The Endeavor Spring 2010

SPRING 2010

The

ENDEAVOR A Publication for Families and Professionals Committed to Children Who are Deaf and Hard of Hearing

Siblings Count

INSIDE THIS ISSUE: My Head is Eating Circles – p. 8 Healthy Sibling Relationships – p. 11 Raising Deaf and Hearing Children – p. 29

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THE ENDEAVOR

American Society for Deaf Children #2047 800 Florida Avenue, NE Washington, D.C. 20002-3695 Fax: (410) 795-0965 Toll-Free Help Line: (800) 942-ASDC (2732) asdc@deafchildren.org www.deafchildren.org The Endeavor Staff Editor Tami Hossler asdctami@aol.com Assistant Editor Barbara Boyd tikorock@sbcglobal.net Newsletter Services T.S. Writing Services, LLC www.tswriting.com ASDC STAFF Director of Advocacy Cheri Dowling asdc@deafchildren.org © 2010 ASDC. The Endeavor is ASDC’s news magazine published four times a year. Published articles and advertisements are the personal expressions of their authors and do not necessarily represent the views of ASDC. The Endeavor is distributed free of charge to ASDC members.

ADVERTISING For advertising information, contact asdctami@aol.com.

ASDC is a 501(c)(3) public benefit corporation.

A Look Inside EVERY ISSUE A Note from the Editor President’s Column Book Review: Silent Magic Websites of Interest Featured School: California School for the Deaf I Deafinitely Can! The Journey from South Korea to CSD ASDC’s New Educational Members Membership Form FEATURES My Head is Eating Circles Healthy Sibling Relationships: Practicing for Life A Blog Excerpt: I Never Landed in Holland Different is Okay!

Making a Difference in the Community That Deaf Cartoonist: Matt Daigle NYSSD Marks 135th Anniversary Raising Deaf and Hearing Children One Sibling’s Story Making Friends for a Lifetime at Summer Camp

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Going Green!

Would you like to receive an online version of The Endeavor instead of a hard copy? If so, e-mail asdc@deafchildren. org.

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ASDC BOARD Executive Council Board of Directors President Beth S. Benedict, Ph.D. Germantown, MD beth.benedict@gallaudet.edu

Treasurer Timothy Frelich Jessup, MD timothy.frelich@gallaudet.edu

Vice President Joe Finnegan St. Augustine, FL nationaloffice@ceasd.org

Executive Secretary Kristen Di Perri Falls, PA halimun@aol.com

Members at Large Barbara Boyd Northridge, CA tikorock@sbcglobal.net Jeff Bravin West Hartford, CT jeff.bravin@asd-1817.org Jodee Crace Indianapolis, IN jcrace@isd.k12.in.us John Egbert Ham Lake, MN bassegbert@mac.com Lisalee Egbert Sacramento, CA legbert@saclink.csus.edu

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Richard Flores St. Augustine, FL richardflores@hotmail. com Vicki Gelona Ardmore, OK singsign@aol.com Larry Hawkins Sulphur, OK lhawkins@osd.k12.ok.us Tami Hossler Miromar Lakes, FL asdctami@aol.com Carolyne Paradiso Sulphur, OK cparadiso@osd.k12.ok.us

Todd Reeves Pittsburgh, PA reevest@wpsbc.org Tony Ronco La Mesa, CA t_ronco@hotmail.com Council of Educators for the Deaf Representative Beth Benedict

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In Memory of Dr. Ellie Rosenfield ASDC will greatly miss our friend and fellow board member, Dr. Ellie Rosenfield. Ellie served on ASDC’s executive board as secretary. Her commitment to ASDC, the Deaf community, parents, and students was exhibited in all aspects of her career, volunteerism, and life.

Last month, the Executive Committee of the Rochester Institute (RIT) of Technology Board of Trustees created a special endowment in her name to assist RIT students who are deaf with financial needs. Dr. Rosenfield also established the National Technical Institute of the Deaf (NTID) Student Leadership Endowed Fund, a scholarship to encourage deaf and hard of hearing students to become more involved in co-curricular activities sponsored by NTID’s Student Life Team.

Donations may be made in her memory to the NTID Student Leadership Fund, Office of Development, 52 Lomb Memorial Drive, Rochester, N.Y. 14623.

A Big Thank You to ASDC Welcomes Oklahoma School Flores to the Board for the Deaf!

Richard Flores, a new ASDC board member, is the Coordinator of Distance Learning at the Florida School for the Deaf and the Blind. He strives to deliver videoconferencing, online learning, streaming videos and seamless integration of technology in the classroom. A former high school teacher, he also worked for seven years as a systems analyst in the corporate and public sectors.

Richard is also the proud father of a deaf son who attends the school. He resides in St. Augustine, Fla., with his wife and son.

ASDC board members met at the Oklahoma School for the Deaf (OSD) on March 3-4. Pictured above are OSD Superintendent Larry Hawkins, Assistant to the Superintendent and ASDC’s Carolyne Paradiso, Joe Finnegan, Tim Frelich, Beth Benedict, and Kristin DiPerri. A big thank you goes to OSD for being a gracious host!

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A Note from the Editor Spring is upon us and everything is in full bloom. Just like spring, The Endeavor is sporting a Erica and Tami Hossler fresh new look thanks to T.S. Writing Services, a Deaf-owned company. The new size is not only a cost savings to ASDC, but is also easier to carry around and share with others.

We hope you like it.

This issue is packed full of wonderful articles about siblings, summer camps,

literacy building, and so much more.

The Endeavor thanks those of you who continue to send in new articles and information to share with ASDC members. What would we do without you?

We encourage readers to contact us and let us know what you would like to see more of in the upcoming issues.

Do you have a story to share? Family news? Interesting and helpful information? Send your news to me at asdctami@aol.com or mail to: Tami Hossler, ASDC Editor, 18350 Vicenza Way, Miromar Lakes, FL 33913.

The deadline for the Summer 2010 issue is July 1.

CAL-ED Parent of the Year: Tony Ronco Individual Family Support Program and Individual Education Plan ASDC board member Tony Ronco was recognized with the California Parent award from the California Educators of the Deaf and Hard of Hearing on March 14, 2010 at the CAL-ED Conference.

Tony Ronco and his wife have a hearing son, 13, and a Deaf daughter, 10. Tony is an engineering manager by trade. But by passion, he is active in the San Diego area supporting various local family events such as American Sign Language (ASL) book hour. He is also active on the state level, having served the past two years as president of IMPACT, a statewide parents organization for supporting families with Deaf or hard of hearing children, and more recently on the national level with ASDC and EHDI advocacy for reform.

It is one of Tony’s dreams that a statistically normalized Language Development Assessment be performed for all Deaf and hard of hearing children in their individual family support plan (IFSP) and early individual education plan (IEP) so that they can arrive at school ready to learn with a fully developed language foundation.

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President’s Column

ASDC’s Presence at the EHDI Conference in Chicago

As we marched into Chicaof communication without go, we were seen and heard. any pressure. By the way, More than half of the ASDC ICODA was the very same board attended the Early program in which Marlee Hearing Detection and InMatlin began her career. tervention (EHDI) ConThe next EHDI conference ference held March 1-2 in will be Feb. 21-22, 2011, Chicago. ASDC had its own Beth S. Benedict, Ph.D. in Atlanta. If you want to booth; we passed out bookpresent a paper or article, lets on communication opthe submission deadline portunities, The Endeavor, bags, and is usually in early November. Keep an DawnSignPress catalogs. DawnSign- eye on www.ehdiconference.org for dePress is to be commended for sponsor- tailed information. Conference attending our booth. Thank you, DawnSign- ees always love and learn so much from Press! parents of deaf children, who are much Numerous board members presented more resourceful than textbooks. at EHDI on various topics. Check www.

