volta voices july-august 2012 magazine

Alex Ander GrAhAm Bell AssociAtion for the DeAf AnD hArD of heAring

VOICESVOICESV O L T A

W W W . A G B E L L . O R G • V O L 1 9 , I S S U E 4

Snapshots

from ScottsdaleINSPIRE

DISCOVERCONNECT

July/August 2012

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

Real Life Challenges

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

The most e�cient way to help children overcome noise and distance and focus in classrooms is by providing good quality instruments and FM solutions. But what constitutes good? If a child has wide-bandwidth instruments, and the FM system cannot exploit this bandwidth, precious high frequency sounds may be lost.

While some systems use valuable bandwidth on transmitting data rather than speech, Oticon Amigo transmitters focus their power on capturing and delivering vital high-frequency details. So you needn’t be in any doubt as to which system provides more speech cues.

Oticon Amigo FM – wider bandwidth for more speech

A di�erence in sound quality“With the new digital hearing aids, the frequency response is going out so much farther. Being able to hear your ‘s’ and ‘t’ is so important for speech. When we add the FM to it,

we don’t want it to interfere with the good way the hearing aids have been �t. Now the FM systems are going out to a higher frequency that’s just been wonderful.”

Sandy Waters, MA, CCC-A Educational AudiologistTX

VOICESV O L T A

A l e x A n d e r G r A h A m B e l l

A s s o c i A t i o n f o r t h e D e A f A n D h A r D o f h e A r i n g

3417 voltA plAce, nw, wAshington, Dc 20007

www.listeningAnDspokenlAnguAge.org

1612 20 28

Departments

Voices from AG Bell

3 Carrying on the Tradition

5 Success in Learning and Beyond

Tips for pArenTs

34 Bullying and Hearing Loss VERSIÓN EN ESPAÑOL

38 El bullying y la pérdida de audición

HeAr our Voices

42 “Hear” I Am

WHAT’s neW on THe KnoWledGe cenTer

44 The Helen Beebe Legacy

In Every Issue 2 Want to Write for Volta Voices?

6 Voices Contributors

8 soundbites

46 direCtory of serviCes

56 List of advertisers

Features 12 Connect, discover, inspire: aG bell Convention

draws diverse Crowds to scottsdale By Melody Felzien, Susan Boswell and Elizabeth Boschini, M.S., CCC-SLP Read about the highlights and inspiration from the AG Bell 2012 Convention in Scottsdale, Ariz.

16 impact of itinerant teaching Moderated by Melody Felzien This article includes excerpts from a roundtable discussion on the impact and effectiveness of itinerant teaching.

20 What i Wished My Music teachers Knew By Wendy Cheng Learn tips and strategies every parent should know to help develop musical skills in children with hearing loss.

28 beGinninGs for Parents of Children Who are deaf or Hard of Hearing in north Carolina: the volta award 2012 recipient By Melody Felzien Read about the contributions and advocacy effort that earned BEGINNINGS, Inc., the 2012 Volta Award.

32 senator olympia snowe: alexander Graham bell award of distinction 2012 recipient By Melody Felzien Learn about Senator Snowe’s contributions to improving the welfare of children who are deaf or hard of hearing.

24 special section: recognizing the Generosity of our donors AG Bell thanks its 2011 supporters and donors.

July/August 2012

voluMe 19

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V O l T A

VOICES

Volta Voices (ISSN 1074-8016) is published six times a year in J/F, M/A, M/J, J/A, S/O and N/D. Periodicals postage is paid at Washington, DC, and other additional offices. Copyright ©2012 by the Alexander Graham Bell Association for the Deaf and Hard of Hearing, Inc., 3417 Volta Pl., NW, Washington, DC 20007. Postmaster: Send address changes to Volta Voices, Subscription Department, 3417 Volta Pl., NW, Washington, DC 20007, 202/337-5220 (voice) or 202/337-5221 (TTY).

Claims for undelivered issues must be made within 4 months of publication. Volta Voices is sent to all members of the association. Yearly individual membership dues are $50. Volta Voices comprises $30 of membership dues. Subscriptions for schools, libraries and institutions are $115 domestic and $135 international (postage included in both prices). Back issues, when available, are $7.50 plus shipping and handling.

Articles published in Volta Voices do not necessarily reflect the opinions of the Alexander Graham Bell Association for the Deaf and Hard of Hearing.

Acceptance of advertising by Volta Voices does not constitute endorsement of the advertiser, their products or services, nor does Volta Voices make any claims or guarantees as to the accuracy or validity of the advertisers’ offer.

PUBLICATIONS MAIL AGREEMENT NO. 40624074 Return Undeliverable Canadian Addresses to: P.O. Box 503, RPO West Beaver Creek, Richmond Hill, ON L4B 4R6

V O l T A

VOICES

Want to Write for Volta Voices?Want to Write for Volta Voices?

Letters to the EditorLet us know how we are doing. Write a Letter to the Editor,

and you could see your comment in the next issue.

Media KitVisit www.listeningandspokenlanguage.org and select

“About AG Bell” for advertising information.

Submissions to Volta Voices

Volta Voices welcomes submissions from both AG Bell members and nonmembers. The magazine is published six times annually. Its audience consists of individuals who are deaf or hard of hearing, parents of children who are deaf or hard of hearing and professionals in fields related to hearing loss (audiology, speech-language pathology, psychology, otology, social services, education).

Visit the Volta Voices page at www.listeningandspokenlanguage.org for submission guidelines and to submit content.

Subjects of Interest

n Technology – related to hearing loss, new technology, improvements to or problems with existing technology, or how people are using existing technology, accommodations.

n Education – related to public or private schools through post-secondary education, new approaches and teaching methods, legal implications and issues, etc.

n Advocacy – information on legislation, hearing health, special or mainstream education, and accessibility.

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

n Action – stories about people with hearing loss who use spoken language as their primary mode of communication; deafness need not be the focal point of the article.

editorial Guidelines

The periodicals department reserves the right to edit material to fit the style and tone of Volta Voices and the space available. Articles are selected on a space-available and relevancy basis; submission of materials is not a guarantee of use.

Transfer of Copyright

The revised copyright law, which went into effect in January 1978, provides that from the time a manuscript is written, statutory copyright is vested with the author(s). All authors whose articles have been accepted for publication in Volta Voices are requested to transfer copyright of their articles to AG Bell prior to publication. This copyright can be transferred only by written agreement.

Without copyright ownership, the Alexander Graham Bell Association for the Deaf and Hard of Hearing cannot issue or disseminate reprints, authorize copying by individuals and libraries, or authorize indexing and abstracting services to use material from the magazine.

Art Submission Guidelines

Volta Voices prefers digital images over original artwork. When submitting electronic files, please provide them in the following formats: TIF, EPS or JPG (no BMP or GIF images). Digital images must be at least 300 dpi (at size).

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

Advocating Independence through Listening and Talking

— Adopted by the Alexander Graham Bell Association for the Deaf and Hard of Hearing

Board of Directors, November 8, 1998

AlexAnder GrAhAm BellAssociAtion for the DeAf

AnD hArD of heAring

3417 Volta Place, NW, Washington, DC 20007www.listeningandspokenlanguage.org

voice 202.337.5220tty 202.337.5221 | fax 202.337.8314

Volta Voices Staff

EditorMelody Felzien

National Sales Manager for Advertising, Exhibit and Sponsorship Sales

The Townsend Group

Director of Communications and MarketingSusan Boswell, CAE

Design and LayoutEEI Communications

AG Bell Board of Directors

PresidentDonald M. Goldberg, Ph.D.,

LSLS Cert. AVT (OH)

President-ElectMeredith K. Knueve, Esq. (OH)

Immediate Past PresidentKathleen S. Treni (NJ)

Executive Director/CEOAlexander T. Graham (VA)

Joni Y. Alberg, Ph.D. (NC)

Corrine Altman (NV)

Rachel Arfa, Esq. (IL)

Evan Brunell (MA)

Holly Clark (VA)

Wendy Ban Deters, M.S., CCC-SLP (IL)

Kevin Franck, Ph.D., MBA, CCC-A (MA)

Catharine McNally (VA)

Ted Meyer, M.D., Ph.D. (SC)

Lyn Robertson, Ph.D., LSLS Cert. AVT (OH)

On the cover: Individuals with hearing loss, their families and the professionals that serve them gathered in Scottsdale to connect, discover and be inspired at the AG Bell 2012 Convention. Photo Credit: Christopher Barr Photography

VOLTA VOICES • JULY/AUGUST 2012 3

VOICES FROM AG BELL

We have just returned from a tremendous AG Bell convention in Scottsdale, Ariz., and I am truly hon-

ored to follow Kathleen Treni as President of AG Bell at a time when our mission has never been more relevant – and at a time when it has never been more needed by parents, children and professionals today. The field of listening and spoken language has undergone tremendous change – technology, legislation, education and professional development all have transformed the world for children who are growing up with hearing loss today. The landscape of deafness has truly changed!

