NADmag Spring 2018 | Volume 18, Issue 1
A Publication of the National Association of the Deaf NADmag | Spring 2018
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ABOUT THE Š 2018, is published by the NAD (USA), and is sent as a national membership benefit. For membership information, contact Member/Donor Relations at nad.info@nad.org or complete the contact form at: www.nad.org/contactus. Subscriptions: Libraries, schools, and similar institutions may subscribe to NADmag. For more information, complete the contact form at www.nad. org/contactus. Requests for Permission: Materials in this publication may not be reproduced in any form without written permission. Complete the contact form at www.nad. org/contactus or email nad.info@nad.org. Advertise in NADmag: For more information, go to www.nad.org/ advertise or email nad.info@nad.org.
8630 Fenton Street, Ste. 820, Silver Spring MD 20910 301.587.1788 / 301.587.1789 TTY nad.info@nad.org / CFC Number: 10356 MISSION STATEMENT
To preserve, protect, and promote the civil, human, and linguistic rights of deaf and hard of hearing individuals in the United States of America. CONTACT / LEARN MORE
To contact the Board of Directors, complete the contact form at nad.org/contactus. For information about the Board, visit nad.org/board.
Publication of an advertisement in the NADmag does not imply NAD endorsement of a product or service. The NADmag is not responsible for advertisement contents. The National Association of the Deaf and the NADmag do not endorse or recommend any article, product, service, opinion, advice, statement, or other information or content expressed by third party authors. The views and opinions of such third party authors who have submitted articles to the NADmag belong to them and do not reflect the views of the National Association of the Deaf.
THE BOARD
ABOUT THE NAD The National Association of the Deaf (NAD) was established in 1880 by deaf leaders who believed in the right of the American deaf community to use sign language, to congregate on issues important to them, and to have its interests represented at the national level. These beliefs remain true to this day, with American Sign Language as a core value. As a nonprofit federation, the mission of the NAD is to preserve, protect, and promote the civil, human, and linguistic rights of deaf and hard of hearing individuals in the United States of America. The advocacy scope of the NAD is broad, covering the breadth of a lifetime and impacting future generations in the areas of early intervention, education, employment, health care, technology, telecommunications, youth leadership, and more.
Secretary Jenny Buechner
For more information, visit www.nad.org.
Publisher NAD
ABOUT DESCRIBED & CAPTIONED MEDIA PROGRAM Described and Captioned Media Program 1447 E. Main Street, Spartanburg, SC 29307 800.237.6213 / 800.237.6819 TTY 800.538.5636 F info@dcmp.org / www.dcmp.org The DCMP is funded by the U.S. Department of Education and administered by the NAD.
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NATIONAL ASSOCIATION OF THE DEAF
President Melissa Draganac-Hawk Vice President Joshua Beckman
Region I Michelle Cline Steve Lovi Region II Linsay Darnall, Jr. Richard McCowin
Treasurer Philippe Montalette
Region III Holly Ketchum Jerry Nelson
Appointed Members Alicia Lane-Outlaw Meena Mann
Region IV Lisa Furr Martin Price
EDITORIAL TEAM
Editor in Chief Lizzie Sorkin Editor Anita Farb Advertising / Sales Donna Morris Desktop Publishing Jill O’Leske, Graphic Designer www.impactdesign.biz
Guest Writers Shawn M. Clark Carrie Lou Garberoglio Melissa Herzig Tawny Holmes Clifton Langdon Melissa Malzkuhn Susan Murad Shirley Shannon Laurene Simms
RECURRING
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5 7 11 12 35 39 42
From the President // Melissa Draganac-Hawk From the CEO // Howard A. Rosenblum School Spotlight
// American School for the Deaf
and New York School for the Deaf
Regional News Deaf Culture Today Donor List In Memoriam
FEATURES Laurene Simms
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Gallaudet Revolution: Discoveries and Research in Sign Language
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ASL: A Miracle
Melissa Herzig, Melissa Malzkuhn, Clifton Langdon, and Tawny Holmes
Education Advocates: How It All Started and Future Plans Tawny Holmes
Increasing Access to Educational Opportunities for Deaf People
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Carrie Lou Garberoglio
Why CSUN Shines Shawn Clark
Celebrating 50 years of Education and Opportunity Susan Murad
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FROM THE PRESIDENT
Deaf Education in the 21st Century redefined BY MELISSA DRAGANAC-HAWK As we mark the 200th anniversary of deaf education in America, it is impressive when we go back to 1817 and note what was happening at the time. Just five years before 1817, the United States ended its fight in the War of 1812. The nation was led by its fifth president, James Monroe. America had 19 states, and had not yet received Florida from Spain and did not yet make the Louisiana Purchase from France. The story of deaf education in the United States begins with Thomas H. Gallaudet realizing that a deaf child could be taught to read and write while sitting with Alice Cogswell, the deaf daughter of a prominent doctor. This set the stage for three principles of deaf education: first, the separation of a medical model from Deaf Education; second, that a deaf child must have visual access to learning; and third, the use of fingerspelling for names of individuals as well as directional verbs.
Communication are often encapsulated by a single adjective: ‘oral.’ Yet those years were the golden age of state schools for the deaf because it was during this period that the schools experienced their greatest growth, both in the number of students and sign language philosophy. It is important to also note that deaf education varied greatly in each state, and especially for deaf students of color. There were many schools dedicated to black deaf students, which gave birth to Black ASL. Sign language instruction also varied greatly for deaf students from Latino and Native American families, and that is part of the deaf education experience in this country.
Deaf education began as a partnership between Thomas H. Gallaudet and Laurent Clerc, a hearing and deaf pair, successfully establishing schools for the deaf using the manual method. History shows that the students at the American School for the Deaf in Hartford, CT, took readily to Clerc’s prescribed method of instruction in sign language. Clerc went on to a principalship at the Pennsylvania Asylum for the Deaf and Dumb, a school independently founded, that used an existing local sign language. The Deaf Community has long considered the years prior to the 1880 Milan Conference as the best times for state schools for the deaf. Deaf education between 1880 and the advent of Total NADmag | Spring 2018
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FROM THE PRESIDENT The 21st Century can be defined as a period of realism for deaf education. There are many more program choices for deaf children, and yet, not all of these choices are optimal or effective. Each experience is different and with the educational progress beginning at home, the largest sphere of influence on a deaf child’s education is his or her own household. With 200 years of experience in our community, it is now more important than ever to encourage the use of sign language for every deaf child as part of their education. The Deaf Community has an obligation to educate parents and families on the real choices that are available to deaf children, and to be open and welcoming. Together, our deaf children will thrive.
Melissa Draganac-Hawk has been on the NAD Board of Directors since 2008 and now serves as President for 2016-2018.
