Volta Voices November-December 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 ssociation f or t h e D ea f and Hard o f Hearin g

November/December 2012

The Changing Landscape of Deaf Education V o l u m e 19, I s s u e 6

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Real Life Challenges

How can you make sure he is hearing what she’s saying?

The most efficient way to help children overcome noise and distance and focus in classrooms is by providing good quality instruments and FM solutions. But what constitutes good? If a child has wide-bandwidth instruments, and the FM system cannot exploit this bandwidth, precious high frequency sounds may be lost. While some systems use valuable bandwidth on transmitting data rather than speech, Oticon Amigo transmitters focus their power on capturing and delivering vital high-frequency details. So you needn’t be in any doubt as to which system provides more speech cues. Oticon Amigo FM – wider bandwidth for more speech

A difference in sound quality “With the new digital hearing aids, the frequency response is going out so much farther. Being able to hear your ‘s’ and ‘t’ is so important for speech. When we add the FM to it, we don’t want it to interfere with the good way the hearing aids have been fit. Now the FM systems are going out to a higher frequency that’s just been wonderful.” Sandy Waters, MA, CCC-A Educational Audiologist TX

Let’s make it easier – together! For a copy of a new comparative study showing improvement in speech perception in children with hearing loss when using Amigo FM, contact pediatrics@oticonusa.com. And to see how we can help you solve other Pediatric challenges, visit www.making-it-easierusa.com.

November /December 2012

ISSUE 6

VOICES V

VO LU M E 19

Departments

Features

Voices from AG Bell

14 The Changing Landscape of Deaf Education By Krystyann Krywko, Ed.D.

Learn how legislative, technological and pedagogical changes and innovations have altered the landscape of education for individuals who are deaf and hard of hearing.

3 Collaboration Offers a Path Forward 5 Changing Landscapes for Professionals and Families

Tips for Parents

By Melody Felzien and Judy Harrison, M.A.

This article provides an overview of the continuing education opportunities available to all professionals in the field and how best to tailor them to your own professional development.

36 The Geese Can Eat It Hear Our Voices 38 “I’ll Tell You Later”

VERSIÓN EN ESPAÑOL

What’s New in the Knowledge Center

Este artículo proporciona una visión global de las continuas oportunidades en materia de educación disponibles para todos los profesionales del campo y cómo adaptarse a ellas de la mejor manera para su propio desarrollo profesional.

In Every Issue 28

8 voices Contributors 10

Soundbites

Directory of Services

List of Advertisers

Fomentar las oportunidades de desarrollo profesional Por Melody Felzien y Judy Harrison, M.A.

40 For Teens with Hearing Loss

2 Want to Write for Volta Voices?

Leveraging Professional Development Opportunities

Fostering the Growth of Pediatric Audiology By Torryn P. Brazell, CMP, CAE, and Eileen C. Rall, Au.D.

Learn how the American Academy of Audiology developed a certification to help develop audiologists trained to work with the pediatric population.

Why I Chose My Career: Reflections From the Field By Shelly Ash

Read about why professionals in the field of hearing loss and spoken language acquisition chose this challenging and rewarding career.

Alex ander

Graham

Bell

A ssociation f or t h e D ea f and Hard o f Hearin g

3417 volta place, nw, was hington, dc 20 0 07 • w w w.listening ands pokenlanguage.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 Association for the Deaf and Hard of Hearing

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

Volta Voices Staff Editor Melody Felzien Advertising, Exhibit and Sponsorship Sales The Townsend Group Director of Communications and Marketing Susan Boswell, CAE Design and Layout EEI Communications AG Bell Board of Directors President Donald M. Goldberg, Ph.D., LSLS Cert. AVT (OH) President-Elect Meredith K. Knueve, Esq. (OH) Immediate Past President Kathleen S. Treni (NJ) Secretary-Treasurer Ted Meyer, M.D., Ph.D. (SC) Executive Director/CEO Alexander T. Graham (VA) Joni Y. Alberg, Ph.D. (NC) Corrine Altman (NV) Rachel Arfa, Esq. (IL) Evan Brunell (MA) Holly Clark (VA) Wendy Ban Deters, M.S., CCC-SLP (IL) Kevin Franck, Ph.D., MBA, CCC-A (MA) Catharine McNally (VA) Lyn Robertson, Ph.D. (OH)

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.listeningandspokenlanguage.org for submission guidelines and to submit content. Subjects of Interest n Technology – related to hearing loss, new technology, improvements to or problems with existing technology, or how people are using existing technology, accommodations. n Education – related to public or private schools through post-secondary education, new approaches and teaching methods, legal implications and issues, etc. n Advocacy – information on legislation, hearing health, special or mainstream education, and accessibility. n Health – audiology issues relating to children or adults with hearing loss and/or their families and friends. 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 The revised copyright law, which went into effect in January 1978, provides that from the time a manuscript is written, statutory copyright is vested with the author(s). All authors whose articles have been accepted for publication in Volta Voices are requested to transfer copyright of their articles to AG Bell prior to publication. This copyright can be transferred only by written agreement.

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

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

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

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

VOLTA VOICES Volume 19, Issue 6, November/December (ISSN 1074-8016) is published 6 times per year in J/F, M/A, M/J, S/O, and N/D for $50 per year by Alexander Graham Bell Association for the Deaf and Hard of Hearing, 3417 Volta Pl, NW, Washington, DC, 20007. Periodicals postage is paid at Washington, DC, and other additional offices. POSTMASTER: Send address changes to Volta Voices, Subscription Department, 3417 Volta Pl., 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. Copyright ©2012 by the Alexander Graham Bell Association for the Deaf and Hard of Hearing, Inc., 3417 Volta Pl., NW, Washington, DC 20007. Articles published in Volta Voices do not necessarily reflect the opinions of the Alexander Graham Bell Association for the Deaf and Hard of Hearing. Acceptance of advertising by Volta Voices does not constitute endorsement of the advertiser, their products or services, nor does Volta Voices make any claims or guarantees as to the accuracy or validity of the advertisers’ offer. PUBLICATIONS MAIL AGREEMENT NO. 40624074 Return Undeliverable Canadian Addresses to: P.O. Box 503, RPO West Beaver Creek, Richmond Hill, ON L4B 4R6

On the cover: The landscape of education for children who are deaf and hard of hearing is changing, creating new opportunities and challenges. Photo credit: Christopher Barr Photography

VOICES FROM AG BELL

Collaboration Offers a Path Forward

n my career I have had the wonderful opportunity to work with many parents and children with hearing loss. And while each individual is unique in the kinds of interventions he/ she will need to acquire listening and spoken language, the one constant is the level of service I can provide to them as a professional trained to provide listening and spoken language services. In today’s climate of hearing loss, intervention and education, there are often gaps between the numbers of parents seeking a listening and spoken language outcome for their child and the number of qualified professionals available to serve them. And while we have said this over and over, I want to clarify what constitutes a “qualified professional.” A qualified professional is one who has received specific training to provide guidance in helping families encourage listening and spoken language development in their children with hearing loss. Ideally, these professionals will have received certification as a Listening and Spoken Language Specialist (LSLS™). And these professionals will provide services in a variety of settings, including a one-on-one situation or as an educational specialist in a mainstream classroom providing extra support or pull-out services. But receiving quality services is not restricted to a therapy or education system. We have to be the “experts,” but this puts parents in a difficult position because the parents know more about the child and his/her needs. There is the same need for qualified professionals in a home setting as there is in a school or clinical setting. These professionals need to foster collaboration with the parents and other members of the early intervention team to provide the encompassing care a child with hearing loss requires to build or con-

tinue to develop and maintain listening and spoken language skills. Today’s professionals are encouraged to work together so that more infants, toddlers, preschoolers, and young children are afforded opportunities to acquire listening and spoken language. In fact, most LSLS certified professionals believe that together we can lead by example by working in partnership in a spirit of community. This will ensure improved opportunities for children who are deaf or hard of hearing today and in the future. The following is a scenario of how collaboration among professionals should work.

A Hoped-For Scenario1 If a child with hearing loss is enrolled in a preschool classroom, there is a constellation consisting of children who are deaf and hard of hearing and peers with typical hearing. The school should be one that supports listening and spoken language development. The classroom teacher may be the manager of the child’s auditory-verbal team. The professionals on the child’s team, including a speechlanguage pathologist and a LSLS certified practitioner, should collaborate to assess the child’s current stages of development in listening, speech, language, communication, cognition, and behavior, and as a team they should monitor the child’s progress. Ideally, each member of the team will be responsible for specific aspects of the assessment battery, and will meet together to evaluate results and develop therapy and educational plans. The 1 Adapted from Goldberg, D. M., & Estes, E. (2012). FAQ 8: How do practitioners in auditoryverbal therapy and education work together? In W. Estabrooks (Ed.), Frequently Asked Questions About Auditory-Verbal Practice: Promoting Listening and Spoken Language for Children who are Deaf or Hard of Hearing and Their Families. (pp. 31–34). Washington, DC: Alexander Graham Bell Association for the Deaf and Hard of Hearing.

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auditory-verbal team and other school personnel will meet with the family to seek input and establish the auditoryverbal plan. During the school year, the classroom teacher manages the shortterm objectives for listening and spoken language development and the academic curriculum. The speech-language pathologist manages a variety of areas, including listening, speech production, and receptive and expressive language goals. The professional providing auditory-verbal therapy manages goals for family engagement and involvement that include parent guidance and a host of listening and spoken language development areas, including many issues that are found in the nine domains of the LSLS certification’s body of knowledge. Each member of the auditory-verbal team informs the others about progress and areas of additional need. For example, as part of the planning of an auditory-verbal therapy session, the professional solicits input from the speech-language pathologist to determine sounds to practice in speech babble and in phonological contexts, and might review the classroom teacher’s lesson plans to determine which syntactic structures, content vocabulary and academic goals to incorporate into the session with the family. The individualized auditoryverbal session focuses, then, on engaging with the child and the parents/caregivers to increase their knowledge and skills in stimulating listening and spoken language at home and in the community. The sessions also involve planning the carryover of specific goals into the child’s everyday experiences, getting support from other family members and advocating for the child as well as creating a plan for the upcoming week. The weekly plan is shared with the classroom teacher and speech-language pathologist.

ital

VOICES FROM AG BELL The auditory-verbal team should also collaborate to monitor progress. In the individualized auditory-verbal sessions, the family member periodically receives checklists and rating forms to complete. The professional combines this information with other data to determine the effectiveness of the auditory-verbal services and the academic work. The results of these progress-monitoring benchmarks are shared with the family member during the auditory-verbal sessions, and the entire team is available to meet with family members at regular intervals and upon request. The classroom teacher is also responsible for collaborating with teachers in the mainstream schools and with other support professionals, such as the educational audiologist, occupational therapist, school psychologist and others. He or she shares the information provided by the mainstream school and supports professionals with the entire auditoryverbal team. Regular staffing sessions are scheduled on teacher workdays (and whenever needed) in which the classroom teacher takes the lead in sharing information, advising the other team members and collaborating. This collaborative model requires active, ongoing communication among the team members, and an atmosphere of mutual respect and support is essential. Professionals solicit input, seek advice and provide guidance and help to one another. Participating in professional learning opportunities as a group and creating a shared understanding of

the child, the family, and of each other and their related work strengthen this sense of community. All egos are set aside so that team members may work together in the best interests of the child and the family.

Ongoing Professional Development Today, there are a large number of emerging training programs in the United States developed to specifically train professionals to work with children who are learning to listen and talk. These programs, funded in large part from U.S. Department of Education grants, have begun to provide young professionals with the skills necessary to provide the highly specialized services many of todayâ&#x20AC;&#x2122;s children with hearing loss need. There has also been an evolution in our education system, and many established programs are seeing the benefit of shifting curricular focus to a more collaborative, interdisciplinary model to serve children. However there are still gaps in the professional preparation of professionals and a transformation of educational programs and options has yet to happen. According to the U.S. Department of Education, 83 percent of children who are deaf and hard of hearing attend a mainstream school with their peers who have typical hearing, yet academic programs are just now starting to train professionals to serve this large population. There is a dearth of qualified professionals with the necessary skills to

promote listening and spoken language acquisition. We need to do a better job of not only training new professionals to serve this population, but in reaching out to current professionals with education programs to help them acquire new skill sets. A good example of this kind of outreach is the AG Bell Listening and Spoken Language Workshop Series, which returns on December 8, 2012. This series will be offered live via web streaming to allow professionals throughout the world the opportunity to learn new information and hone their skills without having to travel to the workshop in Texas. More programming like this is needed to help the current and next generation of professionals acquire the skills necessary to support children who are deaf or hard of hearing learn to listen and talk. Sincerely,

Donald M. Goldberg, Ph.D., CCC-SLP/A, FAAA, LSLS Cert. AVT 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.listeningandspokenlanguage.org

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EDITOR’S NOTE

Changing Landscapes for Professionals and Families

he current climate of communication and education choices for children who are deaf or hard of hearing continues to change. To help prepare professionals for the increase of children and families choosing listening and spoken language, this issue of Volta Voices focuses on professional development. Our first article, “The Changing Landscape of Deaf Education,” explores how legislative, technological and cultural changes have impacted educational options for children who are deaf or hard of hearing. Read how the opportunities for children with hearing loss have developed over time, and about what challenges remain. Our next feature, “Leveraging Professional Development Opportunities,” explores how professionals can expand their skills to help children who are deaf or hard of hearing and their families. The next two features focus specifically on the choices professionals make. The first, “Fostering the Growth of Pediatric Audiology,” is a review of the American Academy of Audiology’s certification for audiologists who want to specialize in working with a pediatric population. And “Why I Chose My Career” looks at several professionals and why they chose to work with children who are deaf or hard of hearing. You won’t want to miss their inspirational journies. Our columns also offer a wide variety of interests to families and individuals with hearing loss. “Tips for Parents” features the journey of Amanda Windom, a mother of a young son with auditory neuropathy. Her story of perseverance in pursuing a listening and spoken language outcome for her son is a must-read. “Hear Our Voice” features two authors; read their perspectives on what it is like to be a person living with hearing loss. In addition, “What’s New in the Knowledge

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Center” focuses on resources available for teens with hearing loss and their families. Finally, after four wonderful years at the helm, this is my last column as editor of Volta Voices. And although I will continue to be an active contributor to the AG Bell community as managing editor of The Volta Review, I want to thank you for the incredible stories of what an individual with hearing loss can achieve. Your dedication to listening and spoken language is truly inspiring. I look forward to reading what the magazine has in store for 2013. Thank you for reading. As always, if you have a story idea or would like to submit an article for publication, please contact AG Bell at editor@agbell.org with your comments and suggestions. AG Bell is actively seeking contributors for 2013, and I encourage you to write about what you want to read and submit it for consideration. Best regards,

Melody Felzien Editor, Volta Voices editor@agbell.org

Letter to the Editor As a deaf adult who attended this year’s convention in Scottsdale, I was disappointed by the lack of coverage of adults with hearing loss in Volta Voices 2012 July/August issue. The cover page shows convention pictures of children with hearing loss, parents of children with hearing loss and professionals who work with children (and adults) with hearing loss. There are no convention pictures of adults with hearing loss inside the magazine, either. Moreover, the threepage article that recapped the convention (as well as the President’s letter) did not include a single word about adults with hearing loss. It was almost as if we didn’t attend, even though there were many of us at this year’s convention. I’ve attended every convention since I was a child with (except for one). When I was younger, I remember feeling excited to meet adults with hearing loss, looking up to them as role models and thinking, “if they can do it, so can I.” I sought advice from them about the myriad of unique dilemmas facing a person with hearing loss. They inspired me, encouraged me and instilled in me

EDITOR’S NOTE the courage to follow my dreams. They are, to me, living proof of what AG Bell exemplifies. In his first President’s letter, Don Goldberg wrote, “[AGBell] has never been more needed by parents, children and professionals.” That statement is incomplete. We adults with hearing loss need AG Bell too. Even as an adult, I look forward to every convention knowing that I’ll continue to obtain advice, encouragement and support from fellow adults with hearing loss about how to consistently thrive as successful adults with hearing loss. I would not be where I am today if it were not for them. AG Bell, please do not forget us adults with hearing loss. We too were at the convention and we too need AG Bell. – Kristin Buehl Zlogar

Dear Kristin, Thank you for your compelling letter and for pointing out the glaring omission. As an editorial staff, we strive to provide balanced content that reflects the interests and needs of all AG Bell’s constituents. The lack of coverage of our members who are deaf and hard of hearing from our convention story was a gross oversight and I apologize for the error. The AG Bell 2012 Convention would not have been a success without the presence of adults with hearing loss who provide much needed inspiration for parents of young children newly diagnosed and for professionals who work hard to help these children acquire listening and spoken language. In addition to the myriad of sessions in which teens and adults with hearing loss presented important information on college, career and life transi-

tions, several ticketed sessions targeted to this population were the first to sell out. Indeed, some of the top feedback from convention evaluations center on how much attendees enjoyed having adults who are deaf or hard of hearing at convention because it gives them hope for the next generation of children with hearing loss. As an editorial team we try to provide a balanced publication that has a little something for everyone. We encourage you and your friends and colleagues who are deaf and hard of hearing to consider contributing to Volta Voices. Whether it is an article on a topic you find interesting or an idea for something we can pursue, we want to be sure that AG Bell stays relevant to your interests and continues to hold the attention of the next generation. We will be sure not to miss this critical constituency in the future!