I entered the field with no preconceived notions. I thought all children who were deaf listened and talked because I met a boy who was bright, verbal and articulate. As we played games together, like “concentration memory,” it seemed that all speech-language pathologists did was play games, which seemed like a lot of fun. It was only later when I entered graduate school that I realized this fun also had a pur-pose. Behind each game were specific objectives and goals for the session. I also realized that this child who listened and talked so well was the exception – not the norm – at that time.

Many laypeople may think that auditory-verbal practice began with the advent of cochlear implants in the 1980s and 1990s, but it actually began 30 or 40 years earlier. It began with two women, Helen Hulick Beebe and Doreen Pollack, and their many contempo-raries, such as Daniel Ling, who believed that children who were deaf could listen and talk. They faced criticism and skepticism at the time from professionals in the field who thought this was impossible. For these women and those that followed, the word impossible did not exist. They proved it was possible, and their teaching methods have withstood the test of time.

It was only by chance that I met “Beebe.” While pursuing a dream to become a veteri-narian, my studies took me to a nearby college where I met a young boy...he was this smart,

verbal kid – the best in his class – and he hap-pened to be deaf! I changed course then and I feel most fortunate and blessed that I was able to learn from and observe the work of one of the founders of listening and spoken lan-guage. I am grateful that I had Beebe as one of my most cherished professional mentors.

Fortunately, her work continues to live on and adapt to new and growing technologies. The Helen Beebe Speech and Hearing Center has partnered with AG Bell to generously fund the development of the Listening and Spoken Language Knowledge Center. The Knowledge Center carries on the legacy of Beebe through her story and through the memories of the many parents and adults in our organization that have benefitted from her efforts and the many professional colleagues she influenced. The Knowledge Center will carry on the tradi-tion of the Beebe Center in providing inspira-tion to parents and professionals worldwide who will benefit from the ongoing support of this Internet resource center.

During the next two years, I plan to serve as an AG Bell ambassador through my per-sonal travels and presentations as well as visit-ing AG Bell chapters, private school programs focused on listening and spoken language and public school programs. My goal is to increase

awareness of the Listening and Spoken Language Knowledge Center among parents and professionals, and to increase the number of Listening and Spoken Language Specialists (LSLSTM) to meet the needs of children with hearing loss, and to inspire students to enter the field. I also hope to increase communica-tion and collaboration with other professional and consumer groups involved in the field of hearing loss and deafness.

Thank you for the opportunity to serve as AG Bell president. I am deeply grateful for the role AG Bell has played in influencing my development as a professional, and I look forward to continuing to contribute to this organization as your president.

Donald M. GoldbergPresident

Carrying on the Tradition

QUeSTIOnS? COmmenTS? COnCernS?

Write to us: Ag Bell 3417 volta place, nwwashington, Dc20007

Or email us: [email protected]

Or online:www.listeningandspokenlanguage.org

TEL 202.337.5220 • EMAIL [email protected]

WEB WWW.LISTENINGANDSPOKENLANGUAGE.ORG

New Items forListening and Spoken Language

Development

The AG Bell Bookstore

is pleased to introduce

new material for listening

and spoken language

practitioners. These titles

support best practices

in promoting spoken

language acquisition,

literacy skills and social

development in children

and adults who are deaf

and hard of hearing.

Now's the time to

shop and save! Members

receive a 15% discount,

and bulk purchases

are also eligible for a

discount. Visit the

AG Bell Bookstore

online today.

Auditory-Verbal Practice: Toward a Family Centered ApproachEdited By Ellen Rhoades, Ed.S., LSLS Cert. AVT,and Jill Duncan, Ph.D., LSLS Cert. AVT

This book provides listening and spoken language

practitioners with the basics of auditory-verbal

practice from the theoretical and practical bases

of family therapy models as well as the development of a systemic

viewpoint that is crucial to practitioners who must serve more than

just the parent-child dyad.

Helping Deaf and Hard of Hearing Students to Use Spoken LanguageBy Susan Easterbrooks, Ph.D., and Ellen Estes, M.S., LSLS Cert. AVEd

This text provides educators and novice practi-

tioners with the knowledge of and skills in

spoken language development to meet the needs

of students who are deaf or hard of hearing.

Literacy and Deafness: Listening and Spoken LanguageBy Lyn Robertson, Ph.D.

This book provides historical, theoretical and

practical knowledge about learning to listen and

speak in order to learn to read and write.

AGB Bookstore Ad_3 Pubs_5-12:Layout 1 5/11/12 12:51 PM Page 1


EDITOR’S NOTE

TEL 202.337.5220 • EMAIL [email protected]

WEB WWW.LISTENINGANDSPOKENLANGUAGE.ORG

New Items forListening and Spoken Language

Development

The AG Bell Bookstore

is pleased to introduce

new material for listening

and spoken language

practitioners. These titles

support best practices

in promoting spoken

language acquisition,

literacy skills and social

development in children

and adults who are deaf

and hard of hearing.

Now's the time to

shop and save! Members

receive a 15% discount,

and bulk purchases

are also eligible for a

discount. Visit the

AG Bell Bookstore

online today.

Auditory-Verbal Practice: Toward a Family Centered ApproachEdited By Ellen Rhoades, Ed.S., LSLS Cert. AVT,and Jill Duncan, Ph.D., LSLS Cert. AVT

This book provides listening and spoken language

practitioners with the basics of auditory-verbal

practice from the theoretical and practical bases

of family therapy models as well as the development of a systemic

viewpoint that is crucial to practitioners who must serve more than

just the parent-child dyad.

Helping Deaf and Hard of Hearing Students to Use Spoken LanguageBy Susan Easterbrooks, Ph.D., and Ellen Estes, M.S., LSLS Cert. AVEd

This text provides educators and novice practi-

tioners with the knowledge of and skills in

spoken language development to meet the needs

of students who are deaf or hard of hearing.

Literacy and Deafness: Listening and Spoken LanguageBy Lyn Robertson, Ph.D.

This book provides historical, theoretical and

practical knowledge about learning to listen and

speak in order to learn to read and write.

AGB Bookstore Ad_3 Pubs_5-12:Layout 1 5/11/12 12:51 PM Page 1

This edition of Volta Voices celebrates AG Bell’s 2012 Convention and focuses on building the skills and knowl-

edge necessary for children with hearing loss to be successful in learning situations.

AG Bell recently held its 2012 Convention in Scottsdale, Ariz. The event brought together a range of individuals to connect with each other, discover strategies and knowledge to promote listening and spoken language skills, and inspire each other with stories of success. In “Connect, Discover, Inspire,” we provide highlights from three days of programming and discuss the future of AG Bell. I also encour-age you to read the inaugural column of AG Bell’s new president, Donald M. Goldberg, on p. 3.

This rest of this issue offers a wide range of tips and strategies to ensure success in classroom education and beyond. First, we provide a roundtable discussion on the impact of itinerant teachers that highlights the inf luence they have on student success. A con-

tinuation of the discussion is offered online at the Listening and Spoken Language Knowledge Center, www.listeningandspokenlanguage.org, where you can chime in on the topic and add your own comments and experiences. “What I Wished My Music Teachers Knew” provides useful tactics for encouraging children with hear-ing loss to learn a musical instrument. Teachers and parents will want to put this advice into practice.

“Bullying and Hearing Loss” is a must-read for every parent who has a child with hearing loss. This important article provides insight into the effects of bullying, and provides suggestions on how parents can encourage and work with their child to lessen the effects. Finally, “Hear I Am” is a submission from an eighth grader in New Jersey who provides some great tips on navigating the first day in a new school.