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FROM THE CEO
BY HOWARD A. ROSENBLUM American Sign Language will be part of the central theme of the NAD’s 54th Biennial Conference this summer in Hartford, Connecticut – site of the American School for the Deaf. We will celebrate 200 years of sign language that has evolved and adapted to become what we now recognize as ASL today. The NAD conference itself will have a theme of 200 years of sign language beginning with an Opening Ceremony that will explore the many different sign languages that have existed in the USA throughout these two centuries, and end with an ASLRocks! event hosted by the Connecticut Association of the Deaf. In between, the conference will have many exciting workshops including an ASL track as well as an auction of artwork by Deaf Artists and vacation packages! The conference will include thrilling NAD@night events conducted through ASL: the College Bowl, Youth Ambassador Program, and PulseTHAT! Do not miss this wonderful conference at which we continue a strong tradition of celebrating our community’s accomplishments as well as taking stock of barriers that remain for us to overcome. Among such barriers that face us today is efforts by Congress to weaken our civil rights. Over the years, Federal legislators have subjected the Americans
with Disabilities Act (ADA) to many attempts at bills that would water down the law’s strong mandate for accessibility. In February, for the first time ever, the House of Representatives passed House Resolution 620, which takes away incentives for businesses to ensure full compliance with the requirements of the ADA. At the time of this article, it is unknown what the Senate will do in response to H.R. 620. We must always be vigilant to prevent ANY unraveling of the protections of the ADA. We must also hold accountable all legislators who vote to weaken the ADA, and exercise our right to vote them out of office! In February, I had the pleasure of being a part of an exchange program with Bulgaria through the U.S. State Department. A leader of the deaf and hard of hearing community in Bulgaria came to the NAD last summer for six weeks to learn about our deaf community, rights, laws, regulations, technology, resources, and advocacy techniques. As part of the exchange, I went to Sofia, Bulgaria for one week to continue this dialogue and learn about the deaf and hard of hearing community there. It was an enlightening but difficult experience. There are no NADmag | Spring 2018
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FROM THE CEO schools for the deaf that use sign language. There are only a few qualified interpreters. There are no university-educated teachers of the deaf that use sign language. There is no relay system of any kind. Some television programs are captioned, but most are not. Yet, the deaf and hard of hearing community in Bulgaria are dedicated and committed to changing the system so that they too can have equal rights in all respects. Their first goal is to convince the Bulgarian Parliament to pass a law recognizing and requiring the use of Bulgarian Sign Language in all parts of society: in deaf schools; for interpreter training programs; for programs to prepare teachers of the deaf; for access to government agencies and professional services; and for full equality. We, in the United States, are fortunate to have 200 years of sign language and deaf schools across the country, 154 years of Gallaudet University, 138 years of the NAD, 54 years of professional interpreters, 50 years of the National Technical Institute of the Deaf, 45 years of the Rehabilitation Act of 1973, 36 years of the National Black Deaf Advocates, 33 years of Deaf Women United, 28 years of the ADA, 26 years of Council de Manos and its predecessors, 24 years of Deaf Seniors of America,
21 years of the National Asian Deaf Congress, and much more. While we do not enjoy federal recognition of ASL as an official language because there is no official language in the USA, we do have mandates for sign language access under many laws. We still must advocate for increased access in many areas such as the Census, which currently does not recognize ASL as a language! We must also continue to advocate for Deaf Talent to be hired in all fields such as the Arts and media, and also in so many other areas of our lives. Deaf and hard of hearing people across the world are fighting for equality through incorporation of sign language in their countries’ constitutions and laws, and we are not alone. We have much to celebrate, but our fight for equality is not over. We must persevere and continue our efforts to elevate education, employment, and the enjoyment of life for all deaf and hard of hearing people.
Howard A. Rosenblum, Esq. has served as the NAD Chief Executive Officer since 2011.
8 Some NAD staff and board members participate in Deaf Grassroots Movement march and rally on March 8, 2018.
With ASL and English, Your Child Can...
LEARN, THRIVE, SUCCEED! • Deaf or hard of hearing children are entitled to full communication access in their home, school and community. • Consideration of communication opportunities for deaf and hard of hearing children should be based on facts. • Access to identification and intervention by qualified providers, family involvement, and educational opportunities should equal those provided for hearing children. • Parents have the right and responsibility to be primary decisionmakers and advocates. American Society for Deaf Children www.deafchildren.org (800) 942-2732 NADmag | Spring 2018
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SCHOOL SPOTLIGHT
What do you think will happen for deaf students in the next 200 years? AMERICAN SCHOOL FOR THE DEAF
One day, our generations will see how we fought and changed the world and will thank us.
Clerc made ASD into a better school. We need to learn from and get back to his goal from 200 years ago. SAIF AL KAABI Senior
JONATHAN JENKINS Junior
In 200 years there will only be one Sign Language for all the countries. CESAR AGUILAR Sophomore
EMILY PAGAN Junior
I’m pretty sure in the next 200 years, kids will have a lot more of technology than we have now. But it could be dangerous for them because it could damage their brains and they won’t probably spend time with families.
NEW YORK SCHOOL FOR THE DEAF
There will be lots of students who love school; and a new kind of American Sign Language. CRYSTAL PON 5th Grade
HABY TOURE Sophomore
I think in the future, we will have new educational technology to help kids or teenagers to understand everything very clearly.
I think students will have new updated classrooms and there will be different ways of teaching and learning where AFNAN RAHMAN everyone signs and understands everything. 6th Grade
They will continue to live long and prosper as they become accepted into society. BRIAN MAK Junior
NADmag | Spring 2018
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REGIONAL NEWS
Region I
BY MICHELLE CLINE & STEVE LOVI
Region I covers 13 states and the District of Columbia. While it has been a bit cold in recent months – we’ve had plenty of action behind the scenes in the Mid-Atlantic and New England states! Legislatively – there are several states that are very busy with bills in their states. Virginia faced challenges in passing a favorable language acquisition bill and preventing an unfavorable version, but have been able to postpone any bill until there is agreement among all groups. At the time of this article, the Pennsylvania legislature was seriously considering a bill that would establish permanent funding for SSPs to provide services to the state’s DeafBlind constituents. Vermont was working on passing S162 that calls for a state commission, and the support for this seems promising.
Region II
New England welcomes you to the NAD’s upcoming biennial conference in Hartford this July. New England is so excited to show their hospitality! Start planning your trip and join our celebration of 200 years of deaf education and our local/state/national advocacy efforts.
BY LINSAY DARNALL, JR. & RICHARD McCOWIN
State Associations in our region continue to be involved in various issues and we have seen an increase in people sharing videos online. Online videos allow our community to share issues and information, especially through ASL. The most trending issue in our region is LEAD-K, as most State Associations want to have a LEAD-K bill in their state. Deaf advocates in South Dakota celebrated in January the defeat of SB 109 which would have repealed the licensing requirements for interpreters for the deaf. Fortunately, licensure is still required for all interpreters.
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Other states are working on ensuring communication accessibility within their state commission and state agencies providing services for deaf and hard of hearing people. One example is to develop more ASL resources for the state’s programs and services. Another example is getting the state’s emergency services to establish text to 9-1-1 services.
Illinois Association of the Deaf is fighting against oppression and audism at the Illinois School for the Deaf (ISD). Deaf culture and ASL is not valued at ISD; advocacy work is ongoing to restore them. Richard’s term as Region II Representative will end at the NAD Conference in Hartford, Connecticut this July. If any of you are interested in running for the 2018-2022 Region II Representative position, please contact Linsay, Jr. or Richard.
Region III
BY HOLLY KETCHUM & JERRY NELSON
Our region’s State Associations have been extremely busy responding and pushing for state legislation impacting deaf and hard of hearing individuals within their communities, including: • South Carolina: Sign Language Interpreter Act • Florida: State Emergency Communications and Warning System • North Carolina: Driver’s License and Database Registration for Deaf and Hard of Hearing Drivers • A labama: LEAD-K bill and New Assistive Devices Warranty Act In addition, other State Associations are either monitoring legislative activities in 2018 or preparing for the next legislative session in 2019. The year 2017 represented numerous changes for the State Associations due to the elections of new board officers held during their conferences. There were numerous board orientations and board training sessions. Some states have started hosting
Region IV
Town Hall meetings. Some State Associations hosted membership drives to increase awareness and membership. Some have adopted organizational changes to better respond to constituency needs. Through these changes, the State Associations are aware of and addressing their community’s concerns and issues. From an advocacy standpoint, several State Associations are reporting concerns about the terrible quality of video remote interpreting (VRI) services especially in hospitals. Also, there is an increase of concern regarding police shootings of deaf individuals; some State Associations are exploring efforts to educate and train law enforcement personnel to avoid such incidents. Congratulations to the Florida Association of the Deaf as they celebrated their 100th anniversary in 2017! The Arkansas Association of the Deaf will be celebrating their 125th Anniversary this year.