Speaking of our roles as parents, the infanthearing.org/meeting/ehdi2010 theme of this issue is Siblings Count. I to see approximately 125 PowerPoint cannot resist sharing how my parents presentations from the conference. handled the fierce sibling rivalry beTopics such as language acquisition, tween my brother and me, who is only development, models, and personal 13 months older. Yes, we fought evstories were more available than in the eryday; I am tempted to say we fought past. International Center on Deafness about every five minutes over everyand the Arts’ (ICODA) Chicago-based thing. We even once fought over a batraveling dance group of ten deaf and nana; we both wanted the only one that hard of hearing high school students was left. Our parents told me to cut it performed during the conference. In- in half, then my brother could decide terestingly, right after the performance, which half to take. You can visualize the dancers came up to the stage and how long it took me to cut the banana, invited questions. One of the questions trying to make both halves equal. That asked was if they had any advice for day we all went bananas! parents. Most said to make sure to have In the meantime, consider giving The open communication and try to sign as Endeavor as a gift. For more informamuch as possible to ensure smoothness tion, visit www.deafchildren.org.

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BOOK REVIEW

Silent Magic

Biographies of Deaf Magicians in the United States from the 19th to 21st Centuries

By Cheri Dowling Silent Magic, written by Dr. Simon J. Carmel with a foreword by Kevin James, is about 59 deaf magicians in the United States from the 19th to 21st centuries. Dr. Carmel, a deaf magician, tells us about the magicians’ lives, and shares heart-warming and inspirational stories.

The book is filled with intriguing anecdotes, humorous stories and how the magicians persisted in overcoming challenges in pursuing their love of magic.

I truly enjoyed reading this book, especially when I realized I actually knew one of the magicians profiled and had seen him in action several times. What makes this book more interesting is that Dr. Carmel is a magician himself who has won many magic competitions. He is also the Secretary-General of the Society of World Deaf Magicians.

This book can be purchased from Dr. Carmel by mailing your payment to 9339 Bridgeport Drive, West Palm Beach, FL 33411, or by e-mailing simoncarmel13@ aol.com. The 158-page book has more than 60 photo illustrations, and is priced at $29.95 plus $5.00 for shipping and handling.

ASDC would like to thank Dr. Carmel for donating his book to the ASDC library. If you would like to borrow this book or other materials from ASDC’s library, contact Cheri Dowling at asdc@deafchildren.org or (800) 942-2732.

DID YOU KNOW? ASDC has a lending library free to all members.

To check out books, visit www.deafchildren.org, call (800) 942-2732, or e-mail asdc@deafchildren.org.

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Benedict Receives Prestigious Award Congratulations to ASDC President Beth Benedict for winning the Antonia Brancia Maxon Award for Early Hearing Detection and Intervention (EHDI) Excellence!

This award honors the career achievements of Dr. Antonia Brancia Maxon to promote effective EHDI programs for all newborns, infants and young children.

Dr. Maxon was a visionary in EHDI programs. She was one of the first to recognize the feasibility and value of universal newborn hearing screening and was a tireless advocate for connecting screening Beth S. Benedict, Ph.D. programs with timely and appropriate diagnosis and early intervention. In memory of her contributions, an award for EHDI Excellence is presented at the annual EHDI Conference to honor an individual or group of people who have made a noteworthy accomplishment that contributed to achieving excellence in EHDI programs nationally or in a particular state or region of the country.

Beth Benedict, Ph.D., is passionate about ensuring that all families with deaf and hard of hearing children are informed and empowered and that deaf and hard of hearing children have access to quality services and programs that promote success in language, literacy, and life. A popular presenter at many conferences, she exemplifies the best in collaboration and partnerships through her work with deaf and hearing communities.

Read more about Benedict and her work at www.deafchildren.org/ news_article.aspx?news_ id=266.

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My Head is Eating Circles!

By Kristin Di Perri, Ed.D. Parents know that strong reading skills are absolutely essential for their deaf or hard of hearing (DHH) children. Parents also often hear one of the most staggering statistics: the average deaf senior graduates with a reading level somewhere between the third and fourth grade levels. This is a frightening statistic, and many fear that this will be their children’s fate as well. This is categorically false. Just as with hearing children, deaf children, who are not burdened with other learning challenges, have the mental capabilities to become a grade-level reader. So why does that intimidating statistic remain?

The first and most essential reason is that not all deaf children have full and natural language access from birth. As a parent, you are inundated with so much information, at times conflicting: aural/oral, American Sign Language (ASL), etc. Regardless of the choices you face, the bottom line is that fluent reading skills depend on a firm foundation in language. By definition, a hearing loss does not allow total access to information through the ears. However, it is through the eyes that your child has everything biologically required to access language (such as ASL) fully from birth. This strong beginning provides the language she will return to in order to understand English print.

How DHH children learn to read is an extensive topic, one that depends on 8

many factors and demands in-depth discussion. Two major factors that develop or limit your child’s reading progress will be examined in this article, and the article will concentrate on the needs of the deaf child who uses sign language. To do that, we’ll take a little trip to, say, Pakistan.

In Pakistan, for example, we are interested in learning about the people and culture but do not speak a word of the local language, Urdu. We then need to bring an interpreter with us. To give us the true meaning of what is being said, the interpreter will have to listen to the speaker, think about what the sentence means and then give the appropriate translation in English. The interpreter won’t transliterate – or change each Urdu word into an English word because the meaning would generally not make sense. Information shared between languages never works that way.

For example, suppose we meet someone who says: Mera sur chucker ka raha ha! If the interpreter “transliterates” this sentence into English, it becomes:

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My head circles eating is. We will then look at each other in confusion! Instead, the interpreter knows he must translate this sentence and give the correct idiomatic meaning by saying: “I am feeling dizzy.” This we understand!

Why spend time discussing the difference between translating and transliterating? It is essential that parents understand the difference because the majority of children in signing programs are taught to transliterate or change each word to a “sign.” To review, this does not work! There is no oneto-one exact match of sign and word.

This is a major reason deaf children get easily confused when they are reading and why they often level off at third or fourth grade. Instead of developing reading skills, the process is hindered!

English is full of words that have many different meanings. Some dictionaries show more than 50 different meanings for the word “run.” The word “going” does not only mean to leave one place and physically move to another. Yet this is precisely how deaf children are taught to read. Think about your children as they try to use this approach while they read the following: • Cam is going to have a birthday party.

• What’s going on?

• Dad said I was going to have to wait for dinner.

Each of these sentences uses beginning level vocabulary and a simple sentence structure. However, not one of the examples represent a physical movement. Can you see the confusion?

Imagine if we went back to our Paki-

stani example and had to endure only transliteration (changing each Urdu word to an English word). It would be a short trip because our frustration would increase quickly!

So what is the answer? Your child needs to ultimately develop the concept that true reading comprehension requires the mediation of two separate languages and that no “mapping” of words and signs works. The teacher needs to be trained to guide students in this process. It takes a good deal of effort and reminders because it is a difficult process. Even so, it is one that will instantiate the “how to read” part that your child must intrinsically develop.

What can you do at home? Support this process by giving your child lots of practice translating sentences that are of interest to him. When you write sentences, make sure that 95 percent of the words are instantly known to your child.

Ask her to read the sentence to herself (no signing, voicing, fingerspelling, etc.) After she thinks about the full meaning, have her give the translation in ASL. This can be done on a computer where you save the sentences and revisit them on different occasions. You are working on cognitive fluency or mental flexibility between the languages.

This is what true reading is all about.

Comprehension is the goal!

