottage School for Deaf Children.....................................................26 Tucker-Maxon School........................................................................................12 AG Bell - Financial Aid........................................................................................46 AG Bell - Leadership Opportunities for Teens (LOFT)......................................31 AG Bell - Parent Advocacy Training (P.A.T.).......................................................51

VOLTA VOICES • JANUARY / F EBRUARY 201 2

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