We have also included features on two award recipients. Learn more about BEGINNINGS, Inc., the 2012 Volta Award recipient, and Senator Olympia

Snowe, the 2012 Award of Distinction recipient. Their contributions have improved the lives of children with hear-ing loss and paved the way for future leaders in this field.

Finally, AG Bell would like to thank the generosity of its supporters and donors in a special section dedicated to them.

Thank you for reading. If you are interested in contributing, please email me at [email protected] with your com-ments and suggestions.

Best regards,

Melody FelzienEditor, Volta [email protected]

Success in Learning and Beyond

CorrectionIn the article “Karen Youdelman: Honors of the Association 2012 Recipient,” published in the May/June edition of Volta Voices, we incorrectly noted Karen Youdelman’s occupation “as a speech-language consultant with the Cuyahoga County Board of Education working with the Mayfield City Schools in Cleveland, Ohio, and president of the Ohio Chapter of AG Bell.” Youdelman has since retired to Richmond, Mass., where she works with several nonprofit organizations in Richmond and New York City. We regret the error.

3518 Je�erson Avenue, Redwood City, CA 94062

JWPOSD is celebrating 44 years of helping children who are deaf and hard of hearing to listen, to speak, and to communicate in the world around them.

—

6 VOLTA VOICES • JULY/AUGUST 2012

VOICES cONTriBuTOrs

Susan Boswell, CAE, author of “Connect, Discover, Inspire” and “The Helen Beebe Legacy,” is the director of communications and marketing for AG Bell

and a long-time member. Boswell received a bachelor’s degree from the University of Wisconsin-Milwaukee with majors in mass communications (journalism) and psychology. Boswell was hard of hearing and became deaf as a teenager; she received a cochlear implant in 2002. She can be con-tacted at [email protected].

Wendy Cheng, author of “What I Wish My Music Teachers Knew,” is the president and founder of the group Association of Adult Musicians with Hearing Loss

(www.aamhl.org). Cheng grew up with a pro-found hearing loss in the right ear and a mild-

to-moderate hearing loss, which worsened to the severe range by the time she completed high school. She now uses bilateral cochlear implants and is a viola student who hopes to earn a music degree and integrate successfully into a community orchestra someday.

Krystyann Krywko, Ed.D., author of “Bullying and Hearing Loss,” is a writer

and education researcher who specializes in hearing loss and the impact it has on children and families. Both she and her young son were diagnosed with hearing

loss one year apart. She is the author of the e-book, “What to Do When Your Child is Diagnosed with Late Onset Hearing Loss: A Parent’s Perspective,” available on Kindle. She also authors the blog, “Ear to the Ground: Helping Families with Hearing Loss.” She can be contacted through her website www.lateonsethearingloss.org.

Elizabeth Boschini, M.S., CCC-SLP, is a speech-language patholo-gist, author and advocate for children with hearing loss and their families. She

has written two books, “Ellie’s Ears” and “Happy Birthday to My Ears,” which feature children with cochlear implants, and is co-founder and moderator of Deaf Village (www.deafvillage.com). Boschini writes about cochlear implants, listen-ing and spoken language, advocacy and child development at Cochlear Implant Online (www.cochlearimplantonline.com) as well as coordinates social media, advocacy and outreach for the site. Connect with her through email ([email protected]), Facebook (www.facebook.com/cochlearimplant) or Twitter (@myheartlistens) to help spread the word about all that is possible for children with hearing loss.

Hear now. And always — This is the Cochlear promise to you. As the global leader in hearing solutions, Cochlear is dedicated

to bringing the gift of sound to people all over the world. With our hearing solutions, Cochlear has reconnected

over 250,000 cochlear implant and Baha® users to their families, friends and communities.

For the person with hearing loss receiving any one of the Cochlear hearing solutions, our

commitment is that for the rest of your life we will be here to support you...

“Being able to upgrade Avery to the newest technology gave us great peace of mind. We know that Cochlear is here for us now and in the future.”

You should talk to your physician to see if you are a candidate for cochlear implantation or a Baha® System, and to understand the associated risks and benefits, and CDC recommendations for vaccination. Implantation with a cochlear implant or Baha System is a surgical procedure, and carries with it the risks typical for surgery, and outcomes cannot be guaranteed. For additional information please refer to the applicable package insert available at www.CochlearAmericas.com/NucleusIndications or www.CochlearAmericas.com/BahaIndications.

Cochlear, Nucleus and the elliptical logo are trademarks of Cochlear Limited. Baha is a registered trademark of Cochlear Bone Anchored Solutions AB. © 2011 Cochlear Bone Anchored Solutions. All rights reserved.

FUN1501 ISS1 DEC11

www.CochlearAmericas.comRequest information on the Cochlear Nucleus System or Baha System, or learn about upgrades

Cochlear Americas13059 East Peakview AvenueCentennial, CO 80111 USA

– Mom of Avery M.

Avery M.– Bilateral Cochlear™ Nucleus® Implant User

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

AD

Hear now. And always — This is the Cochlear promise to you. As the global leader in hearing solutions, Cochlear is dedicated

to bringing the gift of sound to people all over the world. With our hearing solutions, Cochlear has reconnected

over 250,000 cochlear implant and Baha® users to their families, friends and communities.

For the person with hearing loss receiving any one of the Cochlear hearing solutions, our

commitment is that for the rest of your life we will be here to support you...

“Being able to upgrade Avery to the newest technology gave us great peace of mind. We know that Cochlear is here for us now and in the future.”

You should talk to your physician to see if you are a candidate for cochlear implantation or a Baha® System, and to understand the associated risks and benefits, and CDC recommendations for vaccination. Implantation with a cochlear implant or Baha System is a surgical procedure, and carries with it the risks typical for surgery, and outcomes cannot be guaranteed. For additional information please refer to the applicable package insert available at www.CochlearAmericas.com/NucleusIndications or www.CochlearAmericas.com/BahaIndications.

Cochlear, Nucleus and the elliptical logo are trademarks of Cochlear Limited. Baha is a registered trademark of Cochlear Bone Anchored Solutions AB. © 2011 Cochlear Bone Anchored Solutions. All rights reserved.

FUN1501 ISS1 DEC11

www.CochlearAmericas.comRequest information on the Cochlear Nucleus System or Baha System, or learn about upgrades

Cochlear Americas13059 East Peakview AvenueCentennial, CO 80111 USA

– Mom of Avery M.

Avery M.– Bilateral Cochlear™ Nucleus® Implant User

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

N E W s B i T E s

SOUND


Check Out the new listening and Spoken language Knowledge CenterOn May 1, AG Bell launched the new Listening and Spoken Language Knowledge Center. Access www.listeningandspokenlanguage.org today to experience all it has to offer. If you see a need or would like information on a specific topic, tell us! The Knowledge Center was created to meet your needs – your feedback is extremely valuable. Please send your comments about the new website to [email protected].

AG Bell Announces Three new Board membersOn May 1, AG Bell announced the appointment of two new members to its board of directors for the 2012-2015 term. Joni Y. Alberg, M.S., Ph.D., is the executive director of BEGINNINGS For Parents of Children who are Deaf or Hard of Hearing, Inc., based out of Raleigh, N.C. Alberg provides direction for the statewide imple-mentation of BEGINNINGS’ mission to provide emotional, informational and technical support to parents of children who are deaf or hard of hearing, parents with hearing loss of children with typical hearing and the professionals supporting those families. She is a long time member of AG Bell, most recently serving on its Public Affairs Council.

Kevin Franck, Ph.D., MBA, CCC-A, has more than 12 years experience in hearing health care provision, innovation and products. Currently, Franck holds a leadership role at Artisan Healthcare Consulting providing key strategic insights to a broad variety of health care product companies. Franck is a longtime AG Bell member, and previously served on the AG Bell board in 2007.

On June 21, AG Bell announced the election of Evan Brunell to its board of directors. Brunell serves as the president of the Massachusetts Chapter of AG Bell and has been a regular attendee of AG Bell conventions since 2000. As an invited panelist presenter at several convention sessions, he has shared insights about living with hearing loss. Brunell was fitted with hearing aids at 1 year of age when he was identified with a profound hearing loss. At age 16, he received a cochlear implant and became a bilateral cochlear implant user in February 2012. An avid sports fan, Brunell is a freelance baseball journalist. He was elected to the board during a membership vote in May.