BY LISA FURR & MARTIN PRICE
The California Association of the Deaf hosted their state-wide conference with ASL Celebration in Sacramento last October. The Washington State Association of the Deaf have committees focusing on: the LEAD-K efforts, the Medical Interpreters Task Force, and Deaf Thrive. The Oregon Association of the Deaf is now the point of contact for deaf issues in the City of Salem. OAD is also working with Portland General Electricity, a major provider of electricity, to improve their accessibility. OAD also requested that the Oregon Department of Education change all references in their statutes and regulations from “Hearing
Impaired” to “Deaf/Hard of Hearing.” The Utah Association of the Deaf has been keeping in touch with the legislators and letting them know which bills they support. The New Mexico Association of the Deaf had their mini-conference in March, in conjunction with the New Mexico Registry of Interpreters for the Deaf (NMRID). Lisa and Martin will be holding a series of meetings in the months leading up to the conference to prepare the delegates for the Council of Representatives at the NAD Conference in Hartford. NADmag | Spring 2018
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FEATURE
ASL: A Miracle BY LAURENE SIMMS In November 2017, I posted a YouTube video sharing some inspiring miracles that led me to write this article. I should start by letting you know that American Sign Language (ASL) is not my native language. Shocking, isn’t it. As a mother of three, with two who are deaf, I’m lucky to have raised my children using ASL. Growing up oral had me on a journey of being a “failure”. I was one of many deaf children who were labeled “oral failures” because society believed we couldn’t talk. I’ve had my hands and mouth slapped, a classic experience that many others share as well. Ironically enough, even after being labeled a failure, I still managed to get a Bachelor’s in Elementary Education from the University of Nebraska, a Master’s in Deaf Education from Western Maryland College, and a Doctorate in Language, Reading, and Culture, with a minor in Teaching and Teacher Education, from the University of Arizona – that’s some education background for someone who society dubbed as a failure. Even with that journey, ASL managed to be a part of me. When I was five or six years old, my mother and I could communicate with each other, although the signs were particular to us only. I remember one day Mom and I went to a store to browse, and I noticed a woman and a little girl both signing. Naturally, I was curious. I grabbed her attention, “Mom, look! They’re signing!” Fortunately, Mom took my hand and together, we walked to meet them. As our mothers talked, that girl and I began a lifelong friendship. The mother we met at the store informed Mom about a deaf school that was near my home, maybe five 14
Laurene looks on during a student discussion in her classroom.
miles away, the Indiana School for the Deaf (ISD). Eventually, Mom and I visited ISD and I remember being blown away. I was so mesmerized by how many students were signing. Even though I didn’t understand a word, I remember being in complete awe. Quickly, I immersed myself and picked up sign language. I remember just how amazing it was. ASL was a miracle then. Years later, when I was in high school, I was part of the Big Brother/Big Sister project. I was assigned to a little boy who was maybe four years old. As I signed with him, I noticed he wouldn’t look at
EDUCATION ADVOCATES
Quickly, I immersed myself and picked up sign language. I remember just how amazing it was. ASL was a miracle then. me and instead, kept looking elsewhere. I was determined and kept signing; I tried my best and continued signing with him. Fast forward to when I was teaching after graduating from college tapped me on the shoulder. I didn’t recognize him at first, he was just a very tall guy. Then he signed, “I remember you! You signed to me. I remember! Even though I didn’t look at you, I could still see your signs.” I was stunned. ASL was a miracle then. Later, I became a mother and when I found out my baby was deaf, I wasn’t sure what to do. How should I communicate? Do I sign to the baby? I asked the father of my baby what we should do and he said, “Go ahead and sign!” He was a deaf person from a multigenerational deaf family. It was so different from how I had been raised, with my hands and mouth being slapped – using the oral approach. So, with that experience, I decided to raise my children differently and signed with them. Today, my three children are all grown, and they all are fluent signers. ASL was a miracle then. I taught first grade, my favorite level, for many years. Many students would enter my class not knowing any sign language. Some of them didn’t always know how to read and write. I taught them reading and writing in ASL. As time passed from fall into the spring, I loved how the students flourished in reading and writing, because of sign language! ASL was a miracle then. Eventually, I taught college students, most of them didn’t know ASL. Some students might’ve known a few signs, but many of them grew up oral. To teach, I decided to sign with them. I also took the time to sit with them, one-on-one, and I created videos
Laurene (left) pictured among her siblings in 1957.
online for them to practice. Every year, without fail, I would always have graduates visit and thank me for signing in the classroom. Honestly though, they shouldn’t thank me! I reminded them that we should thank ASL, because ASL was a miracle then. And it still is now. I always look at birds flying, flowers blooming, waves washing ashore, and think about how mysterious they are. They’re all products of nature. Just like signing. I look at my hands; it’s all natural, yet mysterious. There’s no plug to turn on our sign language. There’s no microchip in our hands to help us sign. It’s all on our hands doing the signing, I’m always filled with wonder at that. Indeed, ASL is a miracle.
Laurene E. Simms is a Professor in the Department of Education at Gallaudet University.
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FEATURE
GALLAUDET REVOLUTION: Discoveries and Research in Sign Language
BY MELISSA HERZIG, MELISSA MALZKUHN, CLIFTON LANGDON, AND TAWNY HOLMES Exciting discoveries in cognitive, behavior, and neuroscience research from Gallaudet University researchers and around the world are showing us a new way of understanding the human brain and how it uses language. This revolution was made possible by the training of critical thinkers, innovators, and change makers at Gallaudet, which has invested in groundbreaking scientific research on the nature of the human brain. The past 30 years of cognitive neuroscience have revolutionized our understanding of the brain, and discoveries about signed languages in the brain are no exception. Scientists at Gallaudet and around the world have revealed that the human brain is open to learning and using signed and spoken languages in the same way. Some of the discoveries are: • Early and consistent exposure to ASL and English (by both hearing or deaf parents) helps with language development and reading skills; • Sign language activates the same area in the brain as spoken language, and sign language is a biological necessity for a healthy cognition and brain development; and • C hildren learning both ASL and English receive the same benefits as other bilinguals.
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Professor Laura-Ann Petitto (principal investigator, Keck and NSF-INSPIRE grants) and baby interact with the Robot Avatar thermal-Enhanced (RAVE) language learning tool prototype.
These discoveries become the foundation to how we plan, design, and implement educational strategies, tools, and resources that improve our deaf children’s education. The NAD and the Deaf communities have a long and rich history of advocacy for the right to use and learn signed languages. As advocates have found, research and data is often key to convincing decision makers, legislators, and others who disagree with them. Research by Gallaudet University’s Research Labs in Visual Language and Visual Learning Center (VL2) is providing us with evidence-based scientific findings that show signed languages (just like spoken language) support achievement of typical developmental milestones across a wide range of areas (language, reading, math, social emotional skills, and more).
GALLAUDET REVOLUTION
What does this mean? We know that parents nurture their child by feeding, loving, and talking to them. As a result, the child will thrive because of the nurturing love, care, and the language received. Thanks to the work of the VL2 center, we now have scientific evidence that shows that it is exactly the same for all deaf children. They need basics to thrive: love, care, food, and access to visual language, sign language. Scientific evidence is the only first part of building data that support our communities’ passion to ensuring quality access to language and education for all deaf children. Gallaudet is committed to translating this scientific evidence into real-world applications to benefit deaf children, their families and educators every single day! Nowadays, when you walk into a family’s home or a classroom, you may see young children interacting with bilingual reading apps. This is our definition of what the reading experience for deaf children in the 21st century is,
Melissa Malzkuhn creates nursery rhymes with a virtual human through motion capture.
We owe the success of our Deaf communities to our trailblazers who fought, advocated, and made it possible for us to thrive today. and it is the first ever of its kind, which makes it groundbreaking work. To support and contribute to a literacy rich classroom experience, lessons plans and activity sheets have been developed, mapping the learning process for our young and emerging readers. Trailblazing a path to the future, Gallaudet is working on brand-new language learning tools for young infants that include robots, virtual human and animated avatars, using cutting-edge motion capture technology. The world’s only assessment designed for deaf children is also housed at Gallaudet—known as the Visual Communication and Sign Language
Checklist. Those tools are available to everyone in the community, for your deaf, hard of hearing or hearing children or students! The next time you visit Gallaudet University, peek around the corner on the 6th Street side of campus, known as Creativity Way. That’s where the next level of real-world applications will be happening. Innovation and evidence are here to support the usage of sign language with our deaf children— and we will continue to advance knowledge. Gallaudet University is proud to provide an everexpanding pool of evidence, resources and training NADmag | Spring 2018
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GALLAUDET REVOLUTION
In the past decade, Gallaudet has led innovation in: • Robotic/artificial intelligence interactions, changing the way we look at accessible communications; • T he world’s first bilingual storybook apps, changing the way how we look at the reading experience for visual learners; • R obot and avatar interactive systems, changing the lives of at-risk infants for language deprivation, to language-rich environments; • S ign language assessment toolkits, advancing our ability to better test and measure deaf children’s academic success; • N ew disciplines in DeafSpace, changing the way we look at architecture; reating academic programs • C focused on preparing students in early language advocacy, both undergraduate and graduate level; • A new PhD program in Educational Neuroscience, changing how we understand the human brain, through the Deaf perspective, and how they learn; • E ntrepreneurship programs, bringing brilliant Deaf innovators to self-defining careers, changing society with diverse perspectives; and • E ducational initiatives and global leadership training programs focusing on sustainable development goals that ensures all deaf children receive quality education.