Kristin Di Perri has been involved with Deaf education for 25 years. An ASDC board member, she lives on a small farm in Pennsylvania with her husband, horses, alpacas, dogs and cat.

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A Big Thank You to...

Jeff & Amy Amundsen James Atchison Dwight & Beth Benedict Zelda Benson Julie Burke – in Memory of Lois Rodabaugh Barbara Boyd – in Memory of Eleanor Rosenfield Melissa Clericuzio Rusty & Jodee Crace Eastside Friends Meeting James Epstein Estrada Family Joe & Margaret Finnegan

John & Eleanor Fogarty Michael & Elva Frame Arthur & Sharon Galea Mervin & Carol Garretson Jeff & Vicki Gelona Richard & Jane Hender Thomas Holcomb Jeanne Hollabaugh Jeff & Tami Hossler Connor Hunt Alan & Vicki Hurwitz Martha Hutchinson James & Lorna Irwin Ruth Katz Kimberly Padget Ed Peltier

Mia Pham Vasyl Radzevych Matthew Ranostay Donna Reeder Jean Ritchey Julie Rodriguez Al Sonnenstrahl Sam & Marjorie Sonnenstrahl Roger & Benna Timberlake Greg & Patricia Timm Lillian Tompkins United Way of the Capital Region Sondra Wildman Roger & Sherry Williams

ASDC’s Annual Appeal is still taking place. Please consider donating today!

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Healthy Sibling Relationships:

Practicing for Life

Siblings play an important role in the family. Their relationships act as a practice field for life outside the home. Brothers and sisters who have Deaf siblings (Siblings of Deaf Adults/Kids, or SODA) and children who have Deaf parents (Kids of Deaf Adults, or KODA) have unique experiences. Depending on how these experiences are nourished, they can be a steppingstone to building positive human characteristics such as tolerance, acceptance, patience and kindness.

One of the key components in developing relationships is healthy communication. In a family that has Deaf and hearing members, there is more effort that goes into communicating clearly with each other. Sign language may be used, or attention to face-to-face communication may be the case. It is important that everyone in the family feels that what he or she has to say is valued. Parents function as positive role models by becoming active listeners.

Hearing siblings’ experiences shape their own behaviors. Depending on their personalities, they may take on various roles such as the teacher, protector, or interpreter. At times, they may feel like they don’t get enough attention. They may witness discrimination. They may feel responsible for the Deaf family member(s).

They may be caught in the middle of facilitating communication. All of these experiences can become internalized. How the child processes these experiences is important. Parents should take the time to regularly sit and discuss such issues with their children, both Deaf and hearing, such as: • Do you feel there is more responsibility put on you as the hearing sibling, the Deaf sibling, or family member?

• Do you feel there is enough individual time with mom and dad?

• Do you feel your unique talents and individuality are acknowledged and valued?

• What are your wants and needs as part of this family?

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A Blog Excerpt:

I Never Landed in Holland

By Mel Orr My son was born into a hearing family. Until meeting him, I had never met a deaf person. I do remember one girl in elementary school who wore hearing aids and always walked home alone. I didn’t know her, and I don’t recall ever talking to her. So my family and I had to start from scratch when we found out he was deaf. I wanted him to socialize and feel included at home. I also wanted another child.

When my son was four, I became pregnant. We were all so excited. In a way the timing was perfect. We had spent the first three years of his life learning how to parent a deaf child and fighting for services. It was time-consuming, but the work paid off because by age four it was as if we had set the foundation for a typical family life. The only extra attention he required were the [individualized education plan] meetings and some tweaks with the school.

I had settled into being the volunteer mom.

His sister was born right after he turned five. Like any parent I wanted him to feel involved. He was at her birth and read books to me while I was in labor. When she popped out, he cut the cord with my husband and said, “She is so sparkly!” Her sign name is modeled after that thought.

It was tricky at times having a Deaf and hearing child. My goal was to be 12

the perfect parent giving both children equal, quality time and to insure my son was not left out. I wanted my daughter, likewise, to not feel everything was focused on my son. I didn’t want her to resent him for being deaf.

I have tried my best, but often I have laughed at my errors.

I was lucky that I could volunteer so much at the Deaf school. This allowed my daughter the opportunity to grow up deep in Deaf culture. It was normal for her to switch from speaking to sign. She was with me at the school from about the age of one week when she attended her first performance, a play Haddy was in. Not wanting to let him down, I packed her up and sat in the back row of the theater, adjusting myself in the seat hoping she would be patient. She was, and she continued to be patient as time went on.

I had a feeling that if she didn’t spend a lot of time at the school, she wouldn’t have a connection to her brother’s world. I didn’t want to have to separate

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worlds in my own home; I wanted a hybrid, equal and natural for all. I volunteered at the Deaf school at events and twice a week after school teaching art, cooking and theater to the elementary children. My husband and I helped with the soccer team. Haddy’s sister came along and participated. She was treated like all the other. Both the staff and the Deaf children would tend to her while I worked, and she was known all over campus. As she got older, she sat next to the other children and participated.

Now she’s seven, and I asked her what it is like having a Deaf brother. “Well, the best part is you are kind of famous at school because you know sign language. You have a brother to play with and teach you things. He is deaf so you get to learn another language. The best part is having a brother.”

So she has always had connection to the Deaf world; it is her normal.

It is interesting to look at her language development. She was exposed to ASL as a native language from birth. When she is playing with her brother she makes choppy, quiet vocal sounds. When she signs with others she makes no sound. The really cool thing is she learned ASL naturally. Now she is trilingual, adding Spanish to the mix.

Well, it is her bedtime... Off to read one story in English, one in Spanish, and one from Big Brother in ASL. Mel Orr’s blog is at http://theotherdeafstory.blogspot.com.

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Request a free catalog! www.harriscomm.com (800) 825-6758 voice (866) 384-3147 vp (866) 789-3468 vp Sign up for our email newsletter to receive updates on new products and specials!

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Different is Okay!

By Felecia Johnson Throw a deaf child into a family of hearing people and you have changed the family’s dynamic.

Many of us are hearing parents with a deaf child; my story reflects that. My firstborn is my deaf child; she has three hearing siblings. The first child is always the guinea pig. Not only was I learning how to be a parent for the first time, I also had to learn a new language and culture at the same time. The advantage was that the younger siblings grew up learning sign language naturally.

Since my daughter has other medical issues, her first few years of life were spent in doctor’s offices and hospitals.

This may seem like a sad start to life, but it became her “special” treatment, and she liked the attention. After a few years, I realized the younger kids didn’t feel special because they didn’t have to go to all those appointments.

It seemed that everything we did revolved around their big sister. Shelby needs special education, special doctors, special equipment, special camps, and a special language. But what does 14

the rest of my family need?

I think this began the feud between the siblings. We realized the importance of making each child feel special. As time went by, the doctor appointments almost disappeared, and the younger ones developed their own tastes and dislikes. I acknowledged each child’s interests; thus began our birthday field trips. Each child gets to pick a field trip for his/her birthday. So instead of buying gifts and paying for an expensive party, we all go on a family field trip. We have ridden trains, seen many animals, played in children’s museums, and gone rollerskating.

Shelby still needs “different” attention though. The younger ones mostly accept that, but I think it sometimes still bothers them. But you know what?

It bothers Shelby, too. As she gets older, she realizes she is different and doesn’t like it much. Her solution is to pray for a deaf brother! She is proud to be deaf and doesn’t want to change, but she would like someone she can relate to in the family. One thing that has helped Shelby cope with differences is that I

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am the only one in the family who wears glasses; she sees that I am different, and that it is okay.