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Voices contributors Shelly Ash, author of “Why I Chose My Career,” is the lead cochlear implant team audiologist at All Children’s Hospital in St Petersburg, Fla. Since 1990, Ash has been involved in multiple clinical trials with Cochlear Americas, Advanced Bionics and MED-EL Corporation devices. She has authored/co-authored numerous journal articles and book chapters, and has presented research at the national and international levels. Since coming to All Children’s Hospital in 2000, Ash has helped the center grow from 20 patients to over 250 patients. Torryn P. Brazell, CMP, CAE, co-author of “Fostering the Growth of Pediatric Audiology,” is a credentialing practitioner who has extensive experience in the development and implementation of professional certification programs, including initial concept, design, practice analyses and subject matter expert facilitation. Brazell holds a master’s degree from Marymount University, a bachelor’s degree from Oregon State University and holds Certified Meeting Professional and Certified Association Executive certifications. Judy Harrison, M.A., co-author of “Leveraging Professional Development Opportunity,” is the director of programs at AG Bell. She is an experienced teacher of the deaf and an early interventionist specializing in cochlear implants. She currently represents AG Bell on the Joint Committee on Infant Hearing. She can be contacted at jharrison@agbell.org.

Krystyann Krywko, Ed.D., author of “The Changing Landscape of Deaf Education,” 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 is the author of the e-book, “What to Do When Your Child is Diagnosed with Late Onset Hearing Loss: A Parent’s Perspective,” available on Kindle. She also authors the blog, “Ear to the Ground: Helping Families with Hearing Loss.” She can be contacted through her website www.lateonsethearingloss.org. Eileen Rall, Au.D., co-author of “Fostering the Growth of Pediatric Audiology,” has been an audiologist at The Children’s Hospital of Philadelphia (CHOP) since 1995. She received her M.S. from Vanderbilt University in 1987 and an Au.D. from the CMU/VUBWC distance learning program in December 2004. Along with clinical responsibilities, Rall coordinates CHOP’s Assessment and Treatment Implementation Program for Infants and Toddlers with Hearing Loss – Enhancing Rehabilitation (CATIPIHLER). Rall is also an adjunct faculty member at the George S. Osborne School of Audiology at Salus University. Rall has a special interest in pediatric amplification and supporting psychosocial development of children with hearing loss. Amanda Windom, author of “The Geese Can Eat It,” is a language facilitator at a Montessori School that educates children with hearing loss along with peers who have typical hearing. Her 3-year-old son has auditory neuropathy and uses a cochlear implant.

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SOUND NEWS BITES

Meredith Knueve

Meet Meredith K. Knueve, AG Bell’s President-Elect

AG Bell has been a member of JCIH since 2005 and is currently represented by Carianne Muse, an AG Bell member and a parent to two children, one of whom uses bilateral cochlear implants, and Judy Harrison, AG Bell director of programs. The committee tackled a full agenda and began work on its next position statement; no release date has been decided.

Meredith K. Knueve was recently appointed AG Bell’s president-elect and will assume the role of president of the board of directors in 2014. Her experience as a parent of a child with hearing loss and as an attorney who advocates for others brings a unique perspective to her new role on the AG Bell board. To read more about how AG Bell has impacted her life and how she hopes to impact others as a leader on the AG Bell board, visit ListeningandSpokenLanguage.org.

“I am both honored and humbled by being a part of JCIH as the parent representative from AG Bell,” stated Muse. She continued, “I am particularly excited about actively engaging in the early intervention discussions because I have been living the early intervention process while we have been writing about it. I hope that my experiences with my daughter over the past 3 years, and the experiences of other families I know, can help add richness to the publications we are producing.” Visit www.jcih.org to learn more about JCIH and its position statements.

AG Bell Participates in Development of JCIH Position Statement The Joint Committee on Infant Hearing (JCIH) held a retreat in Aurora, Colo., on Aug. 17 and 18 at the Marion Downs Hearing Center. JCIH is composed of representatives from audiology, otolaryngology, pediatric medicine, education of the deaf, speech-language pathology and consumers. The committee’s primary activity has been publication of position statements that guide policy and best practices in early identification and appropriate intervention for infants and young children who have or are suspected of having hearing loss.

Massachusetts Governor Signs Hearing Aid Insurance Mandate On Aug. 7, Massachusetts Gov. Deval Patrick signed H.B. 52 into law, requiring insurance coverage for children’s hearing aids. The law will take effect on Jan. 1, 2013; details about coverage will be specified in the regulations to be developed prior to this date. The bill was sponsored by Rep. Sean Garballey and many other legislative supporters, including the 71 original co-sponsors that worked tirelessly on behalf of children who are deaf and hard of hearing in Massachusetts. For the latest updates, visit the

Massachusetts Hearing Aids for Children Coalition (MassHAFCC) blog at http://masshafcc.blogspot.com.

Inspiring Confidence and the Next Generation of Leaders AG Bell’s Leadership Opportunities for Teens (LOFT) Program has continued to experience an increasing demand over the past several years. In an effort to better meet the demand for this acclaimed leadership program, AG Bell offered two LOFT sessions in 2012 – each with 20 teens. AG Bell thanks LOFT’s many sponsors and donors for their support and for helping to make two sessions possible. AG Bell is pleased to once again offer two LOFT sessions in 2013. The sessions will take place July 15-19 and July 21-25, 2013, in Los Angeles, Calif., and each session will accommodate 20 teens. Visit the LOFT page at ListeningandSpokenLanguage.org after Nov. 15, 2012, to download an application.

Funds Granted for New Parent Training and Information Centers The U.S Department of Education awarded over $9.8 million in grants to 16 states to fund the operation of 25 Parent Training and Information Centers for parents of students with disabilities, as well as $1.1 million to fund 11 Community Parent Resource Centers (CPRCs) in nine states and Puerto Rico. CRPCs provide resources and services to parents in underserved communities and are located in strategic locations throughout the country. This will bring

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BITES the total to 101 centers providing information for parents of students with disabilities across the country. Each state has at least one center that helps parents as they work to ensure their child is receiving free, appropriate education as required by law. These centers work collaboratively with state and local education agencies as well as parents. They provide parents with the information and support needed to work with the professionals providing early intervention and special education to students with disabilities. For more information on these centers and to find one in your state, please visit www.parentcenternetwork.org.

Congenital Hearing Loss May Be Reversed by Gene Therapy A new gene therapy approach may reverse hearing loss caused by a genetic mutation in a mouse model of congenital deafness, according to a preclinical study published by “Cell Press” in the journal “Neuron.” The findings present a promising therapeutic avenue for potentially treating individuals who are born deaf. “This is the first time that an inherited, genetic hearing loss has been successfully treated in laboratory mice, and as such represents an important milestone for [addressing] genetic deafness in humans,” says senior study author Lawrence Lustig of the University of

California, San Francisco. About half of the cases of congenital hearing loss are caused by genetic mutations. Correcting the underlying genetic defects has the potential to fully restore hearing, but previous attempts to reverse hearing loss caused by genetic mutations have not been successful.

Brains of People with Hearing Loss Process Touch Differently According to research funded by the National Institutes of Health, people who are born with hearing loss process the sense of touch differently than people who are born with typical hearing. The research, published in the July 11 online issue of “The Journal of Neuroscience,” reveals how the early loss of a sense – in this case hearing – affects brain development. Researchers show that people who are deaf or hard of hearing use the auditory cortex to process touch stimuli and visual stimuli to a much greater degree than occurs in people with typical hearing. The finding suggests that since the developing auditory cortex of individuals with profound hearing loss is not exposed to sound stimuli, it adapts and takes on additional sensory processing tasks. The research adds to a growing list of discoveries that confirm the impact of experiences and outside influences in molding the developing brain.

Mark Your Calendars AG Bell will host its popular Listening and Spoken Language Workshop series on Dec. 8, 2012, at the Cook Children’s Medical Center in Fort Worth, Texas. This one-day workshop series will feature presentations by nationally known presenters on “Listening, Language and Learning for Infants and Children who are Deaf or Hard of Hearing” and “Improving Outcomes for Students who are Deaf and Hard of Hearing in the Mainstream.” Attend in person or via live web streaming! Register now at ListeningandSpokenLanguage.org.

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Compiled by: Melody Felzien

Developing an Effective EHDI Website To provide guidance to state EHDI programs in enhancing the value of their websites, the National Center for Hearing Assessment and Management (NCHAM) has created the “EHDI Website Resource Guide.” This guide emphasizes the importance of creating an informative website for multiple stakeholders – families, medical homes, audiologists and other health care providers, in particular. Essential content is delineated in the guide, followed by a description of the elements of a strong graphic design. Examples from existing state EHDI websites are also provided. Special emphasis on ensuring accessibility in accordance to Americans with Disabilities (ADA) guidelines is also offered. The EHDI Website Resource Guide can be found at www.infanthearing.org/webguide/ index.html. For Parents, Social Networks Can Give a Different Picture Than Doctors According to a study published in the August 2012 issue of “Pediatrics,” parents’ experience of having a child with a serious medical condition can differ profoundly from the conventional view within the medical community. The authors surveyed parents who belong to online supportgroups to describe their experiences and perspectives. In contrast to what many were advised by medical professionals, almost all parents in this study reported a positive view

SOUND BITES of family life and the quality of life of their child. According to the survey results, parents who join social networks are likely to gain knowledge of a wide range of choices and outcomes. The authors concluded that understanding the differences in expectations between parents and health care providers may facilitate communication and decision making between parents and providers. To join AG Bell’s online community, visit ListeningandSpokenLanguage.org to access AG Bell’s Facebook, LinkedIn, Twitter and Pinterest communities.

Worldwide Hearing Industry Research Consortium Announced The hearing industry’s largest manufacturers have collaborated to create

People in the News Regan Brady, author of “Listening to the Waves” and a spokesperson for cochlear implants, recently received a prestigious, national scholarship award that will support four years of high school. To learn more about Brady and her inspirational journey, please visit www.listeningtothewaves.com.

the Hearing Industry Research Consortium (IRC) to develop and direct a noncompetitive, mutually agreed upon research agenda benefitting the hearing aid industry, its customers and end users. IRC is comprised of the heads of research from the top hearing aid manufactures in the world, which include GN ReSound, Oticon, Phonak, Siemens, Starkey Hearing Technologies and Widex. For more information about the IRC and funding opportunities, visit www.hearingirc.com.

AG Bell Academy Announces Appeals Process The AG Bell Academy is pleased to announce a process by which individuals may submit an appeal for Academy decisions including, but not limited to, application eligibility, continuing education approval, recertification and reinstatement of a lapsed certification. For information on the appeals procedure, please visit ListeningandSpokenLanguage.org.

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AG Bell

This summer, two AG Bell chapters held events thanking supporters of a national Hearing Aid Tax Credit. In July, the Iowa Chapter joined with the Hearing Loss Association of America (HLAA) and the Hearing Industries Association (HIA) to host a meet-and-greet with Rep. Tom Latham to discuss the importance of a Hearing Aid Tax Credit and how constituents can help support its passage. In August, the Pennsylvania Chapter held an event with HLAA and HIA. Over 100 attendees gathered to thank Rep. Jim Gerlach for his support of a Hearing Aid Tax Credit and to hear three speakers discuss hearing loss and spoken language acquisition. Attendees were even treated to an unexpected speaker, Christopher Brown, who credited hearing aids as critical to his ability to “meet girls.” The Hearing Aid Tax credit (H.R. 1479/S. 905) is a bipartisan-supported bill that would provide up to $500 per aid once every 5 years. To learn more about how you can support passage of this legislation, visit hearingaidtaxcredit.org.

Representatives from the AG Bell Pennsylvania chapter, HLAA and HIA gather with Rep. Jim Gerlach to thank him for his support of the Hearing Aid Tax Credit

This summer, the AG Bell Michigan Chapter held its 25th Annual Speech & Language Summer Camp, a sold-out event! Fifteen children received scholarships from generous donors, which include YMCA Storer Camp and the Michigan Elks. We owe a huge expression of gratitude to two men: Sid Kraizman, who helped start this camp 25 years ago and has kept it going every year since; and Mark Reeve, who has handled the registrations and scholarship program for 22 years. The dedication shown by these two parents and active chapter members is truly remarkable! Finally, a big thank you also goes out to Camp Director Cina Silvey. The AG Bell North Carolina Chapter, in conjunction with the Carolina Children’s Communicative Disorders Program and the Carolyn J. Brown CASTLE program, will host its 19th annual Hear ‘n’ Now Conference at the Caraway Conference Center in Asheboro, N.C., Nov. 8-9. The theme of this year’s conference is “The Puzzle of the Medically Complex Child: Implication for Diagnosis and Therapy.” Dr. Susan Wiley, a developmental pediatrician and associate professor at Cincinnati Children’s Hospital Medical Center, will be the key presenter. For more information please visit www.uncearandhearing.com.

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The Changing Landscape of Deaf Education

By Krystyann Krywko, Ed.D.

ames attends a mainstream classroom in his neighborhood where he receives speech services and works with a teacher of the deaf three times a week. Susan, who is hard of hearing and lives in a rural community, logs onto her computer three times a week to work with her speech-language pathologist. Myles commutes two hours every day in order to attend a specialized school for the deaf. Kayla is homeschooled by her mother, who uses a combination of ASL and spoken language. The above scenarios highlight the diversity in educational opportunities for children who are deaf and hard of hearing (DHH). Legislative, technological, and

pedagogical changes and innovations have greatly impacted the field of DHH education in the United States. These changes have provided children who are DHH with a greater range of options for educational experiences that have historically not been available to this population. This article highlights some of the major changes in the field of education of the DHH, along with addressing some of the future opportunities and challenges that result from such rapid change.