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to its community of alumni all over the world who are working tirelessly to make sure deaf children are provided with language and education. History has shown us that Deaf people have always shared vital ideas, inventions, solutions, perspectives, and experiences, and we continue to do so in science. Our culture, literature, sign language, our visual and tactile way of being, is our gift to the world. We owe the success of our Deaf communities to our trailblazers who fought, advocated, and made it possible for us to thrive today. And we will make tomorrow better for our children.
For more information, visit VL2.gallaudet.edu.
Dr. Melissa Herzig is the Research and Education Translation Manager in the Visual Language and Visual Learning (VL2) Science of Learning Center and the Assistant Director of the PHD in Educational Neuroscience program.
Dr. Clifton Langdon is an Assistant Professor in the PhD in Educational Neuroscience Program at Gallaudet University and the Director of the Language & Educational Neuroscience Laboratory.
Melissa Malzkuhn is the founder and creative director of Motion Light Lab, a space where creative literature intersects with digital technology to create immersive learning experiences.
Tawny Holmes is the Education Policy Counsel at the NAD.
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FEATURE
EDUCATION ADVOCATES: How It All Started and Future Plans
Tawny and some students smile for the camera. Photo credit: Lexington School for the Deaf
BY TAWNY HOLMES In April of 2012, the community was concerned. Due to the economic recession, nearly all schools for the deaf faced budget cuts, as high as 20% of their entire budget. That meant that the schools, already facing dwindling enrollment due to the federal policies and laws that preferred mainstreamed schooling, were at a higher risk for closure. That also meant that deaf and hard of hearing children all over the United States would have less educational options where they could succeed academically with their peers and adult role models. The community couldn’t accept that. Education Advocates, a grassroots organizing campaign, was established by the National Association of the Deaf. The first step was to invite state associations to send a designated Education Advocate to the Biennial NAD Conference in Louisville, KY, in 2012. During that conference, there was an orientation and a list of workshops focusing on education, language needs, policy, and more that representatives were encouraged to attend. Twelve states participated and received the first Education Advocate handbook with information 20
on their roles and the program itself. People started asking what an Education Advocate was and wanted one for their state. More states immediately joined the campaign. For the next two years I continued to serve as a volunteer coordinator for the Education Advocates program until I got a full-time fellowship with the Equal Justice Works organization, funded by Morgan, Lewis, & Bockius, LLP., an international law firm. The fellowship during 2013-2015 meant I could work at the NAD Headquarters focusing on Education Advocacy! To meet the goals of the fellowship, I provided 5-10 trainings for parents, families, community members, teachers, administrators, and students every six months. As a result, the number of state associations with an Education Advocate grew, along with several affiliate organizations. With a growing number of Education Advocates, a webpage was established. Information about education advocacy for deaf and hard of hearing children from the NAD’s viewpoint grew and expanded in over 40 locations all over the country.
EDUCATION ADVOCATES
In 2014, 31 Education Advocates attended the Biennial NAD Conference in Atlanta, Georgia. Out of 31, four were national organizations: the American Society for Deaf Children (ASDC), Council de Manos, Deaf Youth USA, and National Black Deaf Advocates. As a result of the NAD’s partnership with the ASDC, a new pilot program for Parent Advocates was also established. This program allowed parents to serve as advocates, too. During this conference, there was a designated workshop track, Education Advocacy, where Education Advocates, along with other interested people could learn more about strategies, new research, and best practices in education and policy impacting deaf and hard of hearing children. An orientation was provided again, at the beginning of the conference, with an improved handbook that included an overview of laws, legislative strategies, and recommended actions. A half-day summit also occurred where Education Advocates shared a report on their accomplishments, challenges, needs, and future plans. Updates included: attending Individualized Education Plan
Family Academy for the Deaf event in Florida.
Tawny presents at the Oregon School for the Deaf.
With Education Advocates, we are now able to show accountability and involvement to benefit deaf and hard of hearing children at every level of our community. (IEP) meetings with parents and family members of deaf and hard of hearing children, introducing and passing legislative bills, meeting with state officials, hosting workshops and events in their state or for their organization. Between 2014-2016, the NAD was determined to meet the goal of having an Education Advocate in each of the 50 states, plus D.C. The NAD also wanted to continue outreach activities like online
training, supporting state associations, networking at different education related conferences, and asking community members for referrals. By the time of the 2016 Biennial NAD Conference in Phoenix, Arizona, this goal was met! Every state and D.C. had an Education Advocate, along with more committed affiliate organizations. In addition, when parents and family members or teachers contacted the NAD, they now could be referred to their state’s Education Advocate. State associations in NADmag | Spring 2018
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Florida, Kansas, and New Jersey also took wonderful initiatives to host workshops and events focused on supporting parents and families of deaf children, thus increasing community partnership with parents and families at the local/state level. As for national organizations, the Council de Manos and the National Black Deaf Advocates both demonstrated commitment to providing support and resources to parents and families through their conferences and strategic plans. At the 2016 conference in Phoenix, there was another half-day summit where Education Advocates demonstrated their commitment to advocating for changes in their state or community. As for workshops, there was an entire new conference dedicated to best practices in the education of deaf and hard of hearing children—the National Deaf Education Conference (NDEC)*! The NDEC hosted the Education Advocacy track, along with other tracks, to promote and share information and resources among teachers and schools all over the nation (and the world) at each conference. There was also a state-wide stakeholders meeting with the Education Advocates, teachers, professors, administrators, and professionals from mainstream programs, public and private schools for the Deaf, and universities. In June of 2017, NDEC held its second conference at the Indiana School for the Deaf. In October, the NAD established a new section focusing on Education. There are more positive changes to come, such as identifying an Education Advocate in the U.S. territories, expanding an online training series, converting the Education Advocate volunteer positions into full-time employment positions, working with state agencies/offices serving the deaf, and collaborating with the Parent Training Information Centers funded by the U.S. Department of Education.
Children doing an activity at a Parent Advocacy event.
If you are interested in becoming an Education Advocate, contact your state association or affiliate organization to share your interest. To find out who is your state or organization’s current Education Advocate, check www.nad.org/ educationadvocates. Education Advocates serve a two-year term that coincides with Biennial NAD Conferences. Education Advocates are expected to have a background and expertise in deaf education. With Education Advocates, we now are able to show accountability and involvement to benefit deaf and hard of hearing children at every level of our community!
Tawny Holmes is the Education Policy Counsel at the NAD.
For more information about NDEC, go to www.deafeducation.us.
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FEATURE
Increasing Access to Educational Opportunities for Deaf People BY CARRIE LOU GARBEROGLIO Learning is a part of who we are. People learn for many reasons‌ to gain new skills, to challenge ourselves, to explore personal interests, or to advance professionally. Learning can happen every day, inside or outside of classrooms. If learning can happen outside of the classroom, why should we consider getting formal education and training? This is an important question to ask when we think about all the challenges that deaf people face when navigating the school system. Is tutoring available, and accessible? Who pays for interpreters for private schools or training programs?
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Are qualified interpreters available in our area? Are social opportunities accessible? Each deaf student must overcome many challenges in secondary and postsecondary settings. These challenges happen more often for deaf students with diverse backgrounds. Is getting a degree or certificate worth the blood, sweat, and tears? An analysis of national employment data for deaf people shows that, yes, it is worth it to get those degrees and certificates. In the United States, around half of deaf people do not have a job (Garberoglio, Cawthon & Bond, 2016). However, we know that
INCREASING ACCESS TO EDUCATIONAL OPPORTUNITIES FOR DEAF PEOPLE
employment rates in the deaf community are higher for deaf people who have higher levels of education and training. Recent data shows that only 28% of deaf people without a high school degree had a job, while 65% of deaf people with a bachelor’s degree had a job. Average annual earnings are also higher among deaf people with higher levels of education and training. The overall employment gap between deaf and hearing individuals is around 24%, and the gap narrows as educational attainment increases (figure 1). Continuing education after high school may give deaf people an advantage that is needed in order to be more competitive with hearing people in the workplace. Greater access to educational opportunities for deaf people go a long way towards increasing representation of successful deaf people in the workforce who can then serve as role models and mentors for future generations of deaf youth.