It is all a balance. The hearing siblings have to learn to adjust, but so does the deaf sibling. Life is different in the Johnson household, but different is okay! Everyone uses closed captioning, we have a sign language dictionary on hand, prayers are said with all eyes open, Bible stories are acted out, and alarm clocks vibrate. We text message and e-mail more than we talk on the phone, we flicker lights and stomp floors, and everyone has a sign name. Different is our normal, just I’m sure that others have their own “normal.”

Felecia Johnson has a blog at http://deafhomeschoolblogspot.com.

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WHO? Parents of deaf and hard of hearing children 3-5 years old who live in Connecticut, Rhode Island or Massachusetts WHAT? Help us create an online program to show parents how to bring basic math into their everyday interactions with their children and to prepare their deaf/hard of hearing children for school.

We give you:   

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We ask that you:

Five online “workshops”; one every other month $1,000 (upon completion of all aspects of project) Technology  Mini-videocamera with accessories, webcam, etc.

Information regarding your child’s understanding of math concepts Expert advice and guidance to improve your child’s learning of math concepts Networking with other parents of young deaf and hard of hearing children.

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  

Participate in five online “workshops” Complete brief questionnaires Videotape short, natural interactions with your child between “workshops” Maintain online journal/log daily Participate in online discussions Participate in online “faceto-face” meetings using video technology (provided).

Interested in participating? Please contact the project directors: Karen L. Kritzer, Ph.D. Kent State University kkritzer@kent.edu 16

Claudia M. Pagliaro, Ph.D. Michigan State University pagliaro@msu.edu

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Websites of Interest IMPACT/Parent Links www.impactfamilies.org/ parentlinks2.htm SIGNews: A newspaper for the signing community www.signews.org

Captioning on YouTube: Deaf High School Students www.youtube.com/ watch?v=TkPILylbLtE

Deaf Scientist Corner: www.twu.edu/dsc

“Profiles of Excellence” featuring a school that teaches deaf children to think http://www.youtube.com/ watch?v=LJJxJ6WOqnk

Deaf Nation Events: www.deafnation.com

i711.com www.i711.com

National Dissemination Center for Children with Disabilities www. nichcy.org/Pages/Home.aspx

Starfall.com www.starfall.com/n/level-k/index/ load.htm?f (Click the interpreting icon and a fingerspelling version appears)

Marlee Matlin’s “My Deaf Family” www.youtube.com/mydeaffamily

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Making a Difference in the Community

By Mary Ellen Ketterer Community service can be synonymous with boredom and mindless labor, but for some students at the Pressley Ridge School for the Deaf (PRSD), community service is an eye-opening, learning experience.

Throughout the winter, students diligently pack sandwiches and deliver them to homeless people in the Pittsburgh area. In collaboration with the Hot Metal Faith Community, the kids put together lunches, then walk along the local riverbank, parks and bridges distributing the food to homeless people. The students also regularly volunteer at the local food bank and soup kitchens, deliver meals to shut-ins, and take part in charities working with underdeveloped countries.

PRSD students are very active in the school community, participating in schoolsponsored clubs and sports such as student council, yearbook, sports, and volunteering. They also take part in activities with our community partnerships such as the local community college, recreation centers, community centers and libraries.

PRSD, in Pittsburgh, is a year-round therapeutic education and residential program serving children up to age 21. Students receive services from highly-qualified teachers certified in deaf or special education and also mental health specialists, community-based specialists, and a board-certified child psychiatrist.

Teachers and counselors carry out services in the residential setting to improve all domains of the child’s life. Independent living skills, social skills and recreation are key components to the highly structured residential programming. Family liaison specialists provide the link between the students’ families, the community, and the school.

PRSD students recognize that developing a sense of community and caring for others are key components to their development as members of society. They have much to offer to others, and build work skills and sense of self through helping others. They agree that helping others truly makes them feel good about themselves.

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That Deaf Cartoonist: Matt Daigle It was at a Smithsonian Museum exhibit that Matt Daigle, aged 12, saw an exhibit by Gary Larson, The Far Side cartoonist. It was then and there that Matt decided to become a cartoonist.

At this point, Matt had already shown talent in art and had become the school’s resident artist creating numerous banners and clip art for the school paper. At T. Roosevelt High School in San Antonio, Matt was recognized as one of the top three cartoonists among high school publications in Texas.

Matt earned a bachelor’s degree in advertising design from Northern State University after having attended the Rochester Institute for Technology.

There, he received the Outstanding Non-Traditional Student Award and was recognized as the university newspaper’s most valued employee.

Matt’s passion for art led him to jobs as an adjunct art instructor at Gallaudet University and as a media manager with a nonprofit organization. In 2003, Matt’s “In Deaf Culture...” cartoons were published for the first time in SIGNews and have been a mainstay ever since.

In 2006, Matt’s breastfeeding artwork was selected from over 500 entries to be used as an international breastfeeding symbol used worldwide; his symbol can be seen anywhere from the Minneapolis/St. Paul International Airport to restaurants in New Zealand and Japan.

In 2008, Matt began a series of cartoons specifically for sign language

interpreters, which launched his greeting card business. Today, Matt continues creating cartoons and has two full-color books available for pre-order: Adventures in Deaf Culture and Extreme Interpreting, both available at www. mdaigletoons.com/order.html.

A new webcomic is under development, That Deaf Guy. This comic strip is loosely based on Matt’s life as a father, husband, and artist who experiences the funny and outrageous world around him.

Editor’s Note: With T.S. Writing Services, Matt created The Endeavor’s new design. Visit Matt’s websites at www. thatdeafguy.com and www.mdaigletoons. com.

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Question:

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State-Level Offices for Deaf People Question: Does every state have an office on deafness?

?

Answer: Many state commissions or state offices are mandated to serve deaf and hard of hearing people. The type of services offered vary from state to state, but such programs provide a wealth of valuable services. Some of the services offered are advocacy, information gathering and dissemination, referrals to appropriate agencies, interpreting services, statewide planning and job placement and development. Unfortunately, not every state has a specific commission or office for deaf and hard of hearing people.

To download a list of state-level commissions serving deaf and hard of hearing people and their contact details, visit: www.cdhi.ct.gov/cdhi/lib/cdhi/documents/statecomm.doc

Did You Know?

The International Association of Parents of Deaf was founded in 1967 by concerned parents of deaf and hard of hearing children. The organization changed its name in 1985 to the American Society for Deaf Children. Today: • • • •

ASDC is the oldest national organization founded by and governed by parents of deaf and hard of hearing children.

ASDC depends solely on donations, memberships, and proceeds from conferences for operations.

ASDC’s board is a “volunteer” board with members who pay their own travel and lodging expenses for all ASDC events.

ASDC has offered 20 summer conferences to more than 6,000 parents across the United States.

Become a part of this innovative organization by joining today!

See membership form on page 40.

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www.deafchildren.org

The Vermont Center for the Deaf and Hard of Hearing Announces the Establishment of our

Deaf Autism Program

The Vermont Center for the Deaf and Hard of Hearing, Inc., home of the Austine School for the Deaf and William Center is now offering a specialized program for Deaf and hard of hearing students on the Autism Spectrum.

The Deaf Autism Program is a unique, residential program for autistic children who are physically or functionally deaf, ages 8-22. Using a specialized curriculum designed at VCDHH, Masters-level staff specialists assess the unique needs of each child and develop individualized education plans and goals. Our expertise in alternative communication methods, 2-1 staff-to-child ratio, and a brand new facility specifically created to soothe and support autistic children ensure a safe, supportive environment conducive to learning. Our original Independent Living Skills program guides students towards both independence and interdependence through consistent modeling, encouragement, use of alternative communication technologies, and supported community interaction – helping each child to reach his or her highest potential.