Legislative Changes Federal legislation in the United States has played an important role in shaping the landscape of education of the DHH. Most

notably, legislative acts have increased access to education, focused attention on the need for newborn hearing screening, and increased educational standards and school accountability. Increased access to an appropriate education dates back to the enactment of The Education for All Handicapped Children Act in 1975. This was the first time the law specifically addressed the education of children with disabilities and ensured they would be “provided a free and appropriate public education in the least restrictive environment (LRE)” (BodnerJohnson & Sass-Lehrer, 2003). Educational institutions that received public funds were required to provide children with “special

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www.shutterstock.com/ Dawn Shearer-Simonetti

education and related services designed to meet their unique needs” (Bodner-Johnson & Sass-Lehrer, 2003). These changes have resulted in the education of students who are DHH occurring more frequently in public schools than in specialized schools for the deaf. It is estimated that 85 percent of students who are DHH spend at least part of their day in a mainstream classroom (GAO, 2011). The Individuals with Disabilities Education Act (IDEA) (which was reauthorized in 2004 and formerly known as the Education for All Handicapped Children Act) introduced some of the same terminology that is found in the No Child Left Behind Act (NCLB). For example,

special education teachers must meet the highly qualified teacher requirements in the core academic subjects they teach. Schools are also required to use “proven methods of teaching and learning based on replicable research” (NCLB, 2001). NCLB had an impact on the field of education of the DHH by changing academic expectations, measurement of student progress and consequences for not meeting those goals (Cawthon, 2007). On the one hand, NCLB calls for greater accountability for schools in the education of students who are DHH as it provides access to the same standards and benchmarks used for other students, and students who are DHH are no longer excluded from any type of assessment. However, the emphasis of NCLB is on student outcomes rather than student access (Cawthon, 2007). The challenges of NCLB is to ensure that students who are DHH receive adequate support and appropriate assessments, and that realistic outcomes are in place to help improve education of the DHH despite where it occurs. The early identification of hearing loss has also influenced the field of deaf education. The Newborn Infant Hearing Screening and Intervention Act (1997) recommended every infant in the United States be screened for hearing loss within five days of birth; however parents had the right to choose to not have their child screened. Federal funds were provided to help states design and implement model screening programs. Mandatory universal newborn hearing screening (UNHS) is now common practice, and as a result the age of identification for hearing loss has been dramatically lowered from 2 to 3 years old to 2 to 3 months old (Halpin, Smith, Widen, & Chertoff, 2010). The lower age of hearing loss identification has also led to an increased need for appropriate services for children who do not pass the screening. This led to the passage of the Early Hearing Detection and Intervention Act (EHDI) of 2000 (most recently reauthorized in 2010), which works towards prompt evaluation and diagnosis of children referred from UNHS programs. The act also states that children and families will have access to appropriate education, audiological and medical interventions for children identi-

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fied with hearing loss, and that families be given the opportunity to obtain the full range of appropriate early intervention services, educational and program placements, and other options for their child from highly qualified providers (EHDI Overview, 2010).

Technological Changes Technology has impacted daily lives at a lighting fast pace, and the same holds true in the field of education of the DHH. Without question, one of the major technological changes has been improved access to auditory information due to digital hearing aids and cochlear implants. Changes in hearing technology has majorly impacted education of the DHH as the increase in parents choosing cochlear implants for their children who are eligible has led to increased interest in listening and spoken language programs. This increased focus on cochlear implants parallels the 2000 U.S. Food and Drug Administration (FDA) approval of cochlear implants for children 12 months of age. Technology has also had a huge impact in the classroom as new tools and applications are continually introduced. “Communication technology has been embraced by education of the DHH,” says Dr. Sandra Jowers-Barber, assistant professor of history at the University of the District of Columbia. “Advances such as texting, video calls and captioned cell phones have opened up new vistas for communication and knowledge acquisition, and has led to a generation of students who are DHH who know nothing but the ability to communicate electronically.” The list of hearing access technologies is tremendous – Computer Assisted Realtime Translation, hearing loops, C-print, realtime text generation, multi-media storybooks, etc. The list continues to grow and provides a level of communication and connectivity for students who are DHH in ways that were unimaginable even a few short years ago. The increased use of distance learning by practitioners, educators and students who are DHH is another way technology is impacting the classroom. The availability of web-streaming and online learning platforms help connect teachers, speech-language pathologist and audiolo-

gists with experts in the field of education of the DHH, working to close the gap between communities with resources readily available and those in geographically disperse areas. Likewise, students who are DHH can connect with both professionals and other students who are DHH to find additional help and support. Families with infants and young children who live far from qualified professionals can also receive early intervention services through telepractice.

Pedagogical Changes The pedagogical shifts that have occurred in education of the DHH are a reflection of the legislative and technological changes just discussed. These shifts have affected how children who are DHH are educated and what is expected of them in the classroom. The increase in early cochlear implantation and focus on listening and spoken language methods is particularly evident in early intervention programs where a shift has occurred from a focus on a

rehabilitative approach (assuming the child will have a speech delay) to a more habilitative, family-centered approach (that can encourage and facilitate development on par with peers who have typical hearing). This focus on a family-centered approach is reinforced in Part C of IDEA, which states “families, rather than professionals, should take the lead when it comes to making decisions about their child’s intervention process” (Bodner-Johnson & Sass-Lehrer, 2003). Early intervention programs are now designed to include family members as partners in the support of language development in children who are DHH. Children who are DHH are no longer “expected” to be behind in speech and language development, and instead language skills are compared to existing norms for spoken language or sign language. In fact, children who are DHH are held to the same academic standards, curriculum and assessments as children who have typical hearing. The “one-forone rule” (Johnson, 2006) sets a high

expectation for each child with hearing loss to maintain academic growth. Johnson suggests that “every child who is deaf or hard of hearing, given no additional learning or language issues, should be making, on average, one year’s growth in a one-year period of time.” If the child is not making this rate of progress, “the schools must be able to account for the reasons and make changes to instruction and services.” This goal significantly raises the expectations of interventionists, teachers and parents from only one decade ago, when one would often have a different standard for children with hearing loss and accept language delay as reasonable and customary. Brain research has also impacted how children who are DHH are taught. “It is no longer assumed that hearing loss is only an ear issue,” says Dr. Carol Flexer, distinguished professor emeritus of audiology at The University of Akron. “Instead it is also viewed as a brain issue and that brain access and development go towards the development of hearing and listening skills

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(applying meaning to sound) also needs to be a component of the education process if children are to be able to organize information, establish vocabulary and develop receptive and expressive language (Beck & Flexer, 2011).

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Challenges Ahead

A shift from contained to mainstream classrooms is a combination of legislative, technological and pedagogical changes.

in children with hearing loss.” It is simply not enough to make sounds louder for children who are DHH, learning to listen

Change in educational philosophy is technically simple and socially complex (Fullan, 1991). In the case of education of the DHH, the enactment of legislation and the development of technology are the simple parts; it is the reality of implementation that has been more complex. Legislative measures have provided opportunities to work towards more individualized and accountable methods of education, and technology has worked towards providing greater communication access. However, the difficult part has been keeping pace at the level of implementation. The biggest gap between policy and practice is funding. In the current environment of education budget cuts, “unfunded

mandates like IDEA and NCLB offer a glimpse of educational opportunities, but they often leave deaf children, their parents and schools without any real way to achieve them” (Marschark, 2007). Some states are responding to tightened budgets by providing parents with more choice as to where their child is best served educationally. In June 2012, North Carolina passed the Tax Credits for Children with Disabilities Law, which provides parents of children with special needs a tax credit for private school tuition expenses. Similarly, Ohio and Florida have created voucher scholarships that allow students who are DHH the opportunity to pay for tuition at private schools. Teacher training and shortages of qualified professionals also leads to a gap between policy and practice. There are many children who are DHH entering the mainstream system, yet teachers are not prepared to work with this population. It is not only classroom teachers that are unprepared, but many speech-language pathologists have had little experience

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working with children who are DHH. “Technology has leapt so far ahead in providing access for so many individuals that training programs and education have not kept pace in some areas,” says Dr. Flexer. “Today’s training programs cover such broad topics; there really is a need for more specialized training.” The shortage of quality providers is also felt at the level of early intervention where there is such a need to work with families outside of formalized education settings. Marge & Marge (2005) recommend that early intervention providers must be thoroughly knowledgeable about issues related to the unique language and communication abilities and needs of this population. “The specialized and technological needs of infants and children with hearing loss are unique and require a professional with specific training in providing services for these children.” It is also imperative to work towards closing the gap between research and practice to “continually update and improve curriculum and train-

ing resources and materials for serving infants and young children with hearing loss and their families.” Education of the DHH has changed dramatically since the enactment of the original education act in 1975. The diversity of the student population is truly amazing as you consider the range of communication options that are present in the Individualized Education Program of students who are DHH. The challenge moving forward is to work towards greater alignment of the legislation, technologies and practices that guide the field of education of the DHH.

References Beck, D. & Flexer, C. (2011). Listening is where hearing meets brain…in children and adults. The Hearing Review, 18(2), 30–35. Bodner-Johnson, B. & Sass-Lehrer, M. (2003). The Young Deaf or Hard of Hearing Child. Baltimore, MD: Paul H. Brookes Publishing. Cawthon, S. (2007). Policies for students who are deaf or hard of hearing hidden benefits and unintended consequences of No Child Left Behind. American Educational Research Journal, 44(3), 460–492. Fullan, M. (1991). The new meaning of educational change. New York: Teachers College Press.

Government Accountability Office (GAO). (2011). Deaf and hard of hearing children: Federal support for developing language and Literacy. Report to Congressional Requesters, GAO11-357. Retrieved from http://www.gao.gov/ assets/320/318711.html. Halpin, K., Smith, K., Widen, J., & Chertoff, M. (2010). Effects of universal newborn hearing screening on an early intervention program for children with hearing loss, birth to 3 years of age. Journal of American Academy of Audiology, 21(3), 169-175. Johnson, C. D. (2006, Spring). Performance levels vs. growth: A comparison of Colorado assessment data for students who are deaf and hard of hearing. Counterpoint, 16. Florida: National Association of State Directors of Special Education (NASDSE). Marge, D. K., & Marge, M. (2005). Beyond newborn hearing screening: Meeting the educational and health care needs of infants and young children with hearing loss in America. Report of the National Consensus Conference on Effective Educational and Health Care Interventions for Infants and Young Children with Hearing Loss, September 10-12, 2004. Syracuse, New York: Department of Physical Medicine and Rehabilitation, SUNY Upstate Medical University. Marschark, M. (2007). Raising and educating a deaf child: A comprehensive guide to the choices, controversies, and decisions faced by parents and educators. New York: Oxford University Press. No Child Left Behind (NCLB). (2001). Elementary & secondary education act. Retrieved from http:// www2.ed.gov/policy/elsec/leg/esea02/index.html.

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Leveraging Professional Development Opportunities

By Melody Felzien and Judy Harrison, M.A.

rofessionals who successfully help children who are deaf or hard of hearing attain listening and spoken language (LSL) engage in continuous professional development. Whether you are just starting out as a teacher of the deaf or have been a Listening and Spoken Language Specialist (LSLS ™) for many years, the best way to meet the needs of children with hearing loss and their families and achieve the desired language outcomes is to stay knowledgeable about best practices and evolving techniques and strategies.

What Does Professional Development Mean? When hearing the term “professional development,” one typically thinks about lectures, workshops or conferences. And while those are avenues to continuous professional development and a way to achieve continuing education credit, they alone do not provide ongoing improvement of one’s skills. For professionals who work with children developing LSL, this is especially important. With the rapid increase of children learning LSL and the changing environments in which these children are being educated, maintaining a wide range of knowledge and skills can be increasingly difficult.

Through ongoing professional development, a professional can expand their knowledge and be ready to work in any situation, such as a principal, administrator, manager, coach, therapist and provider of professional development. You may not become an expert in all of these avenues, but having knowledge about them can help increase or prepare you for future employment opportunities.

Hone the Practice of Evaluation A key and understated aspect of professional development is evaluation. Through evaluation, a professional can learn more about the areas in which they need addi-

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tional education than any other method of professional development. Ideally, professionals working with children who are deaf or hard of hearing should demonstrate knowledge in the nine domains of LSL, as identified by the AG Bell Academy for Listening and Spoken Language (see Table). The domains are designed to test professionals across the gamut on the knowledge necessary for success in achieving LSL outcomes and should be used as a guide in evaluation practices. There are two types of evaluation professionals should practice. First, conduct regular self-evaluations. Self-assessment is critical. The nine domains can be used

you are trying to improve your knowledge about literacy, consider reading articles or books that focus on increasing reading levels for all children, not just those who have hearing loss. The same is true for conferences, programs and workshops. Take advantage of presentations outside the field of hearing loss to increase your knowledge of a child’s entire development. There are several different types of professional development programs, and you may be attracted to one type of programming over another. Consider your time, financial resources and knowledge needs when choosing a professional development program. The following is a list of the most common types of programs: Presentation/Lecture – This type of program will passively distribute knowledge and be helpful if it’s the first time you are being exposed to specialized information about a subject or theory, or provide advanced information on a topic with which you are already familiar. Professionals will receive an overview as well as the main points about a subject, although you do not have to prove you received knowledge or put it into application. These programs can enhance your own work and allow you to hear about new theories. Professionals should use discretion when choosing a lecture and attend presentations on subjects they don’t know much about. Try not to attend a Finding the Right lecture on a subject with which you are an Opportunity expert. Hearing new and fresh informaOnce you have identified the areas you tion will help you attain a wide body want to improve, there are a variety of of knowledge. The AG Bell 2012 LSL ways in which to fill the knowledge gaps. Workshop Series in Ft. Worth, Texas on Reading research, attending live lectures or online webinars, reading books, return- Dec. 8 is a good example of presentations ing to school and applying feedback from that can both refresh your understanding evaluations are all ways to achieve profes- of foundational information and challenge you to learn more about success sional development. The big question is: for students in the mainstream. Visit where do you start? ListeningandSpokenLanguage.org to Any avenue you pursue should not only address one or more of the nine LSL learn more about this opportunity that can be attended either in person or online domains, but also include information via web streaming. relevant to all children, not just children Hands-On Workshops/Institutes – with hearing loss. For example, attendees to the AG Bell 2012 Convention received Combining presentation and practical application, this type of program often a mixture of information about hearing integrates lecture with a video or live loss specifically, as well as child developobservation of a therapy session where ment in general. Professionals should seek development programs that discuss a attendees discuss and/or apply what they child’s entire development, not just “reme- have learned and observed. There are several institutes that provide this, such diates” their hearing loss. For instance, if

as a guide; review the nine domains and ask where you feel most confident and what reflects your strengths and weaknesses. Don’t assume that you know what is necessary for LSL development. Look at where your practice is focused and where you need to heighten your skills. For example, if an audiologist primarily works with toddlers who receive cochlear implants, then he/she should seek out ways to test babies and work with hearing aids users. The second type of evaluation is peer or supervisor evaluation. Professionals should always have their practice observed, whether by a peer, supervisor, mentor or new graduate just entering the field. All of these individuals are removed and can provide objective feedback about skills and areas for improvement. You may also consider evaluation by someone outside the field of deafness. An outside perspective can give you a fresh look into your practice. If you have a mentor or friend who lives far away, consider taping yourself at a session or feeding your class live over a web cam (through an online video chat service, such as Skype). Feedback can be scary, but impartial observation can help you determine what professional development opportunities you should seek.

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Nine Domains of Listening and Spoken Language Domain 1

Hearing and Hearing Technology

Includes physiology of hearing, acoustics, type of hearing loss, audiologic assessments, and assistive listening technology and devices.

Domain 2

Auditory Functioning

Includes auditory skill development and functional listening skill assessments and evaluation.

Domain 3

Spoken Language Communication

Includes the physiology, development and instruction of speech and the acquisition and assessment of language.

Domain 4

Child Development

Sequence of and influences on typical child development and how hearing loss affects this dynamic.

Domain 5

Parent Guidance, Education and Support

Family counseling, coaching and guidance techniques and impact of external factors.

Domain 6

Strategies for Listening and Spoken Language Development

Language facilitation, prompting and acoustic highlighting techniques, spoken language modeling, natural language instruction and “learning to listen” strategies.

Domain 7

History, Philosophy and Professional Issues

History of education and communication strategies of the deaf and hard of hearing and professional development and practice.

Domain 8

Education

The development and expansion of the auditory and language skills that underlie and support the child’s progress in the general education curriculum.

Domain 9

Emergent Literacy

The development of the auditory and language skills that underlie and support the acquisition and advancement of literacy.