Visit the newsroom at www.listeningandspokenlanguage.org to learn more about AG Bell’s new board members.

International lSlS exam Opportunities AnnouncedThe AG Bell Academy is pleased to announce two additional opportuni-ties to take the Listening and Spoken Language Specialist (LSLS™) exami-nation in 2012: ʶ Nov. 11, 2012, in Brisbane, Australia ʶ Nov. 30, 2012, in Ontario, Canada

The application deadline for both of the above examinations is Thursday, Sept. 27, 2012. Please see the Academy’s website at www.listeningandspokenlanguage.org for information on submitting an application for the LSLS examination, and for exam dates and application deadlines for U.S. examinations.

Interest in AG Bell’s PinterestThere is now yet another new way to share information online, and it pulls you in with visual appeal. Pinterest users only posts sites with pictures and are encouraged to write short, descriptive sentences about what you will find on that site. AG Bell dipped its toe into this interactive online photo album at the end of March and has attracted over 150 followers to our first three boards: Family Resources, Adults with Hearing Loss and Professional Resources. Visit http://pinterest.com/listeningspoken to check it out for yourself. As we build our boards, we keep coming across interesting and helpful ‘pins’ from our followers. Do you have a pin or site that should be featured on AG Bell’s Pinterest boards? Email us at [email protected]!

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national Guidelines for Sudden hearing loss PublishedThe first national treatment guideline for sudden hearing loss was recently published in Otolaryngology–Head and Neck Surgery. The guideline was developed by a 19-member panel and includes: ʶ Recommendations to help clinicians

distinguish conductive hearing loss from sensorineural hearing loss in patients with sudden hearing loss. Both are common causes of hearing loss, but they have very different treatment strategies.

ʶ Information to better educate patients about the benefits and risks of medical intervention.

ʶ A range of amplification and hear-ing assistive technology available to those patients with incomplete recovery of hearing.

ʶ Recommendations against clinicians ordering computerized tomography (CT) of the head/brain as part of the initial patient evaluation.

The guideline is intended for all clini-cians who see adult patients, ages 18 and older. To learn more, visit http://oto.sagepub.com/content/146/3_suppl.toc.

AG Bell PSAs Available for Public UseAG Bell is pleased to offer 30- and 60-second Public Service Announcement (PSA) scripts for submission to your local radio stations. Recently, Clear Channel Media committed to running the 30-second PSA spot in all 7 Clear Channel radio stations in the San Diego area during the month of July. If you would like to help promote the Listening and Spoken Language Knowledge Center as a resource for parents of children with

hearing loss, visit the newsroom at www.listeningandspokenlanguage.org to download the pre-recorded PSAs.

“All Things Considered” Airs Segment on hearing lossOn April 8, NPR’s “All Things Considered” aired a segment on hearing loss in America. The segment focused on the impact of cochlear implants on today’s children with hearing loss. Shehzaad Zaman, who has a hearing loss and is a long-time AG Bell supporter, was inter-viewed for the segment. To read or listen to the story, visit www.npr.org/2012/04/08/150245885/cochlear-implants-redefine-what-it-means-to-be-deaf.

marvel Superhero Wears hearing AidsA 4-year-old boy in New Jersey inspired Marvel artists to create The Blue Ear, a superhero who wears hearing aids. Anthony Smith’s mother, Christina D’Allesandro, wrote to Marvel to request a copy of a 1984 comic book featuring Hawkeye, a superhero who used a hearing aid when his hearing was destroyed, in the hopes that it would inspire Smith to keep his blue hearing aids on. However, as D’Allesandro’s request made it around the office, artists were inspired to create a superhero just for Smith, named The Blue Ear. His mother reports that he now wears his hearing aids without much complaint.

On May 7, AG Bell lifetime member Virginia (Jinny) Stern was selected by the White House as a Champion of Change. The honor recognizes individuals who advocate in the fields of science, technology, engineering and math (STEM) for people with disabilities. For over 30 years, Stern was a guiding force behind the Project on Science, Technology and Disability of the American Association for the Advancement of Science (AAAS). She recognized that talented students with disabilities needed more than legislation and STEM degrees to gain employment in their chosen fields. In 1996, Stern and her colleagues developed the flagship program, Entry Point!, to provide paid internships and develop career skills in the private and public sectors of STEM industries for students with disabilities. The Champions of Change program was created as a part of President Obama’s Winning the Future initiative.

Project Aspire, a 10-week early intervention program for professionals working with families, was recently featured by ABC News. AG Bell member Dana Suskind discusses the program and benefits seen in children with hearing loss. To read the whole story, visit http://abclocal.go.com/wls/story?section=news/disability_issues&id=8675291.

PEOPLE iN ThE NEWs


SOUND BITESImproving on Cochlear Implant TechnologyResearchers at Utah State University and Case Western Reserve University have built a device that could put more components of the cochlear implant inside the middle ear. A typical cochlear implant bypasses ear canal, eardrum and hearing bones. A system developed by researchers implants all the external components. Sound moves through the ear canal to the eardrum, which vibrates as it does normally. But at the umbo, a sensor known as an accelerometer is attached to detect the vibration. The sensor also is attached to a chip, and together they serve as a microphone that picks up the sound vibrations and converts them into electrical signals sent to electrodes in the cochlea. The device still would require patients to wear a charger behind the ear while sleeping at night to recharge an implanted battery. While initial testing has been successful, testing in live patients is still a few years away.

In addition, engineers in Germany have developed a laser-powered implant to stimulate cells with heat. Instead of an implant with a few metallic electrode pads, the implant would include a small strip of infrared lasers. The lasers would induce electric currents in the cells, stimulating the auditory nerve to act as a nerve. Visit www.lzh.de/en to learn more.

Closed Caption Glasses for moviegoers Sony and American theater chain Regal Entertainment are rolling out a new glasses technology aimed at improving the theater experience for moviegoers who are deaf and hard of hearing. The new access glasses use wireless technology to stream closed captions, making it easier to read captions. The glasses display the text across the viewer’s field of vision, eliminating the need to continually look to the bottom of the screen to view captions. The

display allows for the location of the text to be adjusted to suit user prefer-ences, and there are additional features allowing for individuals who are blind and visually impaired to hear audio descriptions of happenings on the screen. An available clip-on filter allows for 3D viewing without compromising image clarity. Access glasses are avail-able to use in some Regal theaters as of May. The theater chain plans to have wider availability of the technology by winter of 2013.

Implementing new rules for Online CaptioningOn Jan. 13, the Federal Communications Commission (FCC) released a “Report and Order” adopting rules for closed captioning of video programming delivered over the Internet. These new closed captioning rules were published in the Federal Register on March 30 and became effective on April 30. The rules apply to non-exempt, full-length programming and will be implemented according a range of deadlines. Visit http://transition.fcc.gov/Daily_Releases/Daily_Business/2012/db0330/DA-12-505A1.pdf to review the full schedule.

The FCC also adopted new closed captioning requirements for equip-ment designed to receive, play back, or record video programming (such as televisions, set-top boxes, computers, smartphones, tablets, DVD players and digital video recorders). These rules apply to equipment manufactured or imported into the United States on or after January 1, 2014.

Global Open Call for Ideas encourages Online CollaborationOn April 2, the Oticon Foundation and the Ida Institute launched an innovative ideas competition to increase public awareness and action for hearing loss. The competition, Ideas, Speak up – Action and Awareness for Hearing

Loss, encourages submissions of online awareness projects that have the potential to affect change locally and/or globally, are simple and cost-effec-tive, and inspire people to action. The open call for submissions runs through September 2012. During this time, ideas will be shared online at www.awarenessforhearingloss.com, and commenting and voting will take place. Participation in the online compe-tition is free of charge and open to all.