For more information or to make a referral contact: Brenda L. Seitz, Director of Admissions (802) 258-9535 bseitz@vcdhh.org

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Featured School:

California School for the Deaf

A School that Teaches Children to Think

Deaf and hard of hearing children can learn, think, grow, and achieve just like any other students in California. They benefit most from direct communication, role models, and early language development through American Sign Language (ASL) and English. In fact, students who attend the California School for the Deaf (CSD) in Fremont, for students from preschool through high school, have a great chance of passing the High School Exit Exam, provided they have no cognitive disabilities.

CSD is recognized as an international leader in educating deaf and hard of hearing children. Teachers and other professionals use a proven, researchbased approach to ensure a well-rounded education. The school provides children with a strong foundation in academic subjects, career/technical education, transition, and maximal development in ASL and English, literacy, and social development.

Deaf and hard of hearing students participate in academic, extracurricular, and practical activities that require higher-level thinking skills and inspire personal growth.

CSD, a State Special School under the 22

California Department of Education, provides a comprehensive public education program, with day and boarding services, available to eligible deaf and hard of hearing students from preschool to post-graduation. Schooling, an on-campus boarding program, meals, and transportation are provided free to students who are residents of northern California.

School Programs Academics at CSD are cutting-edge.

The accredited school adheres to the California Department of Education’s Curriculum Standards. Highly-qualified, credentialed teachers possess the specialized skills necessary to effectively instruct deaf and hard of hearing students. CSD teachers are trained in ASL/English Bilingual Professional Development (AEBPD) and are guided

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by a language planning coordinator for staff development.

With 150 years of experience, research, and training, CSD adheres to proven methods in its approach to education. Instruction takes place in ASL and English. CSD’s instructional programs include early childhood, elementary, middle school and high school education, a deaf students with special needs department, and a work readiness program for continuing students between the ages of 18-21. Career/ technical education and career center/ transition services offer training and job preparation, continued education planning, career planning, job seeking skills, and employment at school and with local businesses. Graduates develop into confident college students, professionals, and employees who pursue their dreams and goals.

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5.

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Ten Ways CSD Offers Maximum Learning Opportunities

1. The early childhood and elementary schools, in cooperation with local school 7. districts and an outreach program, provide an early start in academics and support for parents as they learn how to communicate with and support their children’s learning.

2. Course contents based on state standards for public schools are taught through ASL, allowing students full access to learning in different subjects.

3. Literacy is a strong area

of emphasis. Teachers use methodology and technology designed for deaf and hard of hearing students. The teachers are credentialed and highlyqualified. ASL specialists, literacy coaches, learning disabilities specialists, and curriculum specialists provide support to teachers and students.

Small student-to-teacher ratios support classroom discussions, collaborative work, a variety of hands-on lessons, and individualized attention.

An on-site licensed pediatric audiologist and spoken English teachers work directly with students and families. Advanced Placement (AP) courses are offered to high school students who are ready to challenge themselves by taking on other learning opportunities.

Classrooms and cottages

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are equipped with updated technology, including SMART Boards, videophones, video cameras, laptops, and visual safety alarms.

8. Teachers/staff members are bilingual users of ASL and English, providing constant exposure to language, culture, and the technology used by to communicate with others on deaf and hard of hearing people job sites, high quality instruction in their daily lives. Students provided by teachers who have develop ASL and English skills to worked in various fields, work the maximum extent possible. experience, job placement, 9. Career programs are tailored to career counseling, and graduate student interests and abilities. follow-up for two years after Whether students are college or graduation. employment bound, preparation includes use of technology, how 10. Students have full access to

CSD Testimonials CSD is the only place where I have ever felt the assurance that my son was understood, quite possibly better than we even understood him. –Danielle Reader, Parent

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Comegna, Class of 2007 Valedictorian

CSD has given so much to my child, and is, to my mind, “the least restrictive environment” for any deaf or hard of hearing student.

–Janet Whetstone, Parent

CSD was a place without barriers, where communication challenges did not exist. I could watch fellow peers having a conversation and feel free to join in. I could understand what one teacher was saying to another or what the football coach was yelling at his players. –Andrew Phillips, Class of 2001 Valedictorian

The opportunities and personal growth I attained at CSD are far greater than some people gain in their entire lifetime. –Brittany

CSD has given me a sense of importance, not only in academics, but in leadership and character.

–Jonathan Hall Kovacs, Alumnus

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campus activities, since all activities are conducted in ASL. The array of activities that students can choose from includes athletics, academic competitions, student body government, scouting, clubs, drama, yearbook, web team, and many others.

school offers activities designed to promote communication among Northern California families include: New Family Orientation Weekend, Latino Family Weekend, American Sign Language classes for families, Family Video ASL Learning Project, family workshops, Community Advisory Council, and Association of Parents, Teachers, and Counselors.

Family Involvement 1. For more information, visit Family partnership is valued. The CSD’s website at www.csdea-

ASDC’s Monthly E-mail Blast The ASDC monthly e-mail blast is full of information about ASDC, member news, updated conference news, book reviews, websites, and more.

If you are a member and are not receiving the e-mail blast, we may not have your correct e-mail address. Please keep ASDC informed about any address or e-mail changes by e-mailing asdc@deafchildren. org.

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I Deafinitely Can!

The Journey from South Korea to CSD

By Nha Kim California School for the Deaf My life began in Seoul, South Korea.

When I was barely two years old, I lost my hearing, though I already knew the warm embrace of the deaf world. Since my parents were deaf, I was already signing. My mother did not want me to suffer due to limited opportunities and oppressive conditions for deaf people in South Korea, so she sought greater educational possibilities in America.

Our first home was in Burbank, Calif., where I enrolled in the Tripod program. I discovered my deaf identity and developed my sign language. Two years later, my parents wanted to place me in a deaf school where I could get more exposure to deaf culture. They decided on California School for the Deaf (CSD) in Fremont.

At age four, my dad took me back to South Korea where I attended an oral school. It was so frustrating. We could not sign or we were punished, and I fell behind in everything.

A year later, my mother brought me back to America. I returned to CSD and my future became brighter. I started reading and writing. I also became involved with Girl Scouts, and the basketball and soccer teams.

My mother wanted me to experience a mainstream program, so I attended school in Maryland. I was the only deaf student and felt like a muted robot every day. I communicated through an in26

terpreter and didn’t have a direct connection with my hearing teachers and peers. I couldn’t play sports or become involved with any organizations. I did make some new friends, but I couldn’t understand them when they were talking.

I was finally able to re-enroll at CSD, where I developed a connection with the teachers and staff and benefited from a support system. I received a bilingual education in both sign language and English. Nothing can beat that!

My high school years have been priceless and have helped me grow into a young lady. I have become an independent person—a doer. I have been involved with sports all four years, am active as a member and an officer with organizations such as the Junior National Association of the Deaf, Class of 2010, student body government, international studies trips to Amsterdam, Italy, Vatican City, Spain and Morocco, and the yearbook. I also am in Advanced Placement English courses and serve as a peer adviser.

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Throughout my years at CSD, I discovered my identity, my language, and my world. I was exposed to deaf history, culture, sports, and activities. CSD gave me the room to grow up and develop a sense of responsibility, commitment, and time management. I discovered my passions. I broadened my mind to think outside of the box. I started dreaming and making goals. And, I faced challenges. I am now ready to step out and face the real world. Thank you, CSD, for making me who I am today.

I Deafinitely Can! The Endeavor is excited to feature stories of deaf and hard of hearing individuals who test and go above their limits. We are looking to showcase stories that will inspire others to reach for the stars. If you know of someone with a story to tell, please e-mail the editor at asdctami@aol.com.