At the National Deaf Center on Postsecondary Outcomes, we are working to narrow these employment gaps by pushing for greater access to educational opportunities for deaf people in the United States and its territories. In order to do so, we must first understand where we are, and where we need to go. How many deaf people are completing high school degrees and beyond? Who is falling behind, and why? How can we work together to change that? High School Completion Completing high school is important in order to get a job. Only 28% of deaf people without a high school degree have a job, compared to 45% of those who have a high school degree. This is a large jump in employment rates. Overall high school completion rates for deaf people are slightly lower than for hearing people, but most deaf people in the
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FEATURE
United States complete high school (Garberoglio, Cawthon, & Sales, 2017). However, from 2008 to 2016, high school completion rates have increased at a significantly greater pace for deaf people than for hearing people. High school completion rates for deaf people look good, with steady increases in completion over time. Yet, a closer look at the data reveals lower high school completion rates among deaf people of color and deafdisabled people (figure 2). Deaf people with additional disabilities are twice as likely to not complete high school than deaf people without additional disabilities.
Bachelor’s Degree Completion In general, completing any kind of degree contributes to a jump in employment rates, with 65% of deaf individuals with bachelor’s degrees having a job. Bachelor’s degree completion rates for deaf people have steadily increased from 2008 to 2016. However, fewer deaf people complete bachelor’s degrees (18%) compared to hearing people (33%). It is also important to mention that bachelor’s degree completion rates are lower among deaf people of color and deafdisabled people (Garberoglio et al., 2017). Only 12% of deafdisabled people have completed a bachelor’s degree.
REFERENCES Garberoglio, C.L., Cawthon, S., & Bond, M. (2016). Deaf People and Employment in the United States: 2016. Washington, DC: U.S. Department of Education, Office of Special Education Programs, National Deaf Center on Postsecondary Outcomes. Garberoglio, C. L., Cawthon, S., & Sales, A. (2017). Deaf People and Educational Attainment in the United States: 2017. Washington, DC: U.S. Department of Education, Office of Special Education Programs, National Deaf Center on Postsecondary Outcomes.
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INCREASING ACCESS TO EDUCATIONAL OPPORTUNITIES FOR DEAF PEOPLE
How Can We Work Together? We know that education is important for deaf people. Education and training give us an extra edge that is needed to be competitive in increasingly complex and demanding work environments. Yet, barriers and challenges continue in educational settings, especially for deaf people of color and deafdisabled people. No one person can change the system. We must all work together to increase access to educational opportunities for deaf people. How can we work together? At the National Deaf Center, we believe change must happen on all levels of the system. Look around you. Who can you
connect with on the local level? On the state level? On the national level? We all have connections and networks that we can tap into to strengthen access to educational opportunities for deaf people. Have those conversations. Build those relationships. Ask the hard questions. Expect more. Don’t settle for less. Together, we can move that needle.
Carrie Lou Garberoglio is the Associate Director of the National Deaf Center on Postsecondary Outcomes.
Please visit us at nationaldeafcenter.org for current data reports, ASL videos, and many more resources for deaf people, their families, and professionals who serve them. Ask questions at help@nationaldeafcenter.org. Follow us at facebook.com/nationaldeafcenter, instagram.com/ nationaldeafcenter, or twitter.com/nationaldeafctr.
NADmag NADmag || Spring Spring 2018 2017
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FEATURE
WHY CSUN SHINES BY SHAWN M. CLARK
California State University, Northridge. C.S.U.N. C-SUN. How convenient that the word, “SUN” is part of our name as our students shine brightly from the sunny West Coast!
2017 Deaf Orientation week with new students and group leaders.
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WHY CSUN SHINES
As one of 23 campuses in the California State University system, CSUN distinguishes itself by welcoming approximately 150 Deaf, Hard of Hearing and DeafBlind students per year to a unique, mainstream environment. Since 1964, one campus department within the university’s Division of Student Affairs, known as NCOD: Deaf & Hard of Hearing Services, has served as the communication catalyst for the Deaf campus community to become immersed in the richness of the CSU. NCOD has proudly graduated nearly 3,000 Deaf, Hard of Hearing or DeafBlind students since 1964, providing that vital “critical mass” of individuals who honor community cultural wealth. Because NCOD: Deaf & Hard of Hearing Services provides consistent and first-rate communication access services, Deaf students have almost limitless opportunities to learn and explore student life. In addition to our acclaimed Deaf Studies and Deaf Education departments in CSUN’s Michael D.
CSUN Alumni, Richard Ray, on the move to talk about accessibility nationwide.
of Inclusion, Respect, Innovation and Self-reliance. Deaf students who wish to gain a sense of community rave about the growth opportunity offered by the Deaf CSUNians organization as they are exposed to campus and community issues, advocacy, activism and future professional challenges. “I learned how to run a meeting,” says one graduate. “I have lifelong personal and professional contacts from Deaf CSUNians,” says another.
NCOD has proudly graduated nearly 3,000 Deaf, Hard of Hearing or DeafBlind students since 1964, providing that vital “critical mass” of individuals who honor community cultural wealth. Eisner College of Education, Deaf students succeed in virtually all that the campus has to offer. CSUN/NCOD was the first campus in the nation to provide paid, professional interpreting services, back in the 1960s! We even have six Trilingual ASLSpanish Interpreters. Moreover, NCOD maintains an impressive volume of services—including interpreting, captioning, notetaking, tutoring and advisement—as we uphold our cherished core values
Deaf CSUN alumni have gone on to become attorneys, activists, accountants, administrators, engineers, professors, advocates, IT specialists, coaches, counselors, recruiters, case managers, and the list goes on. The old days when Deaf students enrolled in one of three or four majors are gone! At CSUN, NCOD is prepared to serve students majoring in everything, from astrophysics to filmmaking. NADmag | Spring 2018
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WHY CSUN SHINES
NCOD keeps close watch on any developing trends affecting students and their potential for success. A most noteworthy trend, developing over the last 10-12 years, is the number of student requests for captioning services. This has slowly risen to nearly HALF the overall service requests, with interpreting comprising the other half. This growing demand means that technological enhancements, as well as greater numbers of service providers, must be secured to match these needs. Creative “out-of-the box” solutions are already being deliberated with a view toward future trials and implementation. Technology has reliably propelled NCOD forward through the years and is no less projected for the future. With the establishment of Video Relay Services as a basic utility nationwide, NCOD recognizes the applicability of this technology to the classroom. NCOD, therefore, foresees the gradual
Students walk on campus near Oviatt Library. 30
addition of remote video interpreting and captioning services as a practical addition for “full service” accessibility. Current and former students continue to share with others the impact their CSUN education has had on their lives and chances for success. They realize that for Deaf, Hard of Hearing, and DeafBlind students, no matter the major, subject, club, activity, field trip, presentation or event, NCOD’s answer is YES. Because CSUN’s answer is YES. Then…it’s YES to lunch at the beach!
Shawn M. Clark is the Interpreter Coordinator at NCOD: Deaf and Hard of Hearing Services.
FEATURE
CELEBRATING
50 YEARS
of Education and Opportunity BY SUSAN MURAD This summer, thousands of alumni, faculty, staff, family members and friends will gather in Rochester, New York, to celebrate the 50th anniversary of the National Technical Institute for the Deaf (NTID)– the first and largest technological college in the world for deaf and hard-of-hearing students. The National Association of the Deaf (NAD) was an early and strong advocate for the establishment of a dedicated postsecondary school focused on marketable technical skills for deaf and hard-ofhearing individuals. In 1964, Congress was urged by leaders of the NAD and others to study the educational and employment status of deaf people. One report suggested that about 80 percent of deaf adults were
working in manual occupations, whereas only about 50 percent of the hearing population assumed those same types of positions. Shortly after, the House and Senate drafted bills recommending the establishment of a college tailored to the needs of deaf and hard-of-hearing students pursuing technical careers. The legislation was passed in both the House and the Senate in a record-setting 47 days. On June 8, 1965, President Lyndon Baines Johnson signed Public Law 89-36, establishing the National Technical Institute for the Deaf.