Audiology Telepractice for VeteransThe Department of Veterans Affairs (VA) is testing remote programming of hearing aids. Ten VA medical centers are piloting remote programming as part of an initiative to increase services to veterans in remote areas. By traveling to local technician offices

The AG Bell New York State Chapter held a “Technology Updates – Work/School/Play” workshop on March 25, 2012. The free workshop featured Michael Janger of Michael Janger Consulting and Terrence Williams from the Center for Hearing and Communication. Attendees included board members, parents, teachers of the deaf and special education students. The Chapter’s new president, Ed McGibbon, introduced the board and provided an update on Chapter activities. Janger and Williams then presented information on how technology can enhance communication at work (hearing loops/captioned telephones), provide access to the curriculum (CART, C-Print), and enrich access to social networks and music through smart phone apps and web services.

chAPTErs

VOLTA VOICES • JULY/AUGUST 2012 1 1

SOUND BITESand connection remotely to audiolo-gists in major urban areas, veterans are able to maintain equipment and attend follow-up appointments without causing undue travel burden and expense. This fall, AG Bell’s peer-review journal, The Volta Review, will publish a monograph on the growing trend of telepractice.

Support the new International media Campaign for Quality Captioning Universally!A new international media campaign, “Don’t Leave Me Out!” is being launched by the Collaborative for Communication Access via Captioning (CCAC). The campaign’s mission is to raise aware-ness for and ensure inclusion of quality captioning throughout all mediums and formats. See the video and learn how you can support the campaign at www.ccacaptioning.org.

learn more About the medical home From the experts – new VideosThe National Center for Medical Home Implementation (NCMHI) has

conducted interviews with leaders and medical home advocates to capture their thoughts on the medical home concept of care and how to implement it in practice. Framed around the six building blocks of the “Building Your Medical Home” toolkit, the interview videos are designed to provide an in depth view of the essential compo-nents that make up the medical home. The second set of videos in a series of

three releases from March-May 2012 are now available for viewing on the new NCMHI YouTube channel, www.youtube.com/user/AAPMedicalHome. Topics include care partnership support, care delivery management, clinical care information and organization, practice performance measurement, resources and linkages, payment and finance, and general information about medical home.

We Found Our Voice at DePaul!

DePaul School for Hearing & Speech

, located in Pittsburgh, PA, teaches children who are deaf or hard of hearing to listen, to speak and to succeed in the hearing and speaking world without using sign language.

DePaul School serves children from , including children who are late-diagnosed and children transferring from sign language or total-communication programs.

Members of the AG Bell community are remembering Lord Jack Ashley of Stoke, who passed away April 20, 2012, at the age of 89. Ashley was a tireless advocate for individuals with disabilities, himself losing his hearing less than two years after being elected to the British Parliament; he received a cochlear implant in 1993. Ashley was the keynote speaker at the AG Bell Biennial Convention in Toronto. After losing his hearing, Ashley opted to stay in Parliament, focusing the attention of the nation and of government on the problems facing people with disabilities; it was largely due to Ashley that all British governments now include a Minister for Disability. Accommodations in Parliament were made specifically for him after he lost his hearing, including a closed circuit device that allowed him to read a transcriber’s notes of debates. He is survived by his three daughters. To read more about Ashley’s accom-plishments, visit http://www.telegraph.co.uk/news/obituaries/9219301/ Lord-Ashley-of-Stoke.html.

iN MEMOriAM


More than 1,200 parents of children with hearing loss, individuals with hear-ing loss, and the profes-

sionals who support them gathered in Scottsdale, Ariz., June 28-July 2 for the AG Bell 2012 Convention. This year’s convention offered sessions from top presenters in the field of hearing loss and spoken language communications, and a variety of social events and opportuni-ties that helped attendees connect with each other, discover new information and spoken language development strategies, and be inspired by the stories of suc-cess in achieving a listening and spoken language outcome.

Keynote PresentationThis year’s convention kicked off with a multimedia presentation spotlight-ing the Listening and Spoken Language Knowledge Center, an initiative that is transforming AG Bell by using the Internet as a place for collaboration, information and celebration. Nearly four years in the making, the Knowledge Center features a new content manage-ment system that provides enhanced functionality for multimedia content. It is powered by an association manage-ment system that provides greater ease in making transactions with the associa-tion, such as registering for conferences or sharing documents. Kathleen Treni,

AG Bell past president, noted that it is a resource that can be accessed at any time. “We will be there with resources in English and Spanish as parents search the web at 3 a.m. wondering what the future may hold for their child. For the general education teacher meeting a student with hearing loss for the first time, the Knowledge Center will be there to bring them up to speed on the right interven-tion and the latest technology. For the adults with hearing loss, this will connect them through social networks.”

Keynote presenter Dr. Dale Atkins, a psychologist, popular commenta-tor for NBC’s Today Show, and a renowned lecturer known for her

Connect, Discover,InspireAG Bell Convention Draws Diverse Crowds to Scottsdale

By Melody Felzien, Susan Boswell and Elizabeth Boschini, M.S., CCC-SLP


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practical advice and warm personal-ity, shared with the audience tips on creating and sustaining a balanced life. In a well-received presentation, she shared her insights on work-life balance, relationships, families, and managing stress. Atkins encouraged participants to be fully present in the moment and to participate in the unique opportu-nity offered by the convention. “Let’s enjoy the wonder of being together with people who will teach us, support us, and be there for us when we need them, and for whom we also will be present when they are in need. There is nothing like being with people who believe they can and do change another’s lives.”

She shared five fundamentals for living a balanced life: being conscious of the self and maintaining a healthy body, mind and spirit; nurturing a support system of healthy relationships; achieving connec-tion with peaceful surroundings; attaining stimulation through pursuing new inter-ests and living life with purpose, creativity and meaning; and savoring the present as we appreciate the many gifts in our lives.

Atkins noted that balance is not about our ability to juggle many balls, but in knowing which ones to juggle and which to set aside for a while. “It’s only through taking care of ourselves that we have the physical, mental, and emotional energy to love and care for others.” Following her presentation, Dr. Atkins hosted a book signing for her book, “Sanity Savers: Tips for Women to Live a Balanced Life.” Atkins took the time to connect with each participant, to listen to their story and write a thoughtful note. The popular event was reconvened after Atkins’ afternoon concurrent session so that she could meet with all attendees.

Prior to Dr. Atkins address, a video spotlighted the AG Bell Awards of the Association, noting the rich, 50-year history of recognizing individuals and organizations that have made the world a better place for children and adults with hearing loss. AG Bell presented the prestigious Honors of the Association to Dr. Karen Youdelman for her dedica-tion to and sustained efforts toward the mission of AG Bell. Youdelman noted that she joined and contributed to at least a hundred organizations over her lengthy career, but that AG Bell is one that she has been committed to because it brings together many individuals with a common bond and goal of ensuring that every child and adults with hearing loss has the opportunity to listen, talk and thrive in mainstream society. “I am honored to be receiving this award for my work in the field, and I salute all of you for your ongoing contributions to AG Bell,” Youdelman said.

event highlightsThe convention also featured 12 short courses, 60 concurrent sessions, and an exhibition hall of more than 50 exhibitors who demonstrated the latest in hearing

technology as well as featured early inter-vention programs, schools, professional preparation programs and communications technology. In a session on the “Impact of Auditory-Verbal Therapy on Literacy Skills,” researchers from Kent State University (Stacey Lim, Au.D., CCC-A, Jocelyn Folk, Ph.D., Lynette Kriedler, B.A., and Stephen Brusnighan, M.A.) highlighted new research that shows chil-dren with hearing loss who use listening and spoken language are achieving much higher levels of reading ability because they have good acoustic access and mean-ingful language experiences in English. The research team found that there was no significant difference in the reading abilities between children who used the auditory-verbal approach and their typical peers; however, within the auditory-verbal group, there was much greater variability in reaching achievement.

The researchers suggested several strategies to help children grow their vocabularies and increase print exposure, such as encouraging children to read for a specific number of minutes rather than a specific number of books, select more challenging books and work on improving distance hearing and access to auditory information so children can overhear naturally occurring conversa-tions and pick up new vocabulary.

In another session, K. Todd Houston, Ph.D., CCC-SLP, LSLS Cert. AVT, explored the important role that fathers play with their children with hearing loss – a role that that often has been ignored in the research. Houston and his research team at The University of Akron surveyed fathers to gather their opinions on their participation in therapy, feelings about parenting a child with hearing loss, and suggestions for professionals who are working with dads. The survey showed that fathers felt they received adequate information about communication options and technologies and they felt included in intervention services. The men surveyed shared additional strategies to promote the inclusion of fathers, such as schedul-ing flexibility that can facilitate greater involvements in therapy, use of technol-ogy, such as videotaped sessions, to keep them abreast, and even scheduling a father-only session.