NYSSD Marks 135th Birthday The New York State School for the Deaf (NYSSD) in Rome celebrated its 135th birthday March 22-26. A historical look kicked off the week’s events by reviewing NYSSD’s rich history and how the school evolved.

On Tuesday, students prepared cards, timelines, and letters for a picture, art and poetry celebration. The public was invited on Wednesday to tour the school. Festivities concluded on Thursday with a Proclamation Celebration declaring March 22-26 as the 135th Birthday Celebration week.

NYSSD had its beginnings in 1874 when Alphonso Johnson graduated from the New York Institution for the Deaf and proposed a school in Rome. With the assistance of Thomas Gallaudet and a group of local businessmen, the initial building opened with four students on March 22, 1875. The following fall, the first academic year of school began at the Central New York Institution for Deaf Mutes. That name was changed to the Central New York School for the Deaf in 1931; in 1963, an act of the state legislature made the school a state facility and changed the name to New York State School for the Deaf.

From 1965 to 1975, new buildings were constructed and the campus is now 17 acres of beautiful, functional facilities. With its innovative and progressive programs, talented and capable staff, and population of creative and motivated students, the school will continue to provide quality educational service for years to come.

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ASDC and DawnSignPress Need Your Help!

ASDC and DawnSignPress are teaming up to create a book giving parents tips and advice from other parents and professionals. We are working together to publish the best of the best, and are looking for tips and suggestions for families who have young children who are deaf or hard of hearing.

If you have tips you would like to share with families, we would love to hear them. Tips can come from anyone: parents, professionals, grandparents, friends, family members, and anyone that has something to share.

Please send your tips to ASDC Director of Advocacy Cheri Dowling at asdc@ deafchildren.org or call (800) 942-2732.

Check www.deafchildren.org for updates on the 2011 ASDC Conference in Frederick, MD!

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www.deafchildren.org

Raising Deaf and Hearing Children

By Dana Robinson Sorenson Communications Deaf children often have special needs that require more of their parents’ time and attention. Some parents may worry that their hearing children don’t receive a fair share of their attention.

Some Sorenson Communications employees who have deaf siblings, or who have deaf and hearing children of their own, shared how they and their parents managed this issue.

Matthew is the oldest of 10 children, three of whom are deaf. Matthew was never bothered by the extra time his parents spent with his deaf brothers and sister. For him, it was just part of life. The equalizing factor for his family was the ability for all of the children and parents to communicate using sign language. This enabled the family to maintain close relationships.

Brad, a parent of two deaf and two hearing children, acknowledges that there is a definite demarcation in his household that favors the deaf children. Brad makes time to enjoy hearing activities with his hearing children when possible. He counsels parents to avoid feeling guilty for attending hearing events with or without your deaf child. “Enjoy the moment rather than feeling like you should leave,” says Brad.

“There has to be balance.”

Patty, the only hearing child in an all-deaf family, says she could have felt isolated regardless of the amount of parental time she received. But her father

insisted that she learn to sign correctly so that she could interact with the family. “During my teenage years when I needed guidance from my parents, I was able to communicate anything with them. That was invaluable,” says Patty.

Like Matthew, Patty strongly stresses the need for the entire family to know and use sign language.

Matt, a deaf parent of hearing children, including a special-needs child, stresses the importance of parents supporting their children’s individual interests.

In 2009, Matt was selected as Father of the Year in Kansas City, thanks to a nomination from his hearing daughter.

His daughter referenced his willingness to attend her school plays, even though he couldn’t hear them.

While there is no single solution for managing time constraints, every individual interviewed for this article emphasized the need for quality communication, which creates an environment in which all family members can interact and feel valued. All stressed the importance of using sign language.

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One Sibling’s Story

By Cindy Lawrence Director of Outreach Indiana School for the Deaf Growing up in Illinois, Indiana, and Wisconsin, I did not think there was anything different about my family. My two brothers, of whom one is Deaf, and I were always close, celebrating holidays and birthdays at home.

Apparently my parents had some real struggles early on trying to get a doctor to believe that my younger brother was deaf. Several diagnoses were incorrectly assigned to him, and my parents had to drive great distances to receive services. One of my earliest recollections was at the age of five, sitting in an observation room, being very bored while younger children sat in a row of small chairs repeating words spoken by an adult. My brother used the classic body aid, although it obviously didn’t help him very much.

We learned at early ages our family values: put family first, always tell the truth, communicate in whatever way we can to get our message across, be humble, and work hard, knowing that everything works out for the best. We also learned to appreciate signing, at a time when signing was not acceptable.

In our family, we created home signs, which my parents still use.

Eventually my parents learned about the Indiana School for the Deaf, and weekly trips became a part of the normal family routine. Expectations at 30

ISD were high, and to this day, my brother claims his best education was at ISD. As he learned to communicate at school, his frustration with our family increased. Eventually he became my weekend tutor.

Our family moved to Wisconsin when we were teenagers. Unfortunately, the school for the deaf there was full, so my brother ended up in a private school for a short time, then attended mainstream programs. Upon reflection, we do see value in his experiences, but the professionals in the mainstream programs had such low standards for Deaf children. In no way was my brother’s education comparable to my own. I recall him asking me to interpret the news and discuss politics. He showed me his simply written papers, calling himself a “dummy.” I knew even then that wasn’t fair.

I went into Deaf education with a conviction: Deaf children are no different from their hearing peers. They just communicate in different ways. They deserve an education that is equal to what we hearing siblings take for granted.

After going to school and graduating with my degree, I held the same belief and passion as I began to work with families. I wanted them to know it’s okay to have a deaf child. Having observed my brother and his friends, as well as children in my practicum courses, I was fascinated by the variety of skills in signing, speaking, and

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listening. My greater love and passion came with meeting young children and their families and seeing the light bulb go on when children acquired language.

I decided to study pediatric audiology, learning the complexities of language, listening, and technology. I wanted to identify children at the earliest possible age in order to begin immediate language acquisition.

Armed with a master’s degree in audiology, I took a position at the Indiana School for the Deaf (ISD). There, I served on a communication curriculum committee, charged with breaking down communication into parts that included auditory training, speech, and sign systems. We realized we were missing the boat when Deaf people began relaying stories of how they learned best from other deaf children. We then started down the road of bilingual/bicultural (American Sign Language and English, and Deaf culture and hearing culture) education, now a standard and successful pedagogy being researched

and supported by linguistic and educational university programs. I learned that language is the key to thinking and independence.

Deaf adults who have navigated the system and become successful individuals have gotten there from many different paths.

My foremost belief today is that having a deaf person in the family is a blessing. My brother is a loving brother with all kinds of unique skills and gifts to offer. He is a good father and husband, and a loving brother. I do not take language and communication for granted. Because of my passion to improve Deaf education, I have been blessed with Deaf friends and the enrichment of Deaf culture.

As I reflect on the experience of the years past, I further recognize my other personal beliefs: • All Deaf and hard of hearing children all deserve an education equitable to what our hearing children have a right to, a free and appropriate public education.

• Every Deaf and hard of hearing child is important and has rights.

• Families can make their own decisions given comprehensive unbiased information in a non-directive manner.

• Doctors or clinicians may give clinical opinions, but in the long run, the family is responsible to 31

see that the child receives an education that leads to independence and individual success.

Families should make informed decisions without manipulation from professionals or organizations that have an interest in promoting their particular methodologies.

Every child and every family member deserves respect.

Siblings can and do feel blessed.

And in the end, “everything works out for the best,” as my mother has always said.