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CELEBRATING 50 YEARS
According to NTID Professor Emeritus, historian and author Harry Lang, the NAD’s support for the concept and creation of NTID was constant from the beginning, with NAD’s Executive Secretary Frederick C. Schreiber stating, “The members of the National Association of the Deaf are immeasurably grateful and appreciative to Congress for its farsightedness and humanitarian awareness of the needs of the deaf, as evidenced by the law making NTID a reality instead of the dream it was.”
Department of Business Studies faculty member, Dr. Alvin C. Merritt Boyd III, teaches a class.
“This institution is providing for the future of deaf people. Deaf people will be able to grow and expand their potential for full lives only through the process of education.” With the bill signed and plans for its execution moving quickly, more than two dozen universities across the country applied to establish the college on their campuses. However, with connections to industry and business, pre-established programs in many technical disciplines, a favorable relationship between Rochester industry and people with disabilities, and a steady stream of deaf students who had already enrolled in some existing Rochester Institute of Technology (RIT) programs,
Cody Cummings, a laboratory science technology major from Austin, Texas, works on a project in NTID’s newly updated science labs.
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particularly in the School of Printing and the School for American Craftsmen, RIT became a strong contender. In July 1966, a site team visited RIT’s new 1,300acre campus under construction in the Rochester suburb of Henrietta. On November 14 of that year, RIT was selected as the future home of NTID. The strengths of this initiative would be a new, blended learning environment for the nation’s deaf students interested in technical careers and an enhanced learning environment for the university’s hearing population. Today, deaf and hard-of-hearing RIT/NTID students enroll in programs such as electrical and mechanical engineering, business administration, printing management and medical technology, and earn associate, bachelor’s, master’s and doctoral degrees at NTID and across the other eight colleges of RIT. More than 8,500 deaf and hard-of-hearing NTID alumni are living in all 50 states and in 20 countries, working in all economic sectors, including business and industry, health care, education and government.
CELEBRATING 50 YEARS
NTID actively sponsors and encourages research designed to enhance the lives of deaf and hardof-hearing people. The college is home to research centers dedicated to studying teaching and learning; communication; technology, access and support services; and employment and adaptability to social changes and the global workplace. Opportunities are available for undergraduate and graduate students to work directly with faculty, travel in support of their research and apply for research funding. When NTID opened, the NAD President Robert G. Sanderson was enthusiastic about the promise the college offered, “This institution is providing for the future of deaf people. Deaf people will be able to grow and expand their potential for full lives only through the process of education.” Members of the NAD leadership have been involved with NTID throughout the 50-year history of the college, such recent NAD President Chris Wagner, who is co-chair of NTID’s 50th Reunion committee along with his wife Staci, and NTID leaders such
as former President T. Alan Hurwitz have served as presidents of the NAD. NTID will be celebrating the 50th anniversary with an alumni reunion this summer. Gerard J. Buckley, who was named NTID president in 2011 and is the first RIT/NTID alumnus to hold that position, said students today leave the college prepared for the real world, where there isn’t always sensitivity and inclusion. They leave understanding their rights and responsibilities, and they leave with the self-confidence to interact with hearing peers. “As RIT and NTID prepare the next generation of leaders, I want them to walk away from this campus feeling that they were included. I want them to increase their earning potential and economic power,” Buckley said. “But it’s not just about money. It’s about the ways they can influence the world. In that way, we’ve truly fulfilled our mission.”
Susan Murad is the director of public relations and technology transfer at RIT/NTID.
Students from the Alpha Sigma Alpha sorority pose together during NTID’s Apple Festival, an annual fall event welcoming new students with food and fun activities.
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DEAF CULTURE TODAY
Dr. Gail Mellow, President of LaGuardia Community College (far left) applauds students at graduation as NEDP graduates Pamela Manzueta and Channel Arthur (far right) cheer on.
Program for Deaf Adults at LaGuardia Community College INTERVIEW BY NAD INTERN SHIRLEY SHANNON There are many National External Diploma Program sites over the U.S., but there is only one that serves the deaf and hard-of-hearing community. The interview below is with Pacts Cartagna and Sasha L. Ponappa who work at the Program for Deaf Adults (PDA) at LaGuardia Community College (”LaGuardia”), which is part of the City University of New York (CUNY). PDA at LaGuardia is one of the country’s largest programs for deaf and deaf-related postsecondary educational and support services. The program offers Adult Basic Education (ABE) and High School Equivalency (HSE) classes. PDA assists Associate degree students with improving their language and academic skills and with obtaining support services, such as: academic advisement, interpreting services, captioning, tutoring, and other accommodations. PDA also accepts students who want to begin a career as an ASL-English interpreter into its ASL-English Interpretation Program (AEIP). NADmag | Spring 2018
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DEAF CULTURE TODAY
Tell us about the most recent pilot program at LaGuardia, the National External Diploma Program (NEDP).
Many deaf and hard-of-hearing adults struggle with high school equivalency exams, so PDA established a pilot program of the National External Diploma Program (NEDP), a high school equivalency program in which students are given multiple chances to complete a portfolio to receive their degree instead of taking a high school equivalency exam. According to www.casas.org/nedp/locations, there are 84 NEDP sites in eight states; the NEDP program at PDA is the only one nationally to serve deaf and hard-of-hearing clients. Through a performance-based approach such as the NEDP, qualified deaf and hard-of-hearing students can show they are college-ready and career-ready. For too many years, deaf and hard-of-hearing students have been denied this opportunity due to reliance on highstakes tests which have served as gatekeepers for this particular population of students. More importantly, the program essentially requires students to create a portfolio of work which is now considered cutting edge in assessment. Today, people are realizing that high-stakes testing isn’t the way to go. When students qualify for the Generalized Assessment Phase of the NEDP, i.e. once they have passed all the necessary diagnostic exams, barring any life crises and with sustained motivation, they WILL receive their high school equivalency diploma. Tell us about those who participate and their experience after they complete the program?
We started with two NEDP clients, both of whom received their New York State High School Equivalency (HSE) diploma in one year through the NEDP program. One of those two individuals is now enrolled in degree studies at LaGuardia Community College. We have observed that if NEDP clients are motivated enough and willing to commit to the program, they will receive their diploma. The NEDP is a feasible alternative to HSE exams. 36
NEDP graduates Pamela Manzueta and Channel Arthur proudly display their diplomas.
Tell us more about various aspects of NEDP and why this is important?
The NEDP is structured so that all information needed to perform tasks is contained within the platform that is used. This means, for example, all reading resources and step-by-step procedures to create budgets or graphs, or to upload files, are part of the NEDP system. Most importantly, these resources are all written at a comfortable reading level and are therefore highly accessible for clients. We know that many deaf and hard-of-hearing adults are looking for accessible G.E.D./HSE programs so that they can earn higher wages or go to college. Why do you think deaf and hard-of-hearing adults have lower rate of high school and college graduation, and relatedly, higher rates of unemployment and lower family incomes?
From our observation and through experience, we find that deaf and hard-of-hearing youth are often given inappropriate reading and writing curricula, are assigned to teachers who are poorly-skilled as communicators, and are given inappropriate exams in their formative years. There has been a drastic shift in education to focus on the creation and administration of high-stakes standardized testing,
DEAF CULTURE TODAY
We have observed that if National External Diploma Program clients are motivated enough and willing to commit to the program, they will receive their diploma. and not enough focus on the intelligence and skills of the whole student. With that shift, there is less attention on how to teach literacy or be language models for disenfranchised, deaf and hard-ofhearing students who do not have strong exposure to language foundation in English and/or ASL. There needs to be more study on why such staggering rates exist. What are some creative accommodations that participants can utilize while in the NEDP?
We offer deaf and hard-of-hearing clients extended time for work on NEDP tasks and program support is provided in ASL and via videoconferencing. Virtualizing parts of the NEDP will allow us to serve a larger pool of deaf and hard-of-hearing people outside of New York City. Since the NEDP is an Internet-based platform, it allows these students to work on their own time, maintain jobs and care for their families.