One convention highlight was a short course on the legacy of Daniel Ling, a radio operator, violin maker, fisherman and a pioneer of auditory-verbal therapy whose career path was changed after a chance encounter with a student with hearing loss that forever changed his life and the field of listen-ing and spoken language. Panelists Houston, Dimity Dornan, A.M., Ba.Sp. Th., F.S.P.A.A., LSLS Cert. AVT, Mary McGinnis, PhD.c, LSLS Cert. AVT, Carol Flexer, Ph.D, CCC-A, LSLS Cert. AVT, and Christina Perigoe, Ph.D, CED, CCC-SLP, LSLS Cert. AVT, shared the applications of Ling’s work that were developed more than 40 years ago and remain theoretically sound and relevant today. Presenters discussed Ling’s work in light of current brain research, noting that Ling’s approach recognizes that generating and cementing neural con-nections requires an enormous amount of exposure, repetition and practice. Ling’s system also evaluates speech and the suprasegmental level – the prosodic

melody of language that cannot be speechread – and strives to help learn-ers achieve this natural speech through audition. Following the short course was the launch of the Ling Consortium, an international consortium of univer-sity accredited post-graduate training

institutes for educating professionals in the area of listening and spoken language.

research SymposiumAG Bell hosted its eighth Research Symposium, “From the Ear to the Brain: Advances in Understanding Auditory Function, Technology, and Spoken Language Development” funded by the National Institute on Deafness and Other Communication Disorders and the Hearing Health Foundation. The panel, which was moderated by Tamala Bradman, Ph.D., CCC-A, of the Vanderbilt Bill Wilkerson Center in Nashville, Tenn., featured Joseph Santos-Sacchi, Ph.D., of the Yale School of Medicine, Jont Allen, Ph.D., of the University of Illinois, Michael Dorman, Ph.D., of Arizona State University, and Tonya Bergeson-Dana, Ph.D., of Indiana University. The presenters provided a review of new research into the mechanics of hearing that determine how sound is conveyed to the brain. They also highlighted differences in auditory perception of consonants that cannot be uncovered by a conventional audiogram. Finally, presenters also shed new light on how mothers can facilitate the development of speech in their infants with hearing loss and highlighted advances in future implant technologies that will combine the best features of cochlear implants and hearing aids into a single device as well

meet the AG Bell 2012 Convention Social media Team

Elizabeth Boschini, M.S., CCC-SLP, is a speech-language pathologist, author and advocate for children with hearing loss and their families. She has written two books, “Ellie’s Ears” and “Happy Birthday to My Ears,” which feature children with cochlear implants, and is co-founder and mod-erator of Deaf Village (www.deafvillage.com).

Amy Lynn Birath, Au.D., CCC-A/SLP, LSLS Cert. AVEd, is a pediatric audiologist and speech-language pathologist at The Moog Center for Deaf Education where she provides diagnostic and therapeutic services to children from birth to 21 years of age. She tweets for the Moog Center and is on the iTalkAtMoog App development team.

Wendelyn L. DeMoss, M.S., CCC-SLP, LSLS Cert. AVT, is founder of DeMoss Consulting LLC and has been a practicing speech-language pathologist in Oklahoma for 25 years. She provides intervention services to school-aged children and also mentors professionals seeking LSLS certifica-tion through her Listen-Learn-Lead Mentoring Program.

If you were not able to attend the AG Bell 2012 Convention or couldn’t attend a particular session, check out our selection of convention reports by our social media team on the AG Bell Facebook page (www.facebook.com/AGBellCommunity). Review convention handouts as well as the conven-tion Twitter stream @AGBellAssoc #AGBell2012 by visiting the AG Bell 2012 Convention Onsite Resources page at www.listeningandspokenlanguage.org/Document.aspx?id=1091.

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as developments that will help preserve the residual hearing of implant users through otoprotective drugs.

Dornan also reviewed research on neurodevelopment that supports early cochlear implantation. “For children, earlier cochlear implantation is better. Those implanted at the earliest ages score closest to their age-match peers with typical hearing [on tests of lan-guage competence],” he said. Adults who have long-term hearing loss and have grown up using listening and spoken language are now demonstrating better results than expected.

Other highlightsThe Exhibit Hall opened Friday night with a welcome reception and scaven-ger hunt with participants from the Leadership Opportunity for Teens on hand to answer questions. But the high-light for this year was the Listening and Spoken Language Knowledge Center area, a section of the Exhibit Hall where attendees could chat and watch

videos of the “Why I Love Hearing Technology” contest and receive fun giveaways for logging on to the Knowledge Center website for the first time to seek information on AG Bell’s programs, products and initiatives. Conference participants also gathered on the last day of the conference for a fun “Flash Mob” photo shoot.

ConclusionMany of the presentations and social media highlights are available online at www.listeningandspokenlanguage.org. AG Bell wishes to thank all its attend-ees, volunteers, presenters, sponsors and exhibitors for making this another stellar convention. We look forward to seeing you in 2014 in Orlando, Fla.!

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Moderated by Melody Felzien

A s more students with hear-ing loss enter mainstream classrooms, more attention is needed to the role and influ-

ence of itinerant teachers on student suc-cess. The word “itinerant” literally means to travel from place to place (Merriam-Webster, 2012). An itinerant teacher is someone who travels from school to school to provide services for children who are deaf or hard of hearing. This assistance may include helping with assignments, pre- and post-teaching, and serving as a liaison between general education teachers and parents and other related services person-nel, such as school-based speech-language pathologists or educational audiologists.

And, thanks to an increase in early hearing detection and intervention, there is an increase of students attend-ing local mainstream schools with peers who have typical hearing. According to the Gallaudet Research Institute (2011), 57 percent of students who are deaf or hard of hearing are fully integrated into a general education classroom with stu-dents who have typical hearing, and 41.5 percent receive services from an itinerant teacher. The most current data from the U.S. Department of Education (DOE, 2009) shows an increase from 48.8 per-cent in 2006 to 53.3 percent in 2008 of children with hearing loss who spent less than 21 percent of their time in pull-out

services. The DOE data also shows that 83.3 percent of children who are deaf or hard of hearing attend a mainstream school, although some of those students are in self-contained classrooms.

As the number of students in main-stream classrooms increases, students will need ongoing support from itinerant teach-ers to succeed in a mainstream setting. AG Bell recently conducted a roundtable discus-sion on the impact of itinerant teaching and how to increase support for this critical ser-vice. Read what two teachers, a parent and a high school student had to say about itiner-ant teaching. Then, visit us online at the Listening and Spoken Language Knowledge Center to chime in on the discussion.

The Impact of Itinerant TeachingA Roundtable Discussion


Melody Felzien: Can you describe either your experience with itinerant teach-ers or your experience as an itinerant teacher? What are the positives and negatives of that experience?

Trish Repetski: I just feel that, as a par-ent, the itinerant teacher gave me a con-nection between the teacher and the child. If the child doesn’t want to communicate with you, you can communicate with the itinerant teacher. It was very helpful to me just having peace of mind know-ing how my daughter, Taylor, was doing on a day-to-day or week-to-week basis. Just knowing how the general education teacher was handling the situation of hav-ing a student who is deaf in the classroom

was helpful...I feel itinerant teachers are essential in that aspect. Taylor Repetski: The hearing support teachers, that’s my term, have helped me so much. I had a hearing support teacher from the very beginning in kindergarten all the way through high school. Any time I was confused, they would help me...They always make things clear. And they also helped me prepare for a test, quiz or even projects.

Kelly O’Connell: I would explain my role as a liaison between the student, the parent and the school team. I work to make sure that everyone is on the same page. I com-municate regularly with my parents, and it depends on the student and the family how much support that might be…once or twice a week, or once a month. As far as the team, we encourage a course of work in addition to direct service, if that’s what the child needs. We meet with the team usu-ally about 30 minutes a week – classroom teacher, case manager, speech-language pathologist, if there is one involved – to talk about how the child is doing, and I will collect information on what I could be working on during my lessons to support the student. I think that’s a really impor-tant part of the itinerant teaching service.