For more information and a full description of each domain, please visit www.ListeningandSpokenLanguage.org/ AGBellAcademy

as the Carolina Summer Institute in Auditory-Verbal Therapy, Alabama Ear Institute in Auditory-Verbal Therapy, the TCU Listening and Spoken Language Summer Institute, and Professional Preparation in Cochlear Implants. Participants attend a series of lectures and “classroom” learning, and then receive stringent observations in therapy sessions where their work is critiqued. This type of programming is available to anyone, regardless of level or type of professional. However, due primarily to the cost and time commitment, professionals most likely to participate are those in the introductory/intermediate phase of their careers and those who are seeking certification as a LSLS Cert. AVEd or AVT. Online Courses/Webinars – This type of program provides an excellent opportunity to hear from experts without the expense or time commitment of travel to another city or state, and is quickly becoming a preferred method for obtaining continuing education credits. Online learning is becoming increasingly popular because it’s hard for today’s professionals

to get away from their classrooms or case loads, and the programs ease financial burdens. Often, it’s easier to learn online than to meet in person. However, professionals should know that it is hard to get the full benefits of shared learning from an online environment. Unless you have the opportunity to ask lots of questions and participate in discussion, online courses and webinars should not make up the entirety of your continuing education. Listservs/Discussion Forums – While not a source for continuing education credit, online listservs and discussion forums offer professionals an opportunity to engage with peers. Most listservs/forums revolve around case study discussion. Learning through case studies helps improve practice and ability to make appropriate referrals. Even if you do not face the same challenge as the person presenting the case, those who are actively engaged can learn tactics that may apply to their practice later. This form of programming also fosters critical thinking skills; don’t

take the information provided as fact, but evaluate the advice with multiple sources. Another benefit is that if you’re alone where you work, you can create a collaborative online group that is mutually beneficial. Such groups can study together (if you are all seeking certification) or discuss research and its implications in your practice. For instance, AG Bell has a very active Facebook group that engages in many topics, with many professionals weighing in on the discussion. To see what others are talking about and to offer your own insight, visit www.facebook.com/AGBellCommunity. National or Regional Conferences – This type of program is an absolute must for any professional working with children who have hearing loss. Most national groups, such as AG Bell, the American Academy of Audiology and the American Speech-Language-Hearing Association, post their conference dates one to two years ahead of time, allowing you to mark your calendar and plan financially in advance. These conferences provide an opportunity for

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Christopher Barr Photography

Peer and self-evaluation are the best ways to guide professional development choices.

networking, and nothing can replace face-to-face conversation where you feed off one another’s ideas. Look for conferences that allow you to advance your own knowledge and skills, and also offer sessions about something new

that you were either unaware of or do not know much about. The AG Bell 2014 Convention, which will take place June 26-30, 2014, in Orlando, Fla., is a good example. The convention meets the educational needs of parents, educators,

speech-language pathologists, LSLS, audiologists, and individuals with hearing loss. Because of its diversity, you will meet a lot of new faces and be exposed to topics you would not typically have an opportunity to learn about or topics you may pay to learn about separately outside of a trade conference. Another example is the AG Bell 2013 Listening and Spoken Language Symposium, to be held July 18-20 in Los Angeles, Calif. Different from AG Bell’s convention, this conference targets professionals and consists of sessions and workshops that are evidence based and focused on delivering quality services to families.

Conclusion Those who enjoy the most success are lifelong learners and continue to challenge themselves to new heights. The key to successful professional development is to make sure that the programs you attend teach you something new or advance a knowledge deficiency your peer and selfevaluations reveal.

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

Motivated.

Independent. Eager to Learn.

For information about eligibility criteria, deadlines and to download an application, visit ListeningandSpokenLanguage.org.

Application Deadline: March 15, 2013

TEL 202.337.5220 EMAIL financialaid@agbell.org ONLINE listeningandspokenlanguage.org

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Fomentar las oportunidades de desarrollo profesional

Por Melody Felzien y Judy Harrison, M.A.

os profesionales que ayudan a los niños sordos o con dificultades auditivas que logran escuchar y entender el lenguaje hablado (LSL) participan en un desarrollo profesional continuo. Tanto si acaba de empezar a ser profesor de sordos como si es especialista de la escucha y el lenguaje hablado (LSLS™) desde hace años, el mejor modo de conocer las necesidades de los niños con dificultad auditiva y a sus familias y alcanzar los resultados del lenguaje deseados es mantenerse informado sobre las mejores prácticas y desarrollar técnicas y estrategias.

¿Qué significa desarrollo profesional? Cuando se escucha el término «desarrollo profesional», uno normalmente piensa en conferencias o talleres. Éstas son vías del desarrollo profesional continuo y un modo de alcanzar créditos de educación continua, pero estas vías por sí solas no proporcionan las mejoras continuas de las propias destrezas. Para los profesionales que trabajan con niños desarrollando el LSL, esto es especialmente importante. Con el rápido aumento de los niños que aprenden LSL y los cambios de los entornos donde se educan, mantener una amplia gama de conocimiento y habilidades puede ser cada vez más difícil.

Con el desarrollo profesional continuo, un profesional puede ampliar su conocimiento y estar listo para trabajar en cualquier situación como director, administrador, gerente, entrenador, terapeuta y proveedor del desarrollo profesional. No se convertirá en experto en todas estas vías, pero tener conocimiento sobre ellas puede ayudarle a aumentar o a prepararse para futuras oportunidades de empleo.

Perfeccionar la práctica de la evaluación Un aspecto clave e infravalorado del desarrollo profesional es la evaluación.

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Christopher Barr Photography

Con la evaluación, un profesional puede aprender más sobre las áreas en las cuales necesita más educación que cualquier otro método de desarrollo profesional. Idealmente, los profesionales que trabajan con niños sordos o con dificultades auditivas deben demostrar conocimiento en los nueve dominios de LSL, según los identificó la AG Bell Academy for Listening and Spoke Language. Los dominios se diseñaron para probar a los profesionales sobre los conocimientos necesarios para conseguir el éxito alcanzando los resultados del LSL, los cuales deben usarse como guía en las prácticas de evaluación.

Existen dos tipos de evaluación que deben practicar los profesionales. En primer lugar, realizar autoevaluaciones regulares. La autoevaluación es importante. Los nueve dominios pueden usarse como guía. Revise los nueve dominios y pregunte dónde se siente más seguro y cuáles son sus puntos fuertes y débiles. No crea que sabe lo que es necesario saber del desarrollo del LSL. Busque hacia dónde está enfocada su práctica y dónde necesita reforzar sus habilidades. Por ejemplo, si un audiólogo trabaja en primer lugar con niños que reciben implantes cocleares, entonces debe buscar modos para realizarles pruebas y trabajar con los que usen audífonos. El segundo tipo de evaluación es la evaluación del compañero o supervisor. Los profesionales siempre deben hacer que se revisen sus prácticas, tanto por un compañero, como por un supervisor, mentor o graduado nuevo que se acaba de introducir en el campo. Todos estos individuos no están comprometidos y pueden proporcionar una opinión objetiva sobre las habilidades y las áreas que se deben mejorar. También deberá tener en cuenta la evaluación de alguien externo al campo de la sordera. Una perspectiva externa puede proporcionarle una nueva perspectiva de sus prácticas. Si tiene un mentor o un amigo que viva lejos, grábese durante una clase o muéstrele la clase en vivo a través de una cámara web (con un servicio de chat de vídeo en línea como Skype). Las opiniones pueden ser terribles, pero una observación imparcial puede ayudarle a determinar qué oportunidades de desarrollo profesional debe buscar.

Encontrar la mejor oportunidad Una vez que haya identificado las áreas que quiera mejorar, existe una variedad de modos para completar las lagunas en materia de conocimientos. Leer investigaciones, asistir a conferencias en vivo o a seminarios a través de Internet, leer libros, volver al colegio y opinar sobre las evaluaciones son modos de alcanzar el desarrollo profesional. La gran pregunta es: ¿por dónde empezar? Cualquier vía que siga no solo debe dirigirse a uno o a más de los nueve dominios de LSL, sino también debe

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incluir información relevante de todos los niños, no solo los niños con dificultades auditivas. Por ejemplo, los asistentes a la convención AG Bell 2012 recibieron una mezcla de información sobre la dificultad auditiva específicamente, así como sobre el desarrollo de los niños en general. Los profesionales deben buscar programas de desarrollo que traten todo el desarrollo de los niños, no solo “solucionar” la dificultad auditiva. Por ejemplo, si está intentando mejorar su conocimiento sobre la alfabetización, lea artículos o libros que se centren en el aumento de los niveles de lectura de todos los niños, no solo de los que tienen una dificultad auditiva. Ocurre lo mismo con las conferencias, programas y talleres. Saque partido de las presentaciones externas al campo de la dificultad auditiva para aumentar su conocimiento sobre todo el desarrollo del niño. Existen diferentes tipos de programas de desarrollo profesional y se puede sentir atraído por un tipo de programación antes que por otro. Tenga en cuenta su tiempo, sus recursos financieros y sus necesidades de conocimiento cuando elija un programa de desarrollo profesional. A continuación hay una lista de los tipos de programas más comunes: Presentación/Conferencia – Este tipo de programa distribuirá el conocimiento pasivamente y será de ayuda si es la primera vez que se expone a la información especializada sobre un tema o una teoría o proporciona información avanzada de un tema con el que se siente familiarizado. Los profesionales recibirán información general así como los puntos principales sobre un tema, aunque no tengan la prueba de que recibió ese conocimiento o lo aplicó. Estos programas pueden mejorar su propio trabajo y permitirle escuchar teorías nuevas. Los profesionales deben ser discretos cuando elijan una conferencia y asistan a las presentaciones sobre temas de los que no sepan mucho. Intente asistir a una conferencia sobre un tema del que sea un experto. Escuchar información nueva lo ayudará a alcanzar un bagaje mucho más amplio de conocimientos. La serie de talleres sobre LSL AG Bell 2012 de FT. Worth, Texas del 8 de diciembre es un buen ejemplo de presentaciones

que pueden refrescar su conocimiento sobre la información fundacional y lo desafiamos a aprender más sobre el éxito de los estudiantes de la corriente. Visite www.listeningandspokenlanguage.org para informarse sobre esta oportunidad a la que puede asistir en persona o en línea. Institutos/talleres prácticos – Combinando la presentación y la aplicación práctica, este tipo de programa a menudo integra una conferencia con una observación en vídeo o en vivo de una sesión de terapia donde los asistentes tratan y/o aplican lo que aprendieron y observaron. Hay varios institutos que lo realizan como el Instituto de Verano de Carolina sobre la Terapia Auditiva-verbal, el Alabama Ear Institute sobre la Terapia Auditivaverbal, el Instituto de Verano de Lenguaje Hablado y Escucha del TCU y la preparación profesional en implantes cocleares. Los participantes asisten a una serie de conferencias y clases y después reciben observaciones estrictas en las sesiones de terapia donde se critican

sus trabajos. Este tipo de programación está disponible para cualquiera, independientemente del nivel o el tipo de profesional. Sin embargo, debido en primer lugar al coste y al compromiso de tiempo, los profesionales que probablemente participen serán aquellos que estén en las fases introductorias/ intermedias de sus carreras y aquellos que estén buscando certificaciones como el Cert. LSLS, el AVEd o el AVT. Seminarios web/cursos en línea – Este tipo de programa proporciona una excelente oportunidad para escuchar a expertos sin gastos ni compromisos de tiempo por tener que viajar a otra ciudad o estado, por esta razón rápidamente se convierte en el método preferido para obtener los créditos de la educación continua. El aprendizaje en línea se está volviendo cada vez más popular ya que hoy en día es duro para los profesionales alejarse de sus clases o sus casos y los programas facilitan las cargas financieras. A menudo, es más sencillo aprender en línea que reunirse en

persona. Sin embargo, los profesionales deben saber que es duro obtener los mayores beneficios del aprendizaje compartido desde un entorno en línea. A no ser que tenga la oportunidad de realizar muchas preguntas y participar en discusiones, los cursos en línea y los seminarios web no deben constituir toda su educación continua. Foros de discusión/listas de distribución de correo electrónico – Aunque no es una fuente de crédito de la educación continua, las listas de distribución en línea y los foros de discusión les ofrecen a los profesionales una oportunidad de participar con sus compañeros. La mayoría de los foros y de las listas de distribución giran en torno a la discusión de los estudios de caso. Aprender a través de estudios de caso ayuda a mejorar la práctica y la habilidad de realizar las orientaciones adecuadas. Incluso si no hace frente al mismo desafío que la persona que está presentando el caso, aquellos que participan activamente pueden

Tabla: Nueve dominios del lenguaje hablado y la escucha Dominio 1

Audición y tecnología de la audición

Incluye fisiología de la audición, acústica, tipo de dificultad auditiva, evaluaciones audiológicas y tecnología y dispositivos de audición asistida.

Dominio 2

Funcionamiento auditivo

Incluye el desarrollo de la habilidad auditiva y las evaluaciones de la habilidad de la escucha funcional.

Dominio 3

Comunicación del lenguaje hablado

Incluye la fisiología, el desarrollo y las instrucciones del habla y la adquisición y la evaluación del lenguaje.

Dominio 4

Desarrollo infantil

Secuencia e influencias del desarrollo infantil típico y cómo afecta la dificultad auditiva a esta dinámica.

Dominio 5

Guía, educación y apoyo a los padres

Asesoría, formación y técnicas de orientación familiar e impacto de los factores externos.

Dominio 6

Estrategias para el desarrollo del lenguaje hablado y la escucha

La facilitación del lenguaje, la preparación y la acústica destacan las técnicas, el modelo del lenguaje hablado, las instrucciones del lenguaje natural y las estrategias de “aprender a escuchar”.

Dominio 7

Historia, filosofía y problemas profesionales

Historia de la educación y las estrategias de comunicación del sordo y las personas con dificultades auditivas y desarrollo profesional y práctica.

Dominio 8

Educación

El desarrollo y la expansión de la auditoría y las habilidades del lenguaje que sirven de base y ayudan en el progreso del niño en los estudios de educación general.

Dominio 9

Alfabetización emergente

El desarrollo de la auditoría y de las habilidades del lenguaje que sirven de base y ayudan a la adquisición y al avance de la alfabetización.

Para más información y una descripción más completa de cada dominio, visite www.ListeningandSpokenLanguage.org/ AGBellAcademy.

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aprender tácticas que aplicarán en sus prácticas más tarde. Esta forma de programación también fomenta las habilidades del pensamiento crítico, no toman la información proporcionada como un hecho sino que evalúan la información con múltiples fuentes. Otro beneficio es que si está solo donde trabaja, puede crear un grupo en línea de colaboración con el que se beneficiará mutuamente. Dichos grupos pueden estudiar juntos (si están buscando todos la certificación) o discutir sobre la investigación y sus implicaciones en la práctica. Por ejemplo, AG Bell tiene un grupo en Facebook muy activo que participa en muchos temas, con muchos profesionales que examinan la discusión. Para ver de qué están hablando y para ofrecer su propio punto de vista, visite www.facebook.com/AGBellCommunity. Conferencias nacionales o regionales – Este tipo de programa es de una necesidad absoluta para cualquier profesional que trabaje con niños que tengan dificultades auditivas. La mayoría de los grupos nacionales,

como AG Bell, la American Academy of Audiology y la American SpeechLanguage-Hearing Association, publican las fechas de las conferencias uno o dos años antes de la fecha, lo que le permite marcar el calendario y planificarse financieramente por adelantado. Estas conferencias le proporcionan una oportunidad para trabajar en red ya que nada puede sustituir a una conversación cara a cara donde pueda alimentar las ideas de otra persona. Busque conferencias que le permitan avanzar en su propio conocimiento y en sus propias habilidades y también ofrezca sesiones sobre algo nuevo que ignoraba o que no conocía mucho. La Convención AG Bell 2014, que tendrá lugar el 26-30 de junio en Orlando, Florida, es un buen ejemplo. La convención cubre las necesidades educativas de los padres, los educadores, los patólogos del lenguaje y del habla, los terapeutas y los educadores auditivo verbales, los audiólogos y los individuos con dificultades auditivas. Debido a su diversidad, conocerá

muchas caras nuevas y estará expuesto a temas a los que normalmente no tendrá la oportunidad de aprender o temas que pagará para aprender más sobre ellos por separado fuera de la conferencia comercial. Otro ejemplo es el Simposio sobre la Escucha y el Lenguaje Hablado AG Bell 2013, que tendrá lugar el 18-20 de julio en Los Ángeles, California, diferente de la convención AG Bell. El objetivo de esta conferencia son los profesionales y consta de sesiones y talleres que se basan en pruebas y se centran en proporcionar servicios de calidad a las familias.

Conclusión Los que disfrutan de más éxito son las personas que estudian constantemente y continúan poniéndose a prueba para alcanzar nuevos objetivos. La clave del éxito del desarrollo profesional es asegurarse de que los programas a los que asista le enseñen algo nuevo, avanzar en la falta de conocimiento de su compañero y mostrar sus autoevaluaciones.