• • • •

What ASDC Membership Means to You! • • • •

• • •

Subscription to The Endeavor, an informative quarterly news magazine Connection to ASDC at www. deafchildren.org Biennial conventions bringing together families to meet, learn and share information, with need-based scholarships available FREE parent help line at (800) 942-ASDC (2732) An electronic parent discussion group, Parent-deaf-hh Leadership training workshops throughout the nation to enhance parents’ abilities to advocate for their children

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•

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and become leaders in their communities First-year free membership for families with newly identified deaf and hard of hearing children Presence in Washington, D.C., to educate and influence policymakers in areas affecting deaf and hard of hearing children Collaboration with other national parent and professional organizations working to improve public policy on behalf of deaf and hard of hearing children Access to a free lending library that includes books, videotapes and CDs pertinent to deaf and hard of hearing children, communication, and related topics

Join ASDC today! A membership form is on page 38, or visit www.deafchildren.org.

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www.deafchildren.org

Making Friends for a Lifetime at Summer Camp High in the Berkshire Mountains is a shining lake with a beautiful island.

Isola Bella, which means “beautiful island” in Italian, is a scenic estate that has been turned into a recreational/residential summer camp for deaf and hard of hearing children. The camp provides a variety of educational and recreational activities which are designed first and foremost to be fun – but it is fun with purpose. The camp’s philosophy, “learning through experience,” is put into effect through three ways: self–esteem, physical fitness, and knowledge/skills.

Whatever the camper’s communication mode, the staff are willing and able to meet the camper’s needs. Total Communication puts the main emphasis on getting the message across in whatever way works best for the particular camper. We are also opening our doors to children of Deaf adults (CODA) as well as to those with deaf siblings!

Campers, aged 8 to 17 years old, have expressed wonderful memories of past camp experiences. Activities are offered to provide appropriate challenges for the campers, such as swimming, boating, archery, arts and crafts, nature study, hiking, overnight camping, and field trips.

Leadership and Literacy Camp Camp Isola Bella is excited to offer a two-week funfilled session devoted to enhancing leadership and literacy for students in the 5th-8th grades. There is a strong emphasis on literacy activities and leadership challenges while fostering a positive and cooperative atmosphere that will allow each camper to thrive.

The criteria for eligibility is: • Deaf/Hard of hearing student in grades 5-8 • Good academic standing with leadership potential • Letters of recommendation from an academic teacher and an administrator Leadership & Literacy* (grades 5-8) June 27-July 9 Cost: $750 plus $50 non-refundable application processing fee *Letters of recommendation needed from an academic teacher and school administrator Youth Recreation* (ages 8-12) July 11-July 17 Cost: $400 plus $50 non-refundable application processing fee *CODA welcome 33

Teen Adventure* (ages 13-17) July 25-August 7 Cost: $750 plus $50 non-refundable application processing fee *CODA welcome Note: Space is limited and first-come, first service.

For more information, e-mail Camp Director Steve Borsotti at steve. borsotti@asd-1817.org or visit www. asd-1817.org.

KODA Camp Midwest A place where hearing children of Deaf parents can come together to learn about, and better understand the two worlds that they simultaneously live in. KODA Camp Midwest encourages campers to explore, identify, and strengthen their unique identities and develop individually as leaders.

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July 4-16: Ages 9 to 12 July 8-30: Ages 13 to 16 www.campmark7.org MacKenzie Center, Poynette, WI Application available at www.mackenziecenter.com.

Limited to 60 campers per group.

Cost $800 (Financial support may be available) Deadline: May 15 Contact Karen at (608) 234-5049 VP or koda.karen@gmail.com.

KODA West 4th Annual KODA Camp June 27-July 3 Camp Surf – Imperial Beach San Diego, CA www.kodawest.org

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S.P.I.C.E. Up Your Summer National Leadership & Literacy Camp June 27-July 10: High School camp, 9th-12th grade July 11-24: Middle School camp, 5th-8th grade Camp Lakodia, SD Deadline: May 21 www.nllcamp.com Camp Mark Seven Camp Mark Seven (CM7), a lakefront camp situated in the Adirondack Mountains of upstate New York, offers an array of recreational, educational, leadership and spiritual programs for deaf, hard of hearing and hearing individuals of all ages.

Deaf Youth Session Geared for Deaf youth ages 13-16 July 25-August 6 Program Fee: $850.00 Deaf Children Session Geared for Deaf children ages 9-12 August 8-August 20 (NEW: two weeks) Program Fee: $850.00 Contact the program director at cm7deafprogram@gmail.com. www.campmark7.org Aspen Camp of the Deaf and Hard of Hearing Located in the heart of Colorado, Aspen Camp of the Deaf and Hard of Hearing provides enriching and educational experiences for deaf and hard of hearing individuals around the nation. Aspen Camp is a 501(c)(3) nonprofit organization that host programs

including winter/summer camp, vocational training, retreats, challenge courses and more.

While primarily for children who are deaf or hard of hearing, Aspen Camp also accepts children with hearing relatives, such as Kids of Deaf Adults (KODAs) and Siblings of Deaf Adults (SODAs). For every ten deaf and hard of hearing children attending camp, one KODA can attend.

In the summer of 2009, after camp, SODA children from Colorado raised over $600 and donated that money to Aspen Camp, earmarked for two deaf girls who had recently moved into their neighborhood. A CODA remarked that her time at Aspen Camp was the best summer she ever had. Since then she has also been active in fundraising efforts.

So, why send a child to camp? Yes, camp is a series of exciting activities, including horseback riding, backpacking, rafting, swimming and outdoor education. But Aspen Camp also serves as a place where children who are deaf, hard of hearing 35

selected by the national associations of the deaf. The WFDYS Children Camp will cover all expenses except airfare.

Children and leaders will experience cultural exchange, learn international sign language, and enjoy different activities and workshops focusing on human rights, diversity, leadership, and Deaf culture. Further information is at www.wfdys.org/camp2010. or hearing can share experiences and engage in the spirit that makes summer camp a special place in their hearts.

More information about Aspen Camp is at www.aspencamp.org.

Second WFDYS Children Camp August 1-8 The National Association of the Deaf and Deaf Youth USA are pleased to announce the upcoming second World Federation of the Deaf Youth Section (WFDYS) Children Camp, set to take place in Margarita Island, Venezuela.

The WFDYS Children Camp is run in partnership with the Venezuelan Deaf Federation (FEVENSOR). The WFDYS is a youth section of the World Federation of the Deaf (WFD) focusing on the civil, human, and linguistic rights of deaf youth, on an international level.

The Children Camp is an international event, where participants between the ages of 10–12 years old are sent from participating national associations of the deaf, along with supervising leaders between the ages of 21–30 years old, also 36

Gallaudet University: 2010 Summer Camps for Deaf, Hard of Hearing, and Hearing Students Knowledge for College July 11-24 Immerse Into ASL July 11-24 Life After High School July 25-August 7 Learn ASL July 25-August 7 Sports Camps Girls Basketball: June 22-26 Football: June 22-26 Boys Basketball: June 26-30 Girls Setters and Fundamental Volleyball: July in Fremont, CA Contact summer@gallaudet.edu, (202) 250-2160 VP, or (202) 448-7272 voice.

Rochester Institute of Technology: Explore Your Future (EYF) July 17-22 and July 24-29 RIT offers college-bound high school sophomores and juniors with hearing loss a unique opportunity to experience life on a college campus, explore their interests and sample various careers.

Apply online at www.rit.edu/NTID/ EYFNR, call (585) 475-6700 TTY/Voice, or e-mail eyfinfo@rit.edu.