If someone would like to know more information about NEDP and LaGuardia Community College, what do you recommend?
People can contact Pacts Cartagna, the Coordinator of Continuing Education Programs, Program for Deaf Adults at LaGuardia Community College; pcarlson@lagcc.cuny.edu; 917-832-1202 VP/voice; 347-815-0179 SMS and Dr. Sue Livingston, Professor for Program for Deaf Adults and in LaGuardia’s Department of Education and Language Acquisition; slivings@lagcc.cuny.edu.
Shirley Shannon was an intern with the NAD during the summer of 2017.
NEDP graduation ceremony recognizing and celebrating the first two NEDP graduates featuring PDA staff, interpreters, NEDP staff, and LAGCC’s president. NADmag | Spring 2018
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DONOR LIST
The list below recognizes donations made by individuals and organizations to the NAD from July 2017 - December 2017. Donors are listed under the designated fund. If a fund is not designated, donors are listed under the general fund. Individual donors are recognized by their level of giving. Organizational donors are recognized by their member type. Individuals and organizations who are not members are listed as friends of the NAD. There is a Donor Key on the right for individual giving levels and organization member status. Roman numerals following Benefactors (B) identify cumulative donation amounts in $1,000 increments.
Bequest The NAD expresses great appreciation for the generous bequest from: The Estate of Dr. Leroy R. Subit and Alice Altmayer Subit Annual Fund Campaign – General Yarielix Acevedo, FON Elizabeth Adams, FON Tolu Adediran, FON Elaine Aiello, BI Ayo Aina, C Frank Alatorre, A Anonymous, FON Thomas and Dianne Armato, BI Ricky Bailey, P William and Marilyn Baim, P Dallas and Margaret Barker, BII Francis Barry-Lenoch, FON Joshua Beckman, BVIII Suzann Bedrosian, BI Jean Lindquist Bergey, BII Kevin Bianco, P Jeffrey Bravin, BI Philip and Judith Bravin, BXVI Stephen and Dorothy Brenner, BX Michaelyn Bronaugh, A Gregg Brooks, BI
Daniel Brown, FON Sandra Buchholz, P Jenny Buechner, BII Frank Burckardt, FON Stephanie Cain, FON Dawn Callis, FON Lisa Carpinteri, FON D. Lamar Cason, BI Mirtha Castellano, A James Celestine, FON Howard and Michelle Chabner, P Marc and Betty Charmatz, BIII Nancy Ching, FON Raymond Conrad, S Roberta Cordano, S Ingrid Crites, BI Helen Dalphonse, FON Andrew Damon, A Linsay Darnall, Jr., BII Charis Davis, A Randi Decker, C Carla Del Pizzo, C Zachary DeLaRosa, FON Gayle Dockham, FON Alok Doshi, P Thomas Dowling, BIV Melissa Draganac-Hawk, BX Eric and Linda Drattell, BI Ruth Dubin, S Luke Durr, FON Eugene Ejiba, FON Cindy Faatz, FON Elizabeth Fazzolari, C Alia Fierro, FON Sean Forbes, FON
DONOR KEY B = Benefactor ($1,000 and up) P = Patron ($500-$999) S = Sustaining Member ($250-$499) C = Contributing Member ($100-$249) A = Advancing Member (up to $99) SA = State Association Affiliate FON = Friends of the NAD OA = Organizational Affiliate
Nikki Foster, FON Carol Fowlkes, FON Bonnie Karen Francese, A Stephen Frank, BI David and Audrey Frank, BI Amy Free, FON Orbello Garcia, FON Kim Garcia, S Sean Gerlis, BIV Floyd and Judith Gilliam, BX John Godich, FON Michael Goldberg, P Rebecca Goldenbaum, S Janel Grossinger, FON Charles Grote, BII Marie Rose Guillermo, A Denise Hanlon, BIV Kari Hansen, C Katherine Harker, P Robert and Evie Harris, BXVI Travis Hayes, FON Paul Hayes, FON Kristi Hilton, S Elizabeth Huber, FON Amanda Innes Dominquez, FON Traci Ison, S Patrick Jacob, FON Andrew Jaqua, FON Rae Johnson, BIV Vilas Johnson, BIX William Johnson, BI Jane Jonas, A Jazzy Jones, C Samuel Jones, BI Dorothy Kelsay, P Winnie Kemp, FON
Peter and Nancy Kensicki, BII Jerome Kessenich, FON Holly Ketchum, BII Christina Kielich, C Sharon Kimble, S John Kirsh, P Henry and Sandra Lee Klopping, BV Irene Knapp, FON Jerome Knast, P Edward Knight, FON Darla Konkel, FON Donald Kovacic, P Joan Kozicki, BI Lee and Bonnie Kramer, BIII Kim Kurz, C Poorna Kushalnager, C Alan Kuzmanovic, FON Dennis Lamar, FON Norman and Maedora Larson, BIII Jeanne Lavelle, BI Betty Lawson, BI Adora Lehmann, BI Julie Lehto, S David Leitson, P Brenda LeMieux, BI Mitchell Levy, S Jackie Lobland, P Glenn and Stephanie Lockhart, BI Richard Lovi, FON Steve Lovi, BI Yvette Marley, S Atheel Mary, P Robert and Susan Mather, BXII NADmag | Spring 2018
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DONOR LIST Tayler Mayer, P Pat McCullough, P Raymond McDevitt, C Michael McKee, S Jennifer McLean, S Edward Meisarosh, FON Anthony Merchinsky, P Phil Meredith, C Lewis Merkin, P Wendy Mertan, C Cory Michal, FON Julia Minott, FON Elisa Mlynar, A Lissette Molina Wood, BIII Ronald Moore, FON Ruth Moore, BI Freida Morrison, P Judy Mounty, BIII Harold and Mary Mowl, BVI Susan Murray, P Jarrod Musano, C David Nelson, BI Becca Newby, FON Steven Nicolai, BI Elaine Nightingale Dawson, FON Janice Nishimura, BI Larry and Alice Obray, BIII Catherine Ontko, FON Christine Parrotte, FON James and Susan Pedersen, BXXXII John Paul Perron, FON Klaudia Persson, FON Beth Prevor, P Jennifer Prosceo, C Larry Puthoff, BII Nabil Rab, FON S. Rasberry, FON Khadijat Rashid, P Scott Ratafia, S Allie Rice, C Robert Rice, P Allan and Judith Rosenblum, BIII Helene Rosenblum, BI Howard Rosenblum, BXVII Nicholas Ross, FON Maureen Rosselli, C Byron Rowe, BI Maha Noor Samee, FON Sarah Scheinfeld, FON Brenda Schertz, P Samuel Schmalz, A Elaine Schmidt, FON
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John Schnebly, FON Crystina Scott, P Davin Searls, P Kellie Shanahorn, P Nesi Sheriff, FON Ellin Sherman, C Nancy Jean Shugart, P Frederick Simerka, FON Lorrie Slonsky, A Nancy Sneed, C Krystaline Soash, S Barry Solomon, BI Benjamin Soukup, C Ronald Sperry, BII James Stern, BIV William and Alyce Stifter, BVIII Michael Strecker, FON Peggy Sugiyama, BIII Ronald and Agnes Sutcliffe, BXX Laura Sweeney, S Tina Tafs, FON Lynette Taylor, C Hartmut Teuber, BIII Laura Tumlin, FON Frank and Marlene Turk, BXII Krystallo Tziallila, P Francis Van Shaneyfelt, P Betty Van Tighem, BXIV Gary Viall, BII Christian Vogler, P Danielle Webb, FON Kathleen Weiler, FON Jimmy Wesolick, FON Barbara White, BII J. Sterling White, BXXXIII Christina Whitehouse Suggs, S Veronica Williams, FON Sharon Wilson, A Shanna Winesburg, C David and Doris Wise, BI Dawn Zapletal, FON Konjit Zeamanuel, FON Dan Zigmond, C Marcia Zisman, S Amazon Smile Donations, FON AMC Networks/Sundance Now, OA American Charities, FON Anonymous, FON Apple, OA AT&T Services, Inc, FON Bayfirst Solutions, LLC, FON