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Fostering the Growth of

Pediatric Audiology By Torryn P. Brazell, CMP, CAE, and Eileen C. Rall, Au.D.

he adoption of universal newborn hearing screening in the United States has resulted in over 90 percent of infants being screened for hearing loss (Centers for Disease Control [CDC], 2010). While early detection of hearing loss has been a hugely successful initiative, follow-up needs (e.g., confirmatory testing and intervention, when needed) has been less successful, reaching approximately 50 to 60 percent of infants who fail the initial screening (CDC, 2010). When state Early Hearing Detection and Intervention (EHDI) program coordinators were surveyed to determine the barriers to achieving effective follow-up and interven-

tion strategies, the shortage of qualified pediatric professionals was cited as one of the most serious obstacles (AG Bell, 2012). Meeting the needs of infants and children with confirmed permanent hearing loss and their families requires specialized knowledge and skills. Roush and Harrison (2002) surveyed families with the goal of defining their priorities for information immediately following diagnosis and in the months thereafter. Initially, parental priorities include the need for more information (e.g., learning about the causes of hearing loss) as well as emotional support (e.g., dealing with the emotional consequences of the diagnosis). In subsequent months, priorities shift to developing communication skills for

their children and accessing early intervention resources. Given the dynamic needs of families of children with hearing loss, professionals who have the necessary specialized training and experience are best positioned to provide responsive and timely care. The American Academy of Audiology (AAA) strives to meet the needs of the youngest patients by providing member audiologists access to collaborative support, information and practice guidelines. For example, from January-June 2012, eAudiology (an online webinar series) offered 10 hours of continuing education specifically in the sub-discipline of pediatrics. Topics ranged from advanced diagnostics in newborns to support of the psychosocial

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www.shutterstock.com/ Capifrutta

Recently, the CDC initiated a task force composed of pediatric audiologists from all over the country, including representatives from AAA and the American SpeechLanguage-Hearing Association, to develop an online resource guide for parents of children who are deaf or hard of hearing. The resource, EHDI-PALS (Early Hearing Detection and Intervention Pediatric Audiology Links to Services), will soon be available online as a tool to assist parents in identifying appropriate audiology clinics in their region, which are able to provide the services that their child needs. In addition to the efforts currently being developed by AAA and the CDC, a strategic partner â&#x20AC;&#x201C; the American Board of Audiology (ABA) â&#x20AC;&#x201C; has also made strides in identifying audiologists who have the knowledge and experience to serve the unique needs of infants, children and their families. As the profession of audiology has grown and matured, there has been an increasing need for specialists in audiology to be highly trained in working with specific populations. The ABA recognized this trend and developed the Pediatric Audiology Specialty Certification (PASC) program, which requires two (2) years of post-degree full time (2,000 hours), paid professional experience as an audiologist; 600 hours of direct pediatric patient post-graduate contact hours; two (2) letters of reference attesting to an audiologistâ&#x20AC;&#x2122;s work in the area of pediatric audiology; and successful completion of a rigorous written pediatric audiology examination.

Developing the PASC

Pediatric Audiology Practice Analysis: Knowledge Domains 1. Laws and Regulations 2. General Knowledge About Hearing and Hearing Loss 3. Child Development 4. Screening and Assessment Procedures 5. Counseling 6. Communication Enhancement Technology 7. Habilitation / Rehabilitation Strategies, Educational Supports

gram was to conduct a pediatric audiology practice analysis, also known as a job task analysis. ABA used the analysis to develop test specifications and examination content by establishing the link between real world practice and test content. The process for developing a practice analysis followed key elements, beginning with the selection of Subject Matter Experts (SMEs) â&#x20AC;&#x201C; recognized authorities in a field, such as audiology. SMEs were carefully chosen to represent the diversity of practice settings and to construct a detailed, process-based description of practice that includes the major performance domains of the profession, key tasks within each of the domains, and the knowledge and skills required to perform those tasks. ABA utilized

The critical first step in building a sound and legally defensible credentialing prodevelopment of children with hearing loss. Moreover, AAA published evidence-based practice guidelines for childhood hearing screening (2011) and for the diagnostic assessJWPOSD is celebrating 44 years of ment of infants and young children (2012). helping children who are deaf and hard In addition, the revised guideline on pediatric of hearing to listen, to speak, and to amplification is currently undergoing select communicate in the world around them. and wide-spread peer reviews with the goal of R5 / .#)( &5 ,)!, '-A )''35;5 65 publication later this year. AAA also plans to ) & ,-65 , - "))&65 Ig launch an innovative collaborative workR5 #(-., '5 , - "))&5 ( 5 /**),.5 ,0# space for pediatric audiologists by the end of R5 , (.5 / .#)( 2012; this site will be facilitated by experts in R5Äť , *35 ,0# educational audiology, EDHI programs, and R5 / #)&)!3â&#x20AC;&#x201D; 65 65;5 pediatric diagnostics and intervention with the goal of fostering real time knowledge 3518 Jefferson Avenue, Redwood City, CA 94062 sharing among academy members with an &5lkf7ilk7mkff5R5 25lkf7ilk7mkkm ' #&5$1*)- H$1*)- 8),!5R51118 %# -. &%8),! interest in pediatric audiology.

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techniques such as daily logs, phonebased interviews, independent reviews, focus groups and assembly and review of relevant documentation. The next step was to engage a psychometric organization to develop and confirm a description of practice. The description of practice was then validated through a web-based survey of thousands of current practitioners to rate domain tasks and skills using a set of validation scales. The scales addressed parameters such as frequency and criticality of task performance. Once validated with content experts, SMEs weighed different task and knowledge areas and developed a set of test specifications that determined the content of the certification examination. The PASC examination is separated into seven knowledge domains (see side bar), further delineated into sub-specialty areas, then weighted according to importance of knowledge for a pediatric audiologist. The result is a comprehensive and rigorous examination that truly tests the knowledge of a pediatric audiologist.

The PASC is meaningful and useful for identifying audiologists who have chosen to make pediatrics their specialty and who have extensive training and experience. Since the inaugural examination the spring of 2011, 44 audiologists have received PASC recognition. Consumers can identify PASC holders through the directory on AAA website at www.americanboardofaudiology.org. Audiologists interested in taking the PASC exam, which is pass/fail, may also visit the website for more information. Learning that a child has a hearing loss launches families into a journey that most never anticipate. And it is through the combined efforts of a team of professionals that parents receive support to help their children develop language and communication skills. “All children need access to a team of highly qualified professionals who meet industry standards for qualifications, including pediatric and educational audiologists and Listening and Spoken Language Specialists,” said AG Bell President Donald M. Goldberg,

Ph.D., CCC-SLP/A, FAAA, LSLS Cert. AVT. Through efforts of AAA and its strategic partners, the audiology profession is continually working to be in the best position to support and partner with families along this journey and provide the best care for the youngest patients.

References Alexander Graham Bell Association for the Deaf and Hard of Hearing (AG Bell). (2011). Early hearing detection and intervention programs: A blueprint for success. Retrieved from http:// nc.agbell.org/Document.Doc?id=817. American Academy of Audiology (AAA). (2011) American Academy of Audiology Clinical Practice Guidelines: Childhood Hearing Screening. Retrieved from http://www.audiology. org/resources/documentlibrary/Documents/ ChildhoodScreeningGuidelines.pdf. American Academy of Audiology (AAA). (2012) Audiologic Guidelines for the Assessment of Hearing in Infants and Young Children. Retrieved from http://www.audiology.org/ resources/documentlibrary/Documents/201208_ AudGuideAssessHear_youth.pdf. Centers for Disease Control and Prevention (CDC). (2010). Annual data: Early hearing detection and intervention (EHDI) program. Retrieved from http://www.cdc.gov/ncbddd/hearingloss/ehdidata.html. Roush, J., & Harrison, M. (2002). What parents want to know at diagnosis and during the first year. The Hearing Journal, 55(11), 52–54.

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Students in 6th – 12th grade can compete individually or with a team. The fair takes place at RIT March 22 – 24, 2013 Deadline to enter: December 15, 2012 For details, visit: www.rit.edu/NTID/ScienceFairAB

Writers in 10th and 11th grade can enter their best work. Awards ceremony takes place at RIT in the summer. Deadline to enter: March 15, 2013 For details, visit: www.rit.edu/NTID/WritingContestAB

High school students can enter graphic media, Web design, 3-D animation, film, interactive media and photo imaging categories. Awards ceremony takes place at RIT in the spring. Deadline to enter: January 15, 2013 For details, visit: www.rit.edu/NTID/ArtsAB Questions? Call 585-475-7695 (voice/TTY) 585-286-4555 (videophone)

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

Why I Chose My Career

Reflections From the Field By Shelly Ash

rowing up, I didn’t know there was a profession called audiology. Although there was a residential school for the deaf in a nearby town, I had never met a person with severe or profound hearing loss. I just knew from an early age that I wanted to work with children, and until I was in high school I thought I would become a child psychologist. In my junior year of high school I was assigned to write a research paper on an occupation. Feeling certain I knew all I needed to know about psychology, I decided to learn about something different, so I choose speech-

language pathology. After completing the assignment I realized that I was intrigued by the idea of helping children learn to communicate, and decided to pursue speech-language pathology as my major in college. I didn’t find my niche in any of the classes I took in the first two years. It was disheartening to me that I had spent half my college career taking courses in various speech-language pathology specializations and wasn’t overly inspired. Then I took my first audiology course in my junior year, and was hooked by the technology. All the knobs, dials and buttons! Audiology offered the opportunity to explore reha-

bilitation, electronics and to work by helping people. In 1987, I started graduate school. The pediatric clinical trials for multichannel cochlear implants was in process, but in my part of the world in north central Illinois my exposure to cochlear implants was limited to one child with a single channel device. She attended a model school program for children who are deaf and hard of hearing housed on the university campus. Her speech processor was large and bulky, and she worked really hard to make use of her device. I sat in on a number of her therapy sessions, and in my second year of graduate school I

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tons and dials presented itself ! And so, in 1990 I began working with cochlear implant recipients – both adults and children – during the early years of cochlear implants as an approved medical option for hearing loss. In 2000 I was given the opportunity to take all my experience and parlay it into expanding an existing pediatric cochlear implant program. All Children’s Hospital in St. Petersburg, Fla., was looking for an experienced

cochlear implant audiologist, and this was just the sort of position I was ready to undertake. I had worked with many generations of cochlear implant systems, as well as learned the importance of exposure and accessibility, and All Children’s Hospital already had an amazing network of audiologists and speech-language therapists at 12 different locations across southwestern and central Florida. In conjunction with members of the already existing

Christopher Barr Photography

Claire Cappio Atkinson, M.A., CCC-SLP, LSLS Cert. AVT

completed my externship working with the children who are deaf and hard of hearing at the model school. That experience solidified my plans to work with children with hearing loss. In 1989, the year before cochlear implants were approved for children, I finished graduate school and went off in search of work in educational or pediatric audiology. I landed at the University of Miami School of Medicine, where a new cochlear implant program was getting off the ground. Again, the opportunity to learn new technology and incorporate my desire to work in a helping profession with my enjoyment of knobs, but-

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If 5-year-old Claire was asked what she wanted to be when she grew up, the answer would be a nurse working with babies. Eleven-yearold Claire would have answered the owner of the New York Giants football team, and 16-year-old Claire would consistently answer a teacher. But after some field experience in my early college years, I, Claire, came to the realization that being responsible for 25 students at one time, and their parents, was not for me. Instead I would be better off having an impact on the lives of young children and their families on a more individual level. When I initially made the change to the world of speech-language pathology, I could not have imagined all of the experiences, professionals, children and families that would impact my life and lead me to this special career. After an introductory course in linguistics, I was hooked and the next step was graduate school. It was the first week and my first rotation in a clinic with real clients. I had been placed in the audiology clinic with my first client, Eric, a cochlear implant user. I was amazed to find an actual, functioning implant, not just a video or picture in a text book. Eric exposed me to what I came to believe as the perfect combination of audiology and speech-language pathology, like peanut butter and jelly. Eric’s

dedication to learn to listen with his cochlear implant inspired me to learn more to help him. Some may view graduation as a mark of completion. But for me it was another beginning, leading me to fulfill my clinical fellowship year on a cochlear implant team…a year to further my knowledge and experience in the world of hearing loss. I was also able to be a part of 12-month-old Victor’s new beginning as I assisted the audiologist during the activation of his cochlear implant. It was so impactful to watch a smile appear on his face while he sat in his mother’s lap as he heard sound for the first time. I was able to help Victor’s mother become comfortable using strategies and techniques to help her son incorporate listening into his personality. Eventually my experiences led me to the more educational side of hearing loss at an auditory-oral preschool. As I help students learn to build their early literacy and selfadvocacy skills to prepare them for the mainstream classroom, they are simultaneously helping me prepare for and successfully obtain my certification as a Listening and Spoken Language Specialist (LSLS™). I am grateful for these experiences that have shaped my career and look forward to hearing about what these children want to be as they grow up.

Heather Rose, M.A., CCC-SLP, LSLS Cert. AVT I have always found my story to be interesting and hopefully inspiring, so it is one I have shared with many speech-language pathology graduate students over the years. It involves the Book of Knowledge, Anne Sullivan and Helen Keller, and, most importantly, Dr. Carol Flexer. I remember as a small child my sister looking at the finger spelling page in the Book of Knowledge. I thought it was cool so I spent hours teaching myself the finger shapes and as I learned to spell, I began spelling everything with my fingers. It became a way to talk back to my mother, much to her dismay. I also finger spelled all the church services and became pretty fast. This led me to the story of Anne Sullivan and Helen Keller. I read every version I could find and knew that this is what I wanted to do with my life – teach children who are deaf to speak using sign language (Yes , that is how I thought it worked back then). So I set

my adventure in motion, took private sign language classes from a man who was deaf for $5.00 a class, and started trying to figure out the name of the career that would lead me to my goal. After high school, I enrolled in the Communication Disorders Program at The University of Akron. I added a manual communication certificate to my studies so that I could be more proficient in sign language. My first client in the clinic was an aural habilitation case with Dr. Flexer. The child was profoundly deaf and I was so excited to show off my skills. “So, are we going to use sign language?” I asked. “No,” was Dr. Flexer’s reply as she smiled at me. “Cued speech?” “No” (another smile). “Lip-reading?” “No, as a matter of fact we are going to cover our mouths so (the client) can only use her hearing.” Really? You have got to be kidding, I thought sarcastically to myself. Two weeks later, I drove eight hours to

the Beebe Center in Easton, Penn., in my Pontiac T-1000, hopping mad, determined not to let all of my hard work go to waste. My client was going there for a visit and they invited me to come. I had a chip on my shoulder when I walked in, but I was amazed. There was Helen Beebe working with children who were deaf. The children were understanding and talking, and she was not signing! I watched for two days, had Helen Beebe sign a copy of her book and cried all the way home. They were tears of joy and sadness, for what I needed to leave behind and for my new adventure. I knew then, that while some children and some families need or choose sign language, I had to do this. I had to be a part of teaching children to listen and speak. I went back with my tail between my legs and never looked back. It’s been 23 years since that revelation and I feel so blessed and privileged to not only have found my career, but my calling.

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 2012 BW ad.indd 1

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multidisciplinary team, we grew and developed into a world class pediatric cochlear implant program. I like to say I am a “language therapist masquerading as an audiologist” because I so strongly believe in the power of working in tandem with the other practitioners that provide weekly habilitation and support to the children and their families. It’s our team philosophy to let the desires and dreams of the family lead the way in the decision to choose cochlear implants. If the family desires language acquisition through listening, it’s my role to inform them based on research and professional experience as to how that goal can be achieved. Pediatric audiologists are not only responsible for helping children hear, but also to support the goals and methods of the language therapists. Therefore it is the responsibility of the pediatric audiologist to understand not only how to provide access to sound, but how children learn to use sound for communication purposes. It is a really special role in a family’s life, one that I feel privileged to fulfill over and over. I would say to anyone with an interest in joining the specialization of pedi-

Many professionals in this field were drawn to a helping profession that provides opportunities to help children and families.

atric cochlear implants that above all, you must be ready to do so much more than diagnosing hearing loss. Families need our compassion, information and support. We need to not only serve as guides and mentors, but also as sounding boards, collaborators and, above all else, be good listeners.