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ASDC’s New Educational Members Arizona School for the Deaf and the Blind The Arizona School for the Deaf (ASD) is accredited by the North Central Association and provides quality educational services to deaf and hard of hearing students from preschool through high school. ASD provides full access to a language-rich environment using both American Sign Language and English. The Phoenix Day School for the Deaf (PDSD) is also accredited by the North Central Association, and educates students who are deaf or hard of hearing. PDSD serves children who live within the metropolitan Phoenix area to the extent that daily transportation is feasible. The Phoenix campus provides a full array of educational and support services to day students in elementary, middle and high school. For more information about either school, visit www.asdb.az.gov.

The Laurent Clerc National Deaf Education Center The Laurent Clerc National Deaf Education Center at Gallaudet University provides information, training, and technical assistance for parents and professionals to meet the needs of children who are deaf or hard of hearing. Its mission is to improve the quality of education afforded to deaf and hard of hearing students from birth to

age 21 throughout the United States. The Clerc Center maintains two demonstration schools, Kendall Demonstration Elementary School and the Model Secondary School for the Deaf. For more information about the Clerc Center or its schools, visit its website at clerccenter. gallaudet.edu.

Michigan School for the Deaf The Michigan School for the Deaf (MSD) provides academics and social excellence rich in American Sign Language (ASL) and English literacy for all students from infancy to graduation.

It is the leader in educating Deaf and Hard of Hearing children in Michigan, and provides services to families and the community. MSD believes that cooperative partnership among the student, family, school, dorm and community is essential for student growth and development. The school also believes students have the right to the general curriculum and/or specialized programs as appropriate where reading, writing, and math skills are developed and critical thinking, problem-solving, self-advocacy and decision-making skills are fostered. MSD further believes the acquisition of both ASL and English language literacy is of paramount importance and should begin as early as possible at home, school and 37

dorm to ensure fluency. MSD believes the needs of students are best met by staff proficient in ASL and English who affirm that all children can learn, do quality work, develop a positive selfimage, and establish career goals that reflect their skills and potential. Find out more about the Michigan School for the Deaf by visiting www.deaftartars.com or visiting the school at 1667 Miller Road, Flint, MI 48503-5096, or by calling (810) 275-1400.

Oklahoma School for the Deaf The vision at the Oklahoma School for the Deaf (OSD) is that Deaf and Hard of Hearing students in the state of Oklahoma have the same opportunities as all children to be successful in a barrier-free environment. OSD provides a quality education to all students in a way that: • Continually increases expectations for and achievements of every student, • Develops a healthy self-esteem, intrinsic motivation, and strong work habits in all students, • Creates a safe, barrier-free learning environment, • Meets the challenge of educating a culturally and economically diverse student population, • Stimulates continuous professional growth which ensures effective, innovative classroom instruction, • Engages parents as equal partners in their child’s education, and • Unifies the community to make school improvement a priority.

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OSD is located at 1100 East Oklahoma Street, Sulphur, OK 73086. You can contact OSD at (580) 622-4900 or visit www.osd.k12.ok.us.

Pressley Ridge School for the Deaf The Pressley Ridge School for the Deaf seeks to provide the most integrated and least restrictive alternative for deaf youngsters experiencing short or longterm mental health problems. The program works to strengthen the families of deaf, emotionally disturbed children.

The program provides culturally competent educational and mental health services by keeping Deaf children connected to the Deaf community, Deaf peers, and Deaf role models. The Pressley Ridge School for the Deaf is located at 530 Marshall Avenue, Pittsburgh, PA 15214. Contact the school at (888) 7770820 or visit www.pressleyridge.org.

Rhode Island School for the Deaf The Rhode Island School for the Deaf (RISD) is a comprehensive center serving a diverse community of Deaf and Hard of Hearing individuals. Its mission is to provide a challenging educational program and state-of-the-art resources so that students become contributing and productive citizens with a positive sense of self both personally and as a deaf or hard of hearing person. Ensuring full communication access in all settings is driven by research in best developmental practices for Deaf and Hard of hearing learners. The educational environment encourages students to become literate/analytical thinkers, encourages families to develop reciprocal

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communication with their children and to share in decision-making about their children’s education, promotes teachers who are experts/specialists in language and literacy instruction and who reflect on their students’ progress. RISD is located at 110 Sherwood Avenue, Warwick, RI 02888. The school may be contacted at (401) 222-3525 or via www.rideaf.net.

St. Rita’s School for the Deaf St. Rita’s School for the Deaf is a Catholic day/residential program with the primary mission of educating infants and students who need communication and technological support. St. Rita’s is committed to providing a safe, value-oriented environment that facilitates the educational, social and spiritual development of each student. It believes the best way to educate deaf and hard of hearing children is through comprehensive communication. This philosophy offers children every available stimulus for human interaction, including sign language, lip-reading, assistive listening devices, visual aids and technology. St. Rita’s believes every student is different and has his or her own way of learning and communicating. The school is at 1720 Glendale Milford Road, Cincinnati, OH 45215. Call the school at (513) 771-7600 or visit www.srsdeaf.org.

Special Membership Package for Schools/Organizations ASDC provides a very special membership option for schools and organizations. If your school or organization would like to join ASDC as an Educational Member, ASDC will provide your school or organization with: • A free one-year membership for all of your families • A special thank you in the next monthly e-mail blast • A special thank you in The Endeavor • A special thank you in the news section of the ASDC website • A link to your school or organizations website your contact information on ASDC’s Educational/Organizational Membership web page.

The membership is only $250. If you would like more information, e-mail asdc@deafchildren.org or call (800) 942-2732.

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asdc@deafchildren.org Parent Information and Referral Line: (800) 942-ASDC (2732)

MEMBERSHIP FORM Name:__________________________

E-mail: ___________________________

Address: __________________________________________________________ City: ___________________________

State:____________

Phone:

Zip:__________

Voice/TTY/Videophone

Membership Type

Individual memberships

_______$40 per year: Individual/Family Membership

_______$100 per year: Three-year Individual/Family Membership

_______$5,000 one-time fee: Lifetime Membership

_______First-Year Free Membership (Families with deaf or hard of hearing

children are eligible for a FREE one-year membership. Just fill out this

form and mail, e-mail or fax it back to us.)

Deaf or Hard of Hearing Child’s Name: ___________________________________ Date of Birth ___________________________________

Group memberships

_______$250 per year: Parent Affiliate Group

( ____ Number of Parent Members)

_______$125 per year: Library Membership

_______$250 per year: Educational Membership

_______$250 per year: Organizational Membership I would like to send more than my membership dues. Enclosed is a tax-deductible donation: $10 $25 $50 $100 _______Other Total Enclosed: $__________ Make checks payable to American Society for Deaf Children.

Please charge my Visa or MasterCard: Card Number:_________________________________Expiration Date:______________ Please return to: American Society for Deaf Children #2047 800 Florida Ave. NE, Washington, D.C. 20002-3695 FAX: (410) 795-0965 • Phone: (800) 942-2732 • E-mail: asdc@deafchildren.org

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WPSD 300 E. Swissvale Ave. Pittsburgh PA 15218

Non-Profit Org. U.S. Postage PAID Camp Hill, PA Permit No. 993

Our children are our future.

Mission Statement The American Society for Deaf Children supports and educates families of deaf and hard of hearing children and advocates for high-quality programs and services.

Consider joining ASDC today, and receive four issues of The Endeavor each year, discount admission to the ASDC biennial conference, access to invaluable resources from the ASDC media library, and access to speakers for your parent support group or event.

You will also join forces with thousands of other families across the country, and support an organization that advocates for crucial national legislation and services for deaf and hard of hearing children.

American Society for Deaf Children #2047 800 Florida Ave. NE • Washington, D.C. 20002-3695 (800) 942-2732 • asdc@deafchildren.org • www.deafchildren.org