BGE, LTD, FON Blackbaud’s Everyday Hero - Coastal Community Foundation of SC, FON Booster Campaigns, FON Brown, Goldstein, Levy, OA CBS Corporation, OA CIA, OA ClearCaptions, LLC, OA Comcast Corporation, OA Convo Relay, OA CSDVRS, LLC, OA CWA Newspaper Guild, FON Eisenberg & Baum, LLP, OA Gallaudet University, OA Gary S. and Margaret D. Anderson Family Foundation Fund, OA Google, OA IBM Corporation Employee Services, FON Illinois Association of the Deaf, SA JP Morgan Chase, OA Lyft, Inc, FON Microsoft, OA Network For Good/Facebook Donations, FON NFL Foundation, OA NTID/RIT, OA Purple Communications, Inc, OA Registry of Interpreters for the Deaf, Inc,OA SLRS, OA Sorenson Communications, OA South Dakota Association of the Deaf, SA Sprint Accessibility, OA Sprint Relay, OA Tracfone, OA Ultratec, Inc.,OA Verizon Communications, OA VOTEC, OA Wisconsin School for the Deaf, FON YAYFRIENDS!, FON ZVRS, OA Nancy J. Bloch Leadership & Advocacy Scholarship Glenna Ashton, BVI
Emmanuel Azodeh, P Margie Bridges, BII Gerard and Judy Buckley, BXII Nancy Castles, BI Gina Donofrio, P Anita Farb, BXI Shane Feldman and Julie Tibbett, BI Sean Gerlis, BIV Ronald and Catherine Hirano, BXII Joan Kozicki, BI Steve Lovi, BI Leandra Williams, P Frank R. Turk Youth Leadership Scholarship Emmanuel Azodeh, P Kim Garcia, S Richard Soboleski, P Frank and Marlene Turk, BXII Bodil Tvede, BI Annual Fund Campaign – International Megan Ballantyne, FON Patrick Graybill, BII Joan Kozicki, BI Nabil Rab, FON
Annual Fund Campaign Law and Advocacy Eric Albro, A Glenna Ashton, BVI Emmanuel Azodeh, P Julia Becker, P Sandra Buchholz, P Gerard and Judy Buckley, BXII Stephanie Cain, FON Harvey and Mary Ann Corson, BXXII Robert and Donna Davila, BVI Luke Durr, FON Harvey and Astrid Goodstein, BXXV Melissa Greenlee, C Charles Grote, BII Judy Harkins, BI
DONOR LIST Robyn Hart, A Michael Henderson, C Richard and Nancy Horowitz, BVII Helen Jackson, FON Joan Kozicki, BI Darcie LeMieux, BI Michele Listokin, FON Vicki Lowen, BI Lucy Miller, BXVIII Teresa Moon Flaherty, P Sharon Morency Bryant, BI Freida Morrison, P Christine Parrotte, FON Nancy Rarus, BXV Rae Reese, FON Paul Robertson Jr., BI Clifford and Nancy Rowley, BI Peter and Debie Seiler, BII Paul Singleton and Suzy Rosen Singleton, BV Charles Wirick IV, A Betsy Anne Wood, P Annual Fund Campaign – Youth Leadership Polly Brooks, A Lauren Gonzalez, A Cynthia Gould, C T. Alan and Vicki Hurwitz, BXXVI Bernardine Isenhart, FON William Johnson, BI Travianna Jones, FON Charlotte Karras, C Joan Kozicki, BI Clark Maynard, BI Gail Nickowitz, FON Paul Robertson Jr., BI Jonathan Scherling, BIII Peter and Debie Seiler, BII Frank and Marlene Turk, BXII In Honor… Donald L. Ballantyne Megan Ballantyne, FON Jenny Buechner’s Ugly Sweater Party Jenny Buechner, BII
Clarissa Cain Stephanie Cain, FON
Nancy M. Perron John Paul Perron, FON
Marc Charmatz Michele Listokin, FON
Scott and Janis Perry Brian Perry, BIII
Mike Child’s 70th Birthday Joe and Kay Francis Rose, BVI
Pittsburgh Deaf Connection Sachal Lakhavani, FON
Deaf Blind Interpreting Kathy Dunaway, FON
Allan and Judith Rosenblum Roberta Weinberg, FON
Melissa Draganac-Hawk Philip and Judith Bravin, BXVI Donald Galloway, BI
Howard Rosenblum Howard and Michelle Chabner, P Helene Rosenblum, BI
Education Stephen Hlibok, BIV Clifford and Nancy Rowley, BI
Sophie Ross Gail Nickowitz, FON
Larry D. Evans William Johnson, BI
Sean Travianna Jones, FON
Bridgetta Bourne Firl’s 50th Birthday Paul Singleton and Suzy Rosen Singleton, BV
Suzy Rosen Singleton’s Birthday Phyllis Cass Bertling, A Petra Horn Marsh, FON Margaret Jennings, FON Khadijat Rashid, P Loretta Roult, C Grace Walker, FON
Ricki G. Tessa Gavilsky, FON
Jonathan and Carolyn Sive Patrick Rosenburg, S
Patti Gondek Francis Barry-Lenoch, FON
Helen Steinman Kathleen Weiler, FON
Elizabeth Horowitz Richard and Nancy Horowitz, BVII
Switzer Family Edward Meisarosh, FON
Caroline Jackson Helen Jackson, FON
In Memory…
Carly Feiner Sarah Scheinfeld, FON
Joshua - Redlands Swin Team Gayle Dockham, FON Dr. Barbara Kannapell Lisa Jacobs, BII Katherine Jankowski and Karen Goss, BIV Lauren Olsen and Ed Smilde Shannon Tsai, FON
Michael Berger Dorothy Kelsay, P Ralph Bimm Danielle Fykse & United Federal Credit Union, FON Paul Candelaria Andrea West, FON
Major USAF Paul Brent DeVane Wayne Catalano, FON Pat Foutt, FON Kristine Rivest, FON Marlene Sanders, FON Carmen Sparks Flugence Cidni Sanders, FON Patrick A. Ford Nancy Castles, BI Raymond Geller Janet and Richard Boyle, FON Alan Brainerd, FON Ed and Allyson Callison, FON Edward and Donna Dougherty, FON John and Angela English, FON Charles Hunter, FON Carlton and Louise Laird, FON Ann Laney, FON Eleanor Laney, FON Joseph McDonnell, FON Robert and Stacie Mize, FON Tafra Perryman, FON Nancy Rydgig, FON Nancy Schmidt, FON Patricia Shevlin, FON Ray and Ruth Willett, FON Alfred and Betty Hoffmeister Robert Hoffmeister Sr., BI Louise Hoysler Richard Fischer, FON Jeanette Imonti Michael Bearup, FON Anthony Castellanos, FON Ben Garfunkel, FON Wendy Helton, FON John Rodi, FON Dottie Levangie Sally Nichols-Sharpe, FON Micki Maupin Corey Keith, FON Tom and Louise Mohr Bernardine Isenhart, FON
NADmag | Spring 2018
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DONOR LIST Michael Sean Murphy Shannon Allison, FON Gary Crosby, FON Gordon and Patricia Knight, FON Amy Makson, FON Lonnie Wright, FON Audree Norton Ken Norton, BV Pauline Pettingill Kim Garcia, S
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IN MEMORIAM Dr. Delight Rice Ronald and Catherine Hirano, BXII Evelyn Shipley Susan Porter, FON Marie Kamuchey Smith Evelyn Kamuchey, BIX Helen Ting Cynthia Yep, FON
Linsday Antle, Advancing Member Barbara Baumgardner, Patron Paul Candelaria, Friend of the NAD Major Paul Brent DeVane, Friend of the NAD Raymond Geller, Friend of the NAD Louise Hoysler, Advancing Member Jeanette Imonti, Friend of the NAD Micki Maupin, Friend of the NAD Michael Sean Murphy, Friend of the NAD Pauline Pettingill, Benefactor IV Peter Schragle, Patron Evelyn Shipley, Friend of the NAD Helen Ting, Friend of the NAD Edward Van Tighem, Benefactor XIV Lucie White, Benefactor XXXIII
NADmag | Spring 2018
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8630 Fenton Street, Ste. 820 Silver Spring, MD 20910
Behind the scenes at NAD Headquarters, year unknown.
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