Editor’s Note: This article was originally published as “Becoming a Pediatric Cochlear Implant Audiologist” on April 12, 2012, on Cochlear Implant Online (cochlearimplantonline.com/site/shelly-ashbecoming-a-pediatric-cochlear-implantaudiologist). It has been reprinted here with permission.

Sheila Petasek Some people choose their careers for fame or fortune. I chose my career because I was lucky enough to have an amazing woman for a great aunt who devoted her life to her faith and helping children with hearing loss learn to listen and talk. As a child I knew I wanted to work with people and help them in some way. I enrolled in camps during the summer for students aspiring to be physical therapists and thought this was the career for me. It wasn’t until my junior year of high school when I took a trip to St. Louis, Mo., with my mom, grandma, and great aunt that I knew I was wrong. We were in St. Louis to visit my Grandma’s sister, Florence, a sister of St. Joseph who lived and worked at St. Joseph’s Institute for the Deaf as a teacher,

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dorm parent and audiologist for most of her life. She had arranged for me to observe throughout the school while we were visiting, and from the moment I stepped foot in Barb Meyers, preschool class I knew this is where I belonged. I will never forget they were making Witches Brew in preparation of Halloween and the kids (and teacher) were having a ball! Soon after I began to look at colleges. We headed back to St. Louis and my great aunt, a Fontbonne alumna, suggested we look at her alma mater. People had said that when I found the right college I would know. Well one walk around the campus and both my mom and I knew that this is where I should attend. I was fortunate

enough to be able to graduate from Fontbonne University for both my undergrad and graduate degrees. While attending Fontbonne, I spent a lot of time as a practicum student and student teacher at St. Joseph’s Institute for the Deaf and was able to join my great aunt for lunch weekly, and would often seek her out for advice and support during my time there. She was an amazing person, professional and friend who passed away at the age of 91 and was incredibly proud that I was following in her footsteps as a teacher of the deaf and hard of hearing. I can only hope that I will continue to make her proud as I strive to help children who are deaf or hard of hearing learn to listen and develop spoken language.

tips for parents

The Geese Can Eat It By Amanda Windom

Windom Family

n the days after my son, William’s, cochlear implant surgery, many of my friends, relatives and acquaintances expressed their excitement over the upcoming activation. He was just 2 ½ years old and although he was talking, I was often the only one who understood him. At age 2 weeks he had been diagnosed with auditory neuropathy, soon to be followed by an additional diagnosis of sensorinueral loss in the high frequencies. Despite extensive use of hearing aids and nonstop therapy of every kind, it had become clear to us he was not going to listen and talk intelligibly without a cochlear implant. So back to activation…for some reason everyone thought I would enjoy watching YouTube videos of other children’s activations so they emailed them to me, posted them on my Facebook page and told me how delightful those videos were. Fast forward to Dec. 8, 2011, when we took William in for his activation. We were about to see what the YouTube videos could never have predicted: He hated it. It took about three hours to get through the initial testing. Each time he heard the beep, he violently threw the processor off. We offered him popsicles, treats, toys, anything to get his cooperation but he did not care. All he wanted was the processor off his head. Finally his audiologist, in her patient wisdom, set the implant to a low setting and told me to take him home and get him used to wearing it, and that’s what we did. Defiance is a way of life for William and this implant would put all of us to the test. Just about any chance he got the processor would come off his head and he would throw it with a loud exclamation of “all done implant!” He took it apart, he hid it, he threw it in water and he refused to wear it. All of the things that make a

Despite a slow start, William Windom now thrives using a cochlear implant.

Mom of a kid with a cochlear implant crazy, he had figured out within a few days. He even told me on occasion “no, I don’t want to hear.” We went in for MAPping after MAPping. He was always complaining about the sound of the implant. “It’s too loud” was his usual complaint, and over and over again we traveled an hour to the audiologist’s office for a new MAP. We had decided that when William wanted the processor off we would give him a short break. Most of the professionals cautioned against this as he needed to wear it constantly to optimize his learning. Fear ate at me. Would the cochlear

implant work for William? How could I force my 2 year old to wear it? What if there really was something wrong with how it sounded? One day when we got to school, I couldn’t find the processor. “Where is your implant?” I cued to him. He smiled sweetly, then said “I threw it out the window, the geese can eat it.” Luckily it didn’t make it out the window and I found it on the floor of the backseat. After that I gave up on trying to get him to wear it in the car. So back to those YouTube videos… they didn’t quite match what we were experiencing, but slowly over the

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9 months since his activation, William has begun to want to wear his processor. Was it something specific we said or did? Was it him finally accepting it and realizing there was a benefit to hearing? I’m not sure exactly. We were patient with him. We didn’t make a big deal when it was on or off. I did sometimes point out something exciting that he was missing when he wasn’t wearing it, such as when I heard the garbage truck coming down the road. When I think back to what was the biggest change, though, I think his wearing the processor more often coincided with when he began to know and understand the environmental sounds in the house. In the beginning, normal household sounds left him feeling very unsettled. The refrigerator running, the back door opening, a car driving by outside, the furnace turning on…these and other sounds would all cause him to ask, “What’s that?” with a worried look on his face. Time and time again we would

feel the fridge and talk about why it was running or open the closet that houses the furnace to check it out. Eventually he stopped asking and began to know what these sounds were, and eventually he began to keep the processor on for longer and longer stretches. He has certainly made significant progress. Before his cochlear implant he never said the S, sh, Long E, T, D or N sounds, and they are all nicely emerging in spontaneous speech. Before his implant I had to cue everything. Now we can have a conversation when my hands are full. Before his implant he rarely turned to the S during the Ling Six Sound Test, and now he turns every time. Perhaps most telling of what the implant is doing for William comes from his own words. When I take processor off him to check it, he will tell me things like “I need my implant to hear.” When the battery dies he will immediately take it off his head and say “it’s dead,” and sometimes now he wants to keep it on when

he sleeps. All this from a boy who didn’t even want it on his head 9 months ago. And while it’s not perfect yet, I am seeing progress every day. He still does a lot of asking “What did you say?” but at least he knows you were talking to him and he knows if he watches and you say it again, he just might catch it. And most importantly, he wants to catch it. He wants you to say it again. He wants to listen and understand and at just 3 years old he is willing to take the time to do it. So my advice to parents? Skip the YouTube videos. Each child is different. Your child’s activation may be delightful and fun, or like William’s might be a less than pleasant experience. Be patient. Give your child time and lots of it. Listen to him. If he says the processor doesn’t sound right or refuses to wear it, bring him in for another MAPping. Talk to him constantly. Be flexible, be fun. And above all if the window is down, be sure that the processor won’t become goose food.

St. Joseph Institute for the Deaf

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

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

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ihearlearning.org (636) 532-2672

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

4/4/2012 8:37:08 AM

Hear Our Voices

“I’ll Tell You Later” and Other Stories By Vivie Moraiti and Jonathan Amico

By Vivie Moraiti “I’ll tell you later.” “It’s not important.” “Oh, never mind.” These are phrases that I have often heard, ever since I was little. Now, I hear them less often because when I don’t understand something, I simply laugh without knowing why they’re laughing or I make a sad face because everyone else does it. I always say that I can’t act or lie to save my life, and yet I do it anyway. Since I received my cochlear implant, I still have these “bluffing” moments, but not as often as before. About 90 percent of the time, though, when I ask friends what’s happening in a conversation, I’ll get the answer: “I’ll tell you later.” And when, later, I remind them, they’ll almost always answer that they “forgot” what it was about. Some, more honest people say it was really NOT that important. Well, it WAS important to me, even briefly so. If I’m asking, it means that it matters to me, and that I want to under-

Thoughts of an 8th Grader By Jonathan Amico Editor’s Note: This is the third in a series of short narratives by students in Ronnie Eisen’s 8th Grade Secondary Hearing Impaired Program (SHIP) at Midland Park High School in Midland Park, N.J. Their assignment was to write a series of personal experiences as students with hearing loss in a mainstream school. This a selection of their stories. Every time I wake up without my bone anchor hearing aid (BAHA), it feels like

word and tell her! Even if it seems unimportant to you. Parents, relatives and friends, THINK about it…if she is asking, it will be important, even momentarily!

stand and participate. The problem is that nobody will cooperate. And then they wonder why I avoid large gatherings, coffee dates and bars, and prefer to have oneon-one meetings or gatherings at home with a relaxed feeling and few people. At large gatherings, banquets, weddings and baptisms, I simply do not try to follow along. I prefer to kill time with dancing or people-watching. And generally try to leave when it’s not rude to do so. I could make a fuss over “I’ll tell you later,” but I now realize that if the other person does NOT want to include you, it’s not worth spending time with him/her. Dear readers, if you have someone to whom you tell this phrase often, especially if she is deaf or hard of hearing, stop and think for one minute how she will feel when you tell her. Think about how it will sadden her, especially if it’s the umpteenth time she has heard it. Turn around and spend five minutes to include and explain. Show her the way and you will make her hour, day, even week. If you absolutely have to tell her this phrase....KEEP your

Vivie Moraiti was born in Greece and profoundly deaf, used hearing aids most of her life, and now has unilateral cochlear implant. She was mainstreamed throughout her education, is a breast cancer survivor, and is fluent in Greek and English. In her spare time, she mentors cochlear implant recipients from around the world, plays with her camera and spends most of her summer vacations on a boat.

peace and quiet but when I put it on, it feels like a noisy riot. The sounds are clearer and sharp. There is also this little device called the FM and when you put it on and the teacher has the microphone, it feels like the teacher is right in your hearing aids and that’s a good thing. There are different types of hearing technology, like hearing aids, the BAHA, cochlear implants and headbands. The BAHA is what I have. The BAHA is the most important thing to me: it’s as precious as holding a baby in your arms but it is on your head. School is a little tough because when you’re an energetic person or kid like me,

you might have to be careful about what you do. I remember one time I was running and not paying attention and I ran into my friend…my BAHA came off and broke. I had to go to the doctor and get it fixed. That was not good because I had to wear a loaner and I couldn’t hear very well with the loaner. When I got my BAHA back and it was fixed, I was having trouble hearing the teachers. I couldn’t understand the teachers when they were teaching us. But I then learned about this new technology called FM and it helps me so much because it feels like the teacher is right next to my BAHA.

Vivie Moraiti

“I’ll Tell You Later”

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Discovering I Am Deaf I was born premature and without hearing because I have Goldenhar Syndrome. One of the things involved with Goldenhar Syndrome with bilateral artesia is that the ear canals on both sides are closed. Since there is a partially or totally absent ear, I have a conductive hearing loss. When I was a baby they found out that I was deaf when they took me to the doctors and tested me. My family was willing to do what it took in order to communicate with me. My parents made sure I had the correct hearing aid for my hearing loss. A lot of people in my family even took sign language classes. My family did the best for me. When I was a bit older, my parents got a bone conduction hearing aid for me. A teacher came to my house from the time I was 6 months old till the time I was 3 years old to work with me. When I was

3, my parents looked up schools with programs for kids with hearing loss and decided to send me to Midland Park. My first hearing aids were head bands that held a bone conduction hearing aid. I really do not remember because I was only 6 months old but, my parents knew it would open up the whole world for me. When I was 10 years old I had surgery to get my BAHA. I was nervous and scared. I woke up early in the morning to go to the hospital and I remember getting there and they put me in a big bed. I was really nervous because I didn’t know what was going on. The doctors brought me into surgery and they put me on another bed. They told me that they were going to put me to sleep. The doctor asked what flavor I wanted for the mask and I said cherry. When they put the mask on me it was nothing like the kind of cherry I know, it was like a nasty taste of cherry. I started to cry because first, I hated the smell of the mask and second, things went really weird and I did not like it. After I calmed myself down and I closed my eyes it felt like a split second and the doctors were done.

I have lived with Goldenhar Syndrome for 14 years and I have learned to live like a regular kid. I wear my BAHA everyday and I play sports drums, and easily function in school. I am very happy with my life and thankful for my family.

Ronnie Eisen

I like having my BAHA on my head because it helps me hear well. The only thing I wish for is for it to be waterproof. Then I won’t have to ever take it off.

Jonathan Amico is an energetic and athletic 14-year-old SHIP student Midland Park High School. He likes history and science and his favorite hobby is playing soccer. He uses a BAHA, which helps Jonathan hear different sounds. Jonathan loves his family including two half brothers, one step sister, one brother, one sister and his dog Kujo. Jonathan is also a skilled gamer.

he George H. Nofer Scholarship for Law and Public Policy is for full-time students enrolled in or attending graduate school for law, public policy or public policy administration. Applicant criteria include enrollment as a first-, second- or third-year student in an accredited law school or graduate program, having a moderate-toprofound bilateral hearing loss and using spoken language as the primary mode of communication. Three awards are available for the 2013-2014 academic year.

GeorGe H. Nofer ScHolarSHip for law aNd public policy

ApplicAtion deAdline: April 11, 2013 Visit listeningandspokenlanguage.org for more information and to download the application packet.

TEL 202.337.5220 EMAIL fiNANciALAid@AGbeLL.orG ONLINE LiSTeNiNGANdSPokeNLANGuAGe.orG

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What’s New in the Knowledge Center

Supporting Teens, Young Adults and Their Parents By Melody Felzien

upporting the unique needs of teens and young adults with hearing loss is a key component of the Listening and Spoken Language Knowledge Center. By leveraging existing content and developing outlets for collaboration, the Knowledge Center is providing many resources to empower teens and young adults with hearing loss and their families.

AG Bell’s acclaimed Leadership Opportunities for Teens (LOFT) program continues to offer high school and collegebound teens a leadership experience away from home and with their peers. This fourday program is designed for participants to develop skills in individual leadership, teamwork, understanding group dynamics and communication, public speaking, and self advocacy. LOFT provides a supportive and structured environment in which participants increase their self confidence and understanding of their own strengths and abilities through activities designed to challenge them to work outside of their comfort zone. Every LOFT class is different, each varies with activities and location, and each has its own distinct group personality. And yet, since the beginning of LOFT in 1996, the overall LOFT experience is the same: transformational. LOFT is a very special leadership program where teens often “find themselves,” discover what attributes they have to offer and begin to see a place where they fit in this world. AG Bell is also deeply grateful to its LOFT counselors – all of whom are deaf themselves – who give of their time and talents to help create the accepting environment and provide guidance to the LOFT teens. To read what

Christopher Barr Photography

Resources for Teens

past attendees have to say about this transformational program, visit the LOFT page at ListeningandSpokenLanguage.org. Due to the high number of applicants interested in LOFT and the low number of spots available, in 2012 AG Bell experimented with offering two sessions of this popular program. Over 40 teens were able to participate in this popular program. AG Bell is pleased to again offer two sessions of LOFT in 2013, July 15-19 and July 21-25, in Los Angeles, Calif. Applications will be available on Nov. 15 at ListeningandSpokenLanguage.org. The Knowledge Center also offers many resources that don’t require inperson attendance. Under “Connect,” teen resources include important information on transitions from high school to college, connecting with others as the only kid with hearing loss in a class and information for those struggling with bullying.

In addition, teens will want to plugin to AG Bell’s social networks online through Twitter (@AGBellAssoc) and Pinterest (pinterest.com/listeningspoken) to engage with other teens and young adults facing the same challenges as a person with hearing loss. In fact, one of AG Bell’s Pinterest pages (pinterest.com/ listeningspoken/adults-with-hearing-loss) have a high volume of information specific to the teen population, including information on popular apps and technology, people with hearing loss in the news, and groups and organizations.

Resources for Parents of Teens The Knowledge Center offers many resources for parents of teens and young adults with hearing loss. One of the most popular topics in childhood development is self-advocacy. As young children grow, par-

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Christopher Barr Photography

ents want to encourage their child to become advocates for themselves. The Advocate section of the Knowledge Center provides important information on fostering selfadvocacy skills in children who are deaf or hard of hearing. Resources include why selfadvocacy is important, what self-advocacy skills should be developed, tips for empowering a child, communication strategies and even role-play activities, where parents can act out scenarios and coach their children to reply in an effective and calm manner. Also included in this section are videos and downloads parents and teens can use as tools to foster self-advocacy skills. Parents may also want to look at â&#x20AC;&#x153;Incorporating Self-Advocacy Skillsâ&#x20AC;? (www.listeningandspokenlanguage.org/ Document.aspx?id=501), which provides preparation tips as well as strategies and resources for children with hearing loss attending school in the mainstream. For children attending school in a mainstream setting, self-advocacy skills and understanding their Individualized Education Program (IEP) will become increasingly important as the child gets

older. Many teens are encouraged to participate, and eventually lead, the IEP meeting each year. Parents may want a refresher on the IEP process and are encouraged to take AG Bellâ&#x20AC;&#x2122;s Parent Advocacy Training course with their child as he/she gets older. The P.A.T. course is available for free at www.listeningandspokenlanguage.org/PAT. The teenage years can be turbulent for any child, but for teens who are

deaf or hard of hearing, the added element of hearing loss can provide more challenges. The Knowledge Center continues to provide resources and information for this population to help ease the transition from childhood to adulthood. Visit ListeningandSpokenLanguage.org to access all this content, or if youâ&#x20AC;&#x2122;d like to see something added email AG Bell at social@agbell.org.