I would also say my goal with the general education teachers is to educate them about accommodations on the IEP [Individualized Education Program]…I also encourage the student to take on that role. From very early on we work on advo-cacy skills where the students need to create presentations to give to their teachers. We do a lot of peer workshops where they are educating their peers about hearing loss and accommodations. For example, what is an FM system and how it is used.

Kevin Miller: I would highlight that with my teachers, we devote a lot of time to direct service for consultation. We try to decide where on that continuum we are with the student, and, typically, when the students are younger, we tend to provide more direct service and as they get older…typically the skills we have been working

on, like self-advocacy skills, they are learn-ing and they can do more on their own.

Occasionally I will say to the teachers that our job is to put ourselves out of a job. Give the students the skills they need to be successful on their own. Somehow, in some way, we are involved with them, but it might not be direct service. My teachers devote a lot of time to building self-advocacy. I think, administratively, my role is to support the teachers as best I can. They have a couple of chal-lenges. One, they are going from building to building. It is very hard to develop relationships. You are surrounded by teachers and staff, but you are not in a building very long. So it can sometimes take months, if not years, to become a part of a building. And some are aware of that and I am always careful not to move them because they spend so much time developing those relationships. And, ultimately, that’s what is going to make or break their job…relationships. The relationships they develop with other teachers, other staff and with parents are extremely important.

Kelly: I completely agree with Kevin that the building of relationships is the most important piece of this job. And it takes time or a lot of effort to build those rela-tionships because you are going into some-one else’s school and you are a guest in that school. So we spend a lot of time building relationships and gaining trust.

Melody: Trish or Taylor, has this idea of relationship building been evident to you?

Trish: I think it is mixed. There are so many teachers involved. Some are easy, some are difficult.

Taylor: My hearing support teacher and general education teachers work well together. My hearing support teacher gets notes from the teachers sometimes. So we can get the aggregate information because sometimes I might miss a couple of things. They get along well.

The Impact of Itinerant Teaching

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Occasionally I will say to the teachers that our job is to put ourselves out of a job.


Melody: What kind of strategies do you use if you are going into a new school to try and build some of those relationships with the teachers and the administration?

Taylor: For me, my idea is to have the hearing support teacher not get involved too much, but just let the general educa-tion teachers do their work and let them help the student.

Trish: I think she has gotten better with being an advocate with the teachers in the classroom. She will ask them to repeat things, or…what else do you do?

Taylor: I raise my hand. I get things repeated again. In the groups, I ask the general teacher if we can go to the hall-way where it is quieter.

Kelly: Building relationships starts really early on in the school year. We start with a workshop, which actually happens before the students come in to school. We meet with the school team and we teach them about the equipment, how to manage it, so they are comfortable the first day and so the student is comfort-able as well because there is nothing worse than the teacher with an FM system not knowing how to use it and the student sitting there feeling uncomfort-able because the teacher doesn’t know. Often there are workshops before school starts where the student will come in and present on how to use the FM and other accommodations.

We work hard to first get to know the key players on the team. I also try to connect with the principal and secretaries, which is huge because a lot of times if I hit traffic and will be five minutes late, I can call and I am often talking with the secretary. Getting to know the IT person to help out with things like direct audio input with the FM system and the speaker if there is going to be an assembly. I get to know the janitor because oftentimes our student will lose their FM or hearing equipment. I will give them a heads up that if you see this somewhere in the school, don’t throw it away.

Kevin: I have to smile a little bit…one of the first things that professors taught us was to get to know the secretaries and the janitors. I have always remembered that and it has always paid off, and my teachers do that.

* * *

Melody: Has there ever been an occa-sion or an experience where you felt the itinerant teacher was not being utilized effectively?

Kevin: I have had those situations. Sometimes it is personality, which is hard to quantify. But sometimes it is just not a good match, for example, between a teacher and a student. And sometimes it’s the teacher’s background.

For example, when I first took this job, we had several self-contained classrooms for students who are deaf and hard of hearing, but over the years those have declined…the need for self-contained classroom has become less and less. I have found that with teachers of the deaf who were classroom teachers or self-contained teachers, it is hard for them to switch to itinerant teaching. Because they are so used to being in control, and when you are an itinerant you are going into somebody else’s room and, as Kelly said, you are a guest. And you don’t have a lot of control. That’s really predicated on the relationships you develop, but I find those teachers struggle…when you are used to one role and then have to change into a different role, which calls on different skill sets that may have become dormant.

Melody: You do see less self-contained classrooms and more services being pro-vided to students in the mainstream. Do you think that that is creating a challenge for itinerant teachers?

Kelly: I don’t see it creating more problems due to No Child Left Behind because so many other students with disabilities are being put into main-stream classes. So the teachers are, in my experience, very used to it. They are familiar with the support people…specialists coming in and out of the classroom. I think mainstream teachers are having to learn more about various

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types of disabilities in working with differ-ent types of children. But that is the trend of what’s going on in education as a whole as far as differentiated instruction and planning for those students’ needs.

Melody: So you think that mainstream teachers are becoming more open to the extra support services their students need because there are so many of them in the classroom?

Kelly: Absolutely. And because there is a greater awareness to provide quality education to every single student in their classroom. They are responsible and, like I had mentioned, differentiated instruction is an important piece in education right now where teachers have to meet the needs of all students in their classroom, regard-less of disability.

* * *

Trish: Is there a need for more itinerant teachers since the children are being main-streamed in their public schools? Do we have a shortage? Do they need more?

Kelly: I do feel that we are getting more and more students that are needing itiner-ant support. So, yes, I see a trend…because of hearing screening and the technology, such as cochlear implants, hearing aids and No Child Left Behind, there is a trend that we are going to see more and more students in the mainstream. Each year it seems like we are adding a teacher or two to our itinerant program.

Kevin: The long term trend would be more and more students are going to be mainstreamed. Meaning there is going to be a need for more and more itinerant

teachers of the deaf. And also retire-ments are starting to happen. Several teachers on my staff they are hitting that age where they are retiring. That’s going to result in an increased need for itiner-ant teachers.

Melody: Taylor, how do you feel about going to college without an itinerant teacher there to help you along the way?

Taylor: For me, going to college without any hearing support teachers, over the years I have learned strategies and all the things I need to become independent…services, well, RIT has special services, like C-print and a notetaker and CI services. I can use them in class.

Trish: She will be the No. 1 advocate for herself once she gets there because once she is 18 they really don’t want to talk to the parent. So any services that are avail-able to her she has to, make sure she finds them and she is aware of them, and I think she will do a pretty good job at that. She will speak up.

Editor’s Note: This discussion continues online at www.listeningandspokenlanguage.org. I encourage you to check it out and chime in with your own experiences and comments.

referencesGallaudet Research Institute (2011). Regional and

National Summary Report of Data from the 2009-10 Annual Survey of Deaf and Hard of Hearing Children and Youth. Washington, DC: GRI, Gallaudet University.

Merriam-Webster Dictionary. (2012). Itinerant. Retrieved May 28, 2012, from http://www.merriam-webster.com/dictionary/itinerant.

U.S. Department of Education, Office of Special Education Programs, Individuals with Disabilities Education Act (IDEA) database. Retrieved September 18, 2010, from https://www.ideadata.org/arc_toc10.asp#partbLRE

Kelly Kodadek O’Connell, M.E.D. is an educational consultant at CREC Soundbridge in Wethersfield,

Conn. Prior to teaching at Soundbridge, she worked at the Clarke Schools for Hearing and Speech in Northampton, Mass., as a development associate and middle school teacher.

Kevin J. Miller, Ed.D., CCC-SPL, CED, is a supervisor of speech, lan-guage and hearing support programs

for the Bucks County Schools Intermediate Unit #22 located in Doylestown, Penn. He is a frequent presenter at national and international conferences on deafness and has authored several publications.

Trish Repetski lives in Fairless Hills, Penn., with her husband and family. She is the mother of two girls, Torey, 21,

and Taylor, 19. Trish is a secretary for Operating Engineers, Local 542 in Fort Washington, Penn.

Taylor Repetski is 19 years old and a recent graduate of the Bucks County Technical High School, where she

concentrated on photography. She is an honor roll student. In the fall, Taylor will be going to the Rochester Institute of Technology, National Technology Institute for the Deaf, where she will continue her studies in photography. Taylor was born profoundly deaf and received a cochlear implant in 1997 when she was 3 ½ years old.