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Although CapTel and 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 CapTel and 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 CapTel and Wireless CapTel by Sprint whether caused by the negligence of Sprint or otherwise. . Sprint CapTel Phone Offer: While supplies last. CapTel: Coverage not available everywhere. Offers not available in all markets/retail locations or for all phones/networks. Other restrictions apply. Sprint reserves the right to modify, extend or cancel offers at any time. See www.sprintrelaystore.com/wcs for details. Wireless CapTel by Sprint is powered by Raketu. ÂŠ2012 Sprint. Sprint and the logo are trademarks of Sprint. CapTel is a registered trademark of Ultratec, Inc. 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.

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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 AuditoryVerbal Mentoring Program - Training in spoken language development utilizing the A-V approach w/ continuing education workshops & mentoring by LSLS Cert AVTs. AEI Summer Institute in Auditory-Verbal 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: preschool 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) • 602-2242460 (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 Auditory-Verbal Therapist (LSLS Cert. AVT). Auditory-Verbal Therapy and audiological consultation for children with hearing loss from infancy. Expertise with hearing aids, cochlear implants, FM systems, and mainstreaming support. Auditory Rehabilitation both pre-lingual and post-lingual hearing loss for children and adults.

Children’s Choice for Hearing and Talking, CCHAT Center – Sacramento, 11100 Coloma Road, Rancho Cordova, Ca 95670 • 916-361-7290 (voice). Laura Turner, Principal. An auditory/oral day school educating children and their families from birth through early elementary grades. Other programs include adult cochlear implant support, parent-infant program, on-site audiological services and mainstreaming support services. The school is staffed with credentialed teachers, licensed speech-language pathologists and a licensed audiologist. Echo Center/Echo Horizon School, 3430 McManus Avenue, Culver City, CA 90232 • 310-838-2442 (voice) • 310-838-0479 (fax) • 310-202-7201 (tty) • vishida@echohorizon.org (email) • www.echohorizon.org (website) • Vicki Ishida, Echo Center Director. Private elementary school incorporating an auditory/oral mainstream program for students who are deaf or hard of hearing. Daily support provided by credentialed DHH teachers in speech, language, auditory skills and academic follow-up. HEAR Center, 301 East Del Mar Blvd., Pasadena, CA 91101 • 626-796-2016 (voice) • 626-796-2320 (fax) • Specializing in audiological services for all ages. 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.

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.

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 – 1305 Deodar Road, Escondido, CA 92026 – 760-297-6725 (voice) • 562-945-0361 (fax). Where children are listening and talking. An auditory/oral day program serving children from birth to 13 years old. Audiological, Speech/ Language, Aural Habilitation, Mainstreaming, Auditory-Verbal Therapy and other related Designated Instructional Services available. Contact Elisa J. Roche, Ph.D., Executive Director. Training and Advocacy Group (TAG) for Deaf & Hard of Hearing Children and Teens, Leah Ilan, Executive Director • 11693 San Vicente Blvd. #559, Los Angeles, CA 90049 • 310-339-7678 • tagkids@aol.com • www.tagkids.org. TAG provides exciting social opportunities through community service, field trips, weekly meetings, college prep and pre-employment workshops, guest speakers and parent-only workshops. site in the community. Group meetings and events offered to oral D/HoH children in 5th grade through high school seniors.

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Directory of Services n Colorado Bill Daniels Center for Children’s Hearing, Children’s Hospital Colorado, Department of Audiology, Speech Pathology and Learning Services, 13123 East 16th Avenue, B030 Aurora, CO 80045 • www.childrenscolorado.org (website) • 720-777-6531 (voice) • 720-777-6886 (TTY) • BillDanielsCenter@childrenscolorado.org (email). We provide comprehensive audiology, speechlanguage and pediatric otolaryngology services for children who are deaf or hard of hearing (ages birth through 21 years). Our pediatric team specializes in family-centered care and includes pediatric otolaryngologists, audiologists, speechlanguage pathologists, and a deaf educator, family consultant and clinical social worker. Therapy services include individual, group and parent support designed to meet each family’s goals for their child’s development. We also provide advanced technology hearing aid fitting and cochlear implant services. Colorado Oral-Deaf PreSchool, 8081 E. Orchard Road, Suite 280, Greenwood Village, CO 80111 • 303-953-7344 (phone) • 303-9537346 (fax) • info@oraldeafpreschool.org (email) • http://www.oraldeafpreschool.org (website). The Colorado Oral-Deaf PreSchool (CO ODPS) provides listening and spoken language intervention in a superior educational setting for young children with hearing loss. The school, located approximately 20 miles south of Denver, serves children who are deaf and hard of hearing from birth to 6 years old and provides support and education for parents and family members. Services at the school include parent infant language intervention, toddler group, preschool group and mainstream support for school age students. Our superior learning environment is characterized by classrooms staffed by master’sprepared teachers. Rocky Mountain Ear Center, P.C. • 601 East Hampden Avenue, Suite 530, Englewood, CO 80113 • 303-783-9220 (voice) • 303-8066292 (fax) • www.rockymountainearcenter.com (website). We provide a full range of neurotology and audiology services for all ages, ranging from infants to seniors. Using a multi-disciplinary approach, our board-certified otologist and doctors of audiology test and diagnose hearing, balance, facial nerve and ear disorders and we provide full-service hearing aid, cochlear implant and BAHA services. We offer medical and surgical treatment as well as language therapy and support groups, and are actively involved in various research studies.

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Rosie’s Ranch: Ride! Listen! Speak! 303-257-5943 or 720-851-0927 • www.rosiesranch.com • RosiesRanch@comcast. net • Our mission: To provide a family centered atmosphere where children with deafness or oral language challenges will expand their listening, verbal and reading skills by engaging in activities with horses, under the guidance of a highly trained and qualified staff. Our programs: Mom and Tot: A 90-minute parent and tot group pony activity; ages 1-5. Pony Camp: Daily riding and camp activities; age 6-13. Saturday Riding Club: For riders of all skill levels; ages 6-16. Out of state families welcome to experience ranch life; accommodations will be arranged!

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 postsecondary, public school settings. Focus on providing cutting-edge technology for optimal auditory access and listening in educational settings and at home, development of spoken language, development of self advocacy – all to support each individual’s realization of social, academic and vocational potential. Birth to Three, auditory-verbal therapy, integrated preschool, intensive day program, direct educational and consulting services in schools, educational audiology support services in all settings, cochlear implant mapping and habilitation, diagnostic assessments, and summer programs. New England Center for Hearing Rehabilitation (NECHEAR), 354 Hartford Turnpike, Hampton, CT 06247 • 860-455-1404 (voice) • 860-455-1396 (fax) • Diane Brackett. Serving infants, children and adults with all degrees of hearing loss. Speech, language, listening evaluation for children using hearing aids and cochlear implants. Auditory-Verbal therapy; Cochlear implant candidacy evaluation, pre- and post-rehabilitation, and creative individualized mapping. Post-implant rehabilitation for adults with cochlear implants, specializing in prelingual onset. Mainstream school support, including onsite consultation with educational team, rehabilitation planning and classroom observation. Comprehensive audiological evaluation, amplification validation and classroom listening system assessment.

n Florida Clarke Schools for Hearing and Speech/Jacksonville, 9857 St. Augustine Road, Suite 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. University of Miami Debbie School, Auditory Oral Education Program, 1601 Northwest 12th Avenue, Miami, Florida 33136 • 305-243-6961 (voice) • Kathleen C. Vergara, Director, Debbie Institute (kvergara@med.miami. edu) and Lynn W. Miskiel, Director of Ancillary Services (lmiskiel@med.miami.edu). Our auditory-oral education program provides early intervention and primary education services in a nurturing, inclusive listening and spoken language environment. Classrooms include early preschool, preschool, kindergarten and primary. Services include early intervention, family education, individualized small group instruction, audiology and speech-language pathology. Staff consists of credentialed teachers, a credentialed service coordinator, licensed therapists and a licensed audiologist.

Directory of Services n Georgia

n Illinois

n Kansas

Atlanta Speech School – Katherine Hamm Center, 3160 Northside Parkway, NW Atlanta, GA 30327 • 404-233-5332 ext. 3119 (voice/TTY) • 404-266-2175 (fax) • scarr@ atlspsch.org (email) • www.atlantaspeechschool. org (website). A Listening and Spoken Language program serving children who are deaf or hard of hearing from infancy to early elementary school age. Children receive language-rich lessons and highly individualized literacy instruction in a nurturing environment. Teachers and staff work closely with parents to instill the knowledge and confidence children need to reach their full potential. Early intervention programs, audiological support services, auditory-verbal therapy, mainstreaming opportunities and independent education evaluations. Established in 1938.

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.

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.)

Auditory-Verbal Center, Inc - Atlanta, 1901 Century Boulevard, Suite 20, Atlanta, GA 30345, 404-633-8911 (voice) • 404-6336403 (fax) • listen@avchears.org (email) • www.avchears.org (website). Auditory-Verbal Center, Inc - Macon, 2720 Sheraton Drive, Suite D-240, Macon, GA 31204 • 478-4710019 (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.

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 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 auditory-verbal therapy.

n Maryland The Hearing and Speech Agency’s Auditory/Oral Program: Little Ears, Big Voices, 5900 Metro Drive, Baltimore, MD 21215 • (voice) 410-318-6780 • (relay) 711 • (fax) 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. Early intervention services are available for children birth to age 3 and a preschool program for children ages 3 through 5. Cheerful, spacious, state-of-theart classrooms located in Gateway School are approved by the Maryland State Department of Education. Services include onsite audiology, speech-language therapy, family education and support. Applications are accepted year-round. Financial aid available.

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

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

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

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

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

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

n Michigan Redford Union Oral Program for Children with Hearing Impairments, 18499 Beech Daly Rd. 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 Northeast Metro #916 Auditory/Oral Program, 1111 S. Holcombe Street, Stillwater MN 55082 • 651-351-4036 • auditory.oral@ nemetro.k12.mn.us (email). The purpose of Northeast Metro 916’s Auditory/Oral Program is to provide a listening and spoken language education to children who are deaf or hard of hearing. Services strive to instill and develop receptive (listening) and expressive (speaking) English language skills within each student. Well-trained specialists carry the principles of this program forward using supportive, necessary and recognized curriculum. The program’s philosophy is that children who are deaf or hard of hearing can learn successfully within a typical classroom environment with peers who have typical hearing. This can be achieved when they are identified at an early age, receive appropriate amplification, and participate in an spoken language-specific early intervention program. Referrals are through the local school district in which the family lives.

n Mississippi DuBard School for Language Disorders, The University of Southern Mississippi, 118 College Drive #5215, Hattiesburg, MS 394060001 • 601-266-5223 (voice) • dubard@usm. edu (email) • www.usm.edu/dubard • Maureen K. Martin, Ph.D., CCC-SLP, CED, CALT, QI, Director. The DuBard School for Language Disorders is a clinical division of the Department of Speech and Hearing Sciences at The University of Southern Mississippi. The school serves children from birth to age 13 in its state-of-the-art facility. Working collaboratively with 20 public school districts, the school specializes in coexisting language disorders, learning disabilities/dyslexia and speech disorders, such as apraxia, through its non-graded, 11-month program. The DuBard Association Method®, an expanded and refined version of The Association Method, is the basis of the curriculum. Comprehensive evaluations, individual therapy, audiological services and professional development programs also are available. AA/EOE/ADAI. Magnolia Speech School, Inc. 733 Flag Chapel Road, Jackson, MS 39209 – 601-922-5530 (voice), 601-922-5534 (fax) – anne.sullivan@ magnoliaspeechschool.org –Anne Sullivan, M.Ed. Executive Director. Magnolia Speech School serves children with hearing loss and/or severe speech and language disorders. Listening and Spoken Language instruction/therapy is offered to students 0 to 12 in a home-based early intervention program (free of charge), in classroom settings and in the Hackett Bower Clinic (full educational audiological services, speech pathology and occupational therapy). Assessments and outpatient therapy are also offered to the community through the Clinic.

n Missouri CID – Central Institute for the Deaf, 825 S. Taylor Avenue, St. Louis, MO 63110 314-9770132 (voice) • 314-977-0037 (tty) • lberkowitz@ cid.edu (email) • www.cid.edu (website) Lynda Berkowitz/Barb Lanfer, co-principals. Childand 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.

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Directory of Services The Moog Center for Deaf Education, 12300 South Forty Drive, St. Louis, MO 63141 • 314-692-7172 (voice) • 314-692-8544 (fax) • www.moogcenter.org (website) • Betsy Moog Brooks, Executive Director, bbrooks@moogcenter. org. Services provided to children who are deaf and hard-of-hearing from birth to 9 years of age. Programs include the Family School (birth to 3), School (3-9 years), Audiology (including cochlear implant programming), 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 • 201-343-8982 (voice) • kattre@ bergen.org (email) • Kathleen Treni, Principal. An integrated, comprehensive pre-K-12th grade auditory oral program in public schools. Services include Auditory Verbal and Speech Therapy, Cochlear Implant habilitation, Parent Education, and Educational Audiological services. Consulting teacher services are available for mainstream students in home districts. Early Intervention services provided for babies from birth to three. SHIP is the state’s only 7-12th grade auditory oral program. CART (Computer Real Time Captioning) is provided in a supportive, small high school environment.

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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) • 908-231-9091 (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. Stephanie Shaeffer, M.S., CCC-SLP, LSLS Cert. AVT • 908-879-0404 • Chester, NJ • srshaeffer@comcast.net. Speech and Language Therapy and Communication Evaluations. Auditory-Verbal Therapy, Aural Rehabilitation, Facilitating the Auditory Building Blocks Necessary for Reading. Fluency and Comprehension. Summit Speech School for the HearingImpaired Child, F.M. Kirby Center is an exclusively auditory-oral/auditory-verbal school for deaf and hard of hearing children located at 705 Central Ave., New Providence, NJ 07974 • 908-508-0011 (voice/TTY) • 908-5080012 (fax) • info@summitspeech.org (email) • www.summitspeech.org (website) • Pamela Paskowitz, Ph.D., CCC-SLP, Executive Director. Programs include Early Intervention/Parent Infant (0-3 years), Preschool (3-5 years) and Itinerant Mainstream Support Services for children in their home districts. Speech and language, OT and PT and family support/family education services available. Pediatric audiological services are available for children birth-21 and educational audiology and consultation is available for school districts.

n New Mexico Presbyterian Ear Institute Albuquerque, 415 Cedar Street, SE, Albuquerque, NM 87106 505-2247020 (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.

n New York Anne Kearney, M.S., LSLS Cert. AVT, CCC-SLP, 401 Littleworth Lane, Sea Cliff, Long Island, NY 11579 • 516-671-9057 (Voice) • Kearney@optonline.net. Family-centered auditory-verbal speech therapy for infants, children and adults with any level of hearing loss. Center for Hearing and Communication, 50 Broadway, 6th Floor, New York, NY 10004 • 917 305-7700 (voice) • 917-305-7888 (TTY) • 917-305-7999 (fax) • www.CHChearing.org (website). Florida Office: 2900 W. Cypress Creek Road, Suite 3, Ft. Lauderdale, FL 33309 • 954-601-1930 (Voice) • 954-601-1938 (TTY) • 954-601-1399 (Fax). A leading center for hearing and communication services for people of all ages who have a hearing loss as well as children with listening and learning challenges. Our acclaimed services for children include pediatric hearing evaluation and hearing aid fitting; auditory-oral therapy; and the evaluation and treatment of auditory processing disorder (APD). Comprehensive services for all ages include hearing evaluation; hearing aid evaluation, fitting and sales; cochlear implant training; communication therapy; assistive technology consultation; tinnitus treatment, emotional health and wellness; and Mobile Hearing Test Unit. Visit www.CHChearing.org to access our vast library of information about hearing loss and hearing conservation.

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 pre-school 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. Mill Neck Manor School for the Deaf, 40 Frost Mill Road, Mill Neck, NY 11765 • (516) 922-4100 (voice). Mark R. Prowatzke Ph.D., Executive Director. State- supported school maintains Infant Toddler Program with focus on parent education and family support that includes listening and spoken language training by a speech therapist and TOD. Audiological services onsite. Auditory-verbal preschool and kindergarten (ages 3-6) program serves students who are deaf or hard of hearing alongside peers with typical hearing. Curriculum addresses NYS standards as it promotes language development through listening in a less restrictive setting. Full time TOD, along with music, art, library, audiological services and therapies that include individual and group speech, occupational, physical and family supports are available onsite.

Nassau BOCES Program for Hearing and Vision Services, 740 Edgewood Drive, Westbury, NY 11590 • 516-931-8507 (Voice) • 516-931-8596 (TTY) • 516-931-8566 (Fax) • www.nassauboces.org (Web) • JMasone@ mail.nasboces.org (email). Dr. Judy Masone, Principal. Provides full day New York State standards - based academic education program for children 3-21 within district-based integrated settings. An auditory/oral or auditory/sign support methodology with a strong emphasis on auditory development is used at all levels. Itinerant services including auditory training and audiological support are provided to those students who are mainstreamed in their local schools. Services are provided by certified Teachers of the Hearing Impaired on an individual basis. The Infant/Toddler Program provides centerand home-based services with an emphasis on the development of auditory skills and the acquisition of language, as well as parent education and support. Center-based instruction includes individual and small group sessions, speech, parent meetings and audiological consultation. Parents also receive 1:1 instruction with teacher of the Deaf and Hard of Hearing on a weekly basis to support the development of skills at home. Comprehensive audiological services are provided to all students enrolled in the program, utilizing state of the art technology, FM assistive technology to maximize access to sound within the classroom, and cochlear implant expertise. Additionally, cochlear implant mapping support provided by local hospital audiology team will be delivered on site at the school. New York Eye & Ear Cochlear Implant and Hearing & Learning Centers, 380 Second Avenue at 22nd Street, 9th floor, New York, NY 10010 • 646-438-7801 (voice). Comprehensive diagnostic and rehabilitative services for infants, children and adults including 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 in-service session).

Rochester School for the Deaf, 1545 St. Paul Street, Rochester, NY 14621 • 585-544-1240 (voice/TTY) • 866-283-8810 (videophone) • info@RSDeaf.org • www.RSDeaf.org • Harold Mowl, Jr., Ph.D., Superintendent/CEO. Serving Western and Central New York State, Rochester School for the Deaf (RSD) is an inclusive, bilingual school where children who are deaf and hard of hearing and their families thrive. Established in 1876, RSD goes above and beyond all expectations to provide quality Pre-K through 12th grade academic programs, services and resources to ensure a satisfying and successful school experience for children with hearing loss. 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 achieve the best possible outcome for children with hearing loss by caring for their clinical needs, educating the professionals that work with them, and providing their parents with the pertinent information needed for in-home success.

n North Carolina BEGINNINGS For Parents of Children Who Are Deaf or Hard of Hearing, Inc., 302 Jefferson Street, Suite 110, PO Box 17646, Raleigh, NC 27605, 919-715-4092 (voice) – 919715-4093 (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.

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

n Ohio Millridge Center/Mayfield Auditory Oral Program, 950 Millridge Road, Highland Heights, OH 44143-3113 • 440-995-7300 (phone) • 440-995-7305 (fax) • www.mayfieldschools. org • Louis A. Kindervater, Principal. Auditory/ oral program with a full continuum of services, birth to 22 years of age. Serving 31 public school districts in northeast Ohio. Early intervention; preschool with typically developing peers; parent support; individual speech, language, and listening therapy; audiological services; cochlear implant habilitation; and mainstreaming in the general education classrooms of Mayfield City School District. Ohio Valley Voices, 6642 Branch Hill Guinea Pike, Loveland, OH 45140 • 513791-1458 (voice) • 513-791-4326 (fax) • mainoffice@ohiovalleyvoices.org (e-mail) • www.ohiovalleyvoices.org (website). Ohio Valley Voices teaches children who are deaf and hard of hearing how to listen and to speak. The majority of our students utilize cochlear implants to give them access to sound, which in turn, allows them to learn to speak when combined with intensive speech therapy. We offer a birth to age 3 program, a preschool through second grade program, a full array of onsite audiological services, parent education and support resources.

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n Oklahoma

n Pennsylvania

Hearts for Hearing, 3525 NW 56th Street, Suite A-150, Oklahoma City, OK 73112 • 405548-4300 • 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 preschool, parent-toddler group and a summer enrichment program. Continuing education and consulting available. www.heartsforhearing.org.

Center for Childhood Communication at The Children’s Hospital of Philadelphia, 3405 Civic Center Boulevard, Philadelphia 19104 • (800) 551-5480 (voice) • (215) 590-5641 (fax) • www.chop.edu/ccc (website). The CCC provides Audiology, Speech-Language and Cochlear Implant services and offers support through CATIPIHLER, an interdisciplinary program including mental health and educational services for children with hearing loss and their families from time of diagnosis through transition into school-aged services. In addition to serving families at our main campus in Philadelphia, satellite offices are located in Bucks County, Exton, King of Prussia, and Springfield, PA and in Voorhees, Mays Landing, and Princeton, NJ. Professional Preparation in Cochlear Implants (PPCI), a continuing education training program for teachers and speech-language pathologists, is also headquartered at the CCC.

INTEGRIS Cochlear Implant Clinic at the Hough Ear Institute, 3434 NW 56th, Suite 101, Oklahoma City, OK 73112 • 405-947-6030 (voice) • 405-945-7188 (fax) • Amy.arrington@integris-health.com (email) • www.integris-health.com (website) • Our team includes board-certified and licensed speechlanguage pathologists, pediatric and adult audiologists, as well as neurotologists from the Otologic Medical Clinic. Services include hearing evaluations, hearing aid fittings, cochlear implant testing and fittings, newborn hearing testing, and speech/language therapy. The Hearing Enrichment Language Program (HELP) provides speech services for children and adults who are deaf or hard of hearing. Our speech-language pathologists respect adults’ and/or parents’ choice in (re) habilitation options that can optimize listening and language skills.

Clarke Schools for Hearing and Speech/Pennsylvania, 455 South Roberts Road, Bryn Mawr, PA 19010 • 610525-9600 (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.

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.

Directory of Services Delaware County Intermediate Unit # 25, Hearing and Language Programs, 200 Yale Avenue, Morton, PA 19070 • 610-9389000, ext. 2277 610938-9886 (fax) • mdworkin@ dciu.org • Program Highlights: A publicly funded program for children with hearing loss in local schools. Serving children from birth through 21 years of age. Teachers of the deaf provide resource room support and itinerant hearing therapy throughout Delaware County, PA. Services also include audiology, speech therapy, cochlear implant habilitation (which includes LSLS Cert. AVT and LSLS Cert. AVEd), psychology and social work. DePaul School for Hearing and Speech, 6202 Alder Street, Pittsburgh, PA 15206 • (412)924-1012 (voice/TTY) • ll@depaulinst.com (email) • www.speakmiracles.org (website). Lillian R. Lippencott, Outreach Coordinator. DePaul, western Pennsylvania’s only auditory-oral school, has been serving families for 101 years. DePaul is a State Approved Private School and programs are tuition-free to parents and caregivers of approved students. Programs include: early intervention services for children birth to 3 years; a centerbased 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.

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 (803777-1698), Nikki Herrod-Burrows (803-7772669), Gina Crosby-Quinatoa (803) 777-2671, and Jamy Claire Archer (803-777-1734).

n South Dakota South Dakota School for the Deaf (SDSD), 2001 East Eighth Street, Sioux Falls, SD 57103 - 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 twelfth grade and an Auditory/Oral Program for students using listening, language and speech for preschool through fifth grade. SDSD utilizes curriculum specific to meeting the needs of individual students with the goal of preparing students to meet state standards. Instructional support in other areas is available as dictated by the IEP, speech-language pathology, auditory training, dual enrollment and special education. Outreach Consultants provides support to families across the state with newborns and children through the age of three while continuing to work with the families and school district personnel of children through age 21 who may remain in their local districts. Any student in South Dakota with a documented hearing loss may be eligible for services through Outreach, Bilingual or Auditory Oral Programs including complete multidisciplinary assessments.

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

Vanderbilt Bill Wilkerson Center - National Center for Childhood Deafness and Family Communication, Medical Center East South Tower, 1215 21st Avenue South, Nashville, TN 37232-8718 • 615936-5000 (voice) • 615-936-1225 (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 speech-language 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.

n Texas Bliss Speech and Hearing Services, Inc., 12700 Hillcrest Rd., Suite 207, Dallas, TX 75230 • 972-387-2824 • 972-387-9097 (fax) • blisspeech@aol.com (e-mail) • Brenda Weinfeld Bliss, M.S., CCC-SLP/A, 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.

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Directory of Services The Center for Hearing and Speech, 3636 West Dallas, Houston, TX 77019 • 713-5233633 (voice) • 713-874-1173 (TTY) • 713-5238399 (fax) - info@centerhearingandspeech. org (email) www.centerhearingandspeech.org (website) CHS serves children with hearing impairments from birth to 18 years. Services include: auditory/oral preschool; Audiology Clinic providing comprehensive hearing evaluations, diagnostic ABR, hearing aid and FM evaluations and fittings, cochlear implant evaluations and follow-up mapping; Speech-Language Pathology Clinic providing Parent-Infant therapy, AuditoryVerbal therapy, aural(re) habilitation; family support services. All services offered on sliding fee scale and many services offered in Spanish. Denise A. Gage, MA, CCC, LSLS Cert. AVT - Certified Auditory-Verbal Therapist, Speech-Language Pathologist - 3111 West Arkansas Lane, Arlington, TX 76016-0378 - 817-460-0378 (voice) - 817-4691195 (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-the-art pediatric audiological services include hearing aid fitting, cochlear implant programming, assessment of children maintenance of campus soundfield and FM equipment. Programs include the Newborn Hearing Evaluation Center, Parent-Infant Program, Hearing Aid Loaner and Scholarship Programs, Educational Programs (pre-school through fifth grade on campus and in mainstream settings), Habilitative Services, Speech Language Pathology, Counseling, and Assessment Services. Pre- and post-cochlear implant assessments and habilitation. Accredited by the Southern Association of Colleges and Schools Council on Accreditation and School Improvement, OPTIONschools International, and is a Texas Education Agency approved non-public school. For more information visit www.sunshinecottage. org

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n Utah

n Wisconsin

Sound Beginnings at Utah State University, 1000 Old Main Hill, Logan, UT 84322-1000 • 435-797-9235 (voice) • 435-7977519 (fax) • www.soundbeginnings.usu.edu • stacy.wentz (email) • Stacy Wentz, M.S., Sound Beginnings Program Coordinator  Kristina. blasier@usu.edu (email) • Kristina Blaiser, Ph.D., CCC-SLP, Listening and Spoken Language Graduate Program. A comprehensive listening and spoken language educational program serving children with hearing loss and their families from birth through age 5; early intervention services include home- and center-based services, parent training, toddler group, pediatric audiology, tele-intervention and individual therapy for children in mainstream settings. The preschool, housed in an innovative lab school, provides classes and research opportunities focused on the development of listening and spoken language for children who are deaf or hard of hearing aged 3 through 5, parent training, and mainstreaming opportunities. The Department of Communicative Disorders and Deaf Education offers the interdisciplinary Listening and Spoken Language graduate training program in SpeechLanguage Pathology, Audiology, and Deaf Education that emphasizes listening and spoken language for young children with hearing loss. Sound Beginnings is a partner program of the Utah School for the Deaf and Blind.

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

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.

Allis, WI 53227 • 414-604-2200(Voice) • 414-604-7200 (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.

INTERNATIONAL n Australia The Shepherd Centre, 391-401 Abercrombie Street, Darlington, NSW, Australia 2008 • (voice) +61 2 9351 7888 • (TTY) +61 2 9351 7881 • http://www.shepherdcentre.org.au. Over the last 40 years, The Shepherd Centre has assisted more than 1,500 children who are deaf or hard of hearing to reach their full potential. The organization is recognized as a world leader in the field of Auditory-Verbal Therapy, providing assistance through early intervention and cochlear implant programs for children, birth to 6 years with all levels of hearing loss, to develop spoken language. With a team of Auditory-Verbal Therapists, Audiologists and Child and Family Counselors, our Centre-based services include: one-on-one sessions; preschool and child care visits; home visits; babies, toddler and school readiness group sessions; playgroup; parent information sessions; 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; and intensive workshop programs and distance services for families from regional Australia and overseas.

Directory of Services Telethon Speech & Hearing Centre for Children WA (Inc), 36 Dodd Street, Wembley WA 6014, Australia, 61-08-9387-9888 (phone), 61-08-9387-9889 (fax), speech@tsh.org. au (e-mail), www.tsh.org.au (website). Teaching children with communication disabilities to listen and speak since 1966. Our oral language programs include early intervention and school support services for children with hearing loss and an innovative intervention program for children experiencing speech and language delay. Audiological services include newborn hearing screening, diagnostic testing, cochlear implant program and a network of mobile ear clinics providing free screening services for Aboriginal and Torres Strait Islander children. The Centre employs a team of audiologists, Auditory-Verbal Therapists, speech pathologists, occupational therapists, psychologist, Early Childhood Teachers and specialist Teachers of the Deaf to ensure families have the highest level of professional assistance and advice.

n Canada Children’s Hearing and Speech Centre of British Columbia ( formerly The Vancouver Oral Centre for Deaf Children), 3575 Kaslo Street, Vancouver, British Columbia, V5M 3H4, Canada • 604-437-0255 (voice) • 604-437-1251 (tty) • 604-437-0260 (fax) • www.childrenshearing.ca (website) • 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, prekindergarten and K, Primary 1-3; 1:1 therapy sessions, itinerant services and teletherapy.

List of Advertisers Advanced Bionics Corporation............................................... Inside Back Cover CapTel.................................................................................................................17 Central Institute for the Deaf..............................................................................18 Children’s Hearing Foundation..........................................................................19 Clarke Schools for Hearing and Speech...........................................................16 Cochlear Americas...............................................................................................7 Ear Gear................................................................................................................6 Ear Technology Corp. (Dry & Store).....................................................................4 Harris Communications.................................................................................... 30 Jean Weingarten Peninsula Oral School for the Deaf.......................................29 Let’s Hear It For Almigal.....................................................................................12 National Cued Speech Association.....................................................................5 National Technical Institute for the Deaf - RIT...................................................31 Oticon...................................................................................... Inside Front Cover Phonak, LLC....................................................................................... Back Cover

n England The Speech, Language and Hearing Centre – Christopher Place, 1-5 Christopher Place, Chalton Street, Euston, London NW1 1JF, England • 0114-207-3833834 (voice) • 0114-207-383-3099 (fax) • info@ speechlang.org.uk (email) • www.speech-lang. org.uk (website) • Assessment, nursery school and therapeutic centre for children under 5 with hearing impairment, speech/language or communication difficulties, including autism. • We have a Child Psychologist and a Child Psychotherapist. • Auditory-Verbal Therapy is also provided by a LSLS Cert. AVT.

Sophie’s Tales, Inc................................................................................................8 Sprint CapTel......................................................................................................41 St. Joseph Institute for the Deaf..................................................................13, 37 Sunshine Cottage School for Deaf Children.................................................... 34 University of Texas Health Science Center.........................................................9 AG Bell - Bookstore........................................................................................... 45 AG Bell - College Scholarship Program............................................................23 AG Bell - Nofer Scholarship Program............................................................... 39

V OLTA V OIC E S • NOV E M BE R / DE C E M B ER 201 2

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