People with hearing loss are fully capable of learning and playing music. With the right support, students with hearing

loss should be able to learn to play an instrument well and be able to play with others. Based on my experience, I hope to provide some practical tips for parents and music teachers to encourage musical development in the next generation of students with hearing loss. I only hope their musical journey(s) will have less hurdles then my own.

Whenever I think back to the public school music teachers I met during my K-12 years, I think, “so many opportuni-ties lost.” Lost opportunities that I regret, especially for someone who is an athletic/

scientific/mathematical klutz but who has music in her soul. Lost opportunities that I can only try to capture as an adult music student.

Growing up, I wore a hearing aid in my left ear but I did not know about and did not use assistive listening devices (ALDs). I was often filled with anxiety when my fourth grade music teacher walked around the room or when I was facing her back and not her lips. And because fourth grade recorder class was so stressful, I made a painful decision not to join junior high school band even though I passed a required musical aptitude test with flying colors and was eligible to participate. I did not realize then that band instructors normally conduct band class standing in

one place or sitting in one chair and did not walk around as much.

In high school, I fell in love with the sound of the violin. By that time, I had four years of classical piano under my belt but to me, piano has always been Mom’s instrument and not MY instrument. Many people, including my piano teacher and some string teachers, tried to dissuade me from learning the violin because the intonation requirements for mastering the violin were so high. In my senior year of high school, I passed the audition to join an all-girls choir but was subsequently asked to leave because I was not singing in tune with the alto section.

I finally learned about ALDs just before high school graduation and my parents

What I WishedMy Music Teachers Knew

By Wendy Cheng


purchased an FM system for me before I started college. I began violin lessons as a college sophomore and I insisted that my instructors used the transmitter unit of the FM system during my private lessons while I wore the receiver unit. I stopped taking lessons while attending graduate school, but went back to lessons once I was gainfully employed after graduation.

Based on the above experiences, these are my tips for parents and music educators who work with children with hearing loss:

Speak the Same Language. Parents should realize that audiologists and music educators will use different terminology to describe the same thing. Most audiolo-

gists do not have a musical background, so instead of asking the audiologist to adjust the hearing device “so notes an octave above middle C need to be louder or less tinny,” it might be more helpful to say that notes between 262 Hz to 523 Hz needs to be adjusted for loudness and timbre. You can find note-frequency conversion charts on the web similar to this one: http://onefryshort.org/images/frequency_chart_lg.gif.

Understand the Limits of Technology. All music educators need to understand the limitations of cochlear implants and hearing aids. These devices by themselves are often effective only if the music teacher is standing close to the student. They can lose their effectiveness if a teacher moves more than a few feet away. Even with aided hearing, a stu-dent’s ability to hear at a distance or hear soft whispers will never equal what one who has typical hearing is able to hear. Secondly, these devices amplify every-thing. This has ramifications on how the student will perform in music class.

The most challenging task that music instructors will need to remember is that they cannot talk over music that is being played. In group rehearsals and private lessons, most music teachers are used to giving verbal feedback while the students are playing. However, most analog and digital hearing devices are not good at separating voices from music. It becomes incumbent on the music teacher to remember they cannot give verbal feed-back when the students are playing.

For young children who use cochlear implants/hearing aids and who are edu-cated in listening and spoken language environments, the parents and music instructor may need to fill in gaps in the child’s musical education prior to learning an instrument. The child should develop a sense of pulse, tim-ing and musical cadence. He/she should learn to count beats and sing melodies. One violin instructor reported using “marching, dancing, rocking, bouncing, jumping, clapping, tapping, chanting, acting and drumming” to fill in these gaps (www.suzukiassociation.org/news/remarkable-story-emily-her-cochlear-implant-how-suzuki-method-made- difference-in-her-life).

Choose Your Instrument with Care. Traditionally, individuals with hearing loss are steered toward a path of learning piano or percussion, since the intonation requirements are not as high as orchestral and band instruments. This works if the child likes these instruments. But if the child is drawn to “less conventional” instruments, such as the voice, clarinet, f lute and violin, the instructor or parent should obtain an electronic tuner. When the student plays or sings a note, the tuner gives feedback on whether the student is playing in tune. Having a tuner with a visual guide will help the child develop an idea of what it means to have good intonation. An example of a visual tuner is available on iTunes: http://itunes.apple.com/us/app/cleartune-chromatic-tuner/id286799607?mt=8.

If a child elects to take up a string instrument, the music instructor may need to put tape on the fingerboard to help the child develop a sense of finger placement and position if they have diffi-culty hearing specific notes. If aided hear-ing (via cochlear implants and hearing aids) is not reliable enough to distinguish between semitones, the child will have to develop kinesthetic awareness about what their hands, throat and lips need to do to get to good intonation. It is hard and repetitive work, but the important thing is to ensure that the child enjoys the learning process. With time and practice, muscle memory develops.

Play with Others. Learning to play in an ensemble is one of the highlights

Author Wendy Cheng is a successful and talented violin player who has a wealth of advice for children with hearing loss who want to learn to play a musical instruement.

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of grade 3-12 music education and beyond. I highly recommend handbells or handchimes as a beginning ensemble experience for children with hearing loss. Handbells/handchimes are great because although they are percussive instruments, they are used to cre-ate beautiful melodies. They are also visually appealing to watch and unlike orchestra and band music, the music is written in score form – you see every part of the music and know exactly what everyone else is doing. In orches-tral and band music, you can only see the music your instrument section is playing. The Handbell Musicians of America (http://handbellmusicians.org) is an umbrella resource where hand-bell affiliates in specific regions of the United States and Canada offer hand-chimes for loan to try out in the school environment. What would be particu-larly useful is for the bell tables to be arranged in a semi-circular fashion as opposed to a straight line. This will allow ringers to see each other better

and aid in utilizing vision as well as hearing to perform.

However, ensemble playing for band and orchestral instruments as well as choral singing pose formidable challenges for students who are deaf and hard of hearing. You have to be able to keep time and stay in tune with your instrumental section, and you have to hear the conductor. In many instrumental ensembles in the grade 5-12 setting, ensemble seating is often determined by how skilled the student is on their instruments. If the student cannot sit in the first or second row due to lack of proficiency with the instrument, an ALD would be very beneficial. For example, Etymotic Research has created an assistive listen-ing system called the Companion Mic system where there are three transmit-ter units for one receiver unit. Unlike many other ALD systems, the receiver unit also allows the student to hear themselves play (www.etymotic.com/pdf/compmic-brochure.pdf ).

Regardless of whether an ALD is available, having a stand partner or fel-low musician nearby to assist the student with hearing loss is always going to be helpful in ensemble situations. A mem-ber of my association, the Association of Adult Musicians with Hearing Loss, recently reported that two alto singers in her choir help her with controlling volume and pitch when she participates in a women’s choir.

Avoid Assumptions. Last but not least, the parent and teacher should never let preconceived notions about a person with hearing loss blind them to new possibilities in learning to play musical instruments. With determina-tion and the drive to succeed, people with hearing loss can succeed in musical endeavors beyond expectations.

It is my hope that this article provides the impetus for much needed dialogue between parents and music educators to determine the best way for young musi-cians with hearing loss to develop a love for music.

At St. Joseph Institute for the Deaf (SJI), we believe that children with hearing

loss deserve the opportunity to listen, speak and read.

As international leaders in listening and spoken language (LSL) based education, our highly

oral language without the use of sign language. SJI is the only school for the deaf to be fully accredited by the prestigious Independent Schools Association of the Central States (ISACS).

Visit us at sjid.org & ihearlearning.org

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The Honor Roll of Donors(January 1, 2011 – December 31, 2011)

AG Bell greatly appreciates our donors who generously support our association. This honor list includes the individuals, corporations and foundations that have made financial contributions during fiscal year 2011 (January 1 – December 31) in support of AG Bell programs and services.

Every effort has been made to ensure the accuracy of this list, including spelling of names and placement of donors withinrespective categories. However, omissions or errors may still have occurred. We apologize for any inaccuracies and ask that you please notify Gary Yates, AG Bell manager of association and donor relations, at [email protected] if you find an incorrect listing. Thank you.

Special Section: Recognizing the Generosity of Our Donors

AGB 2012 Honor Roll:Layout 1 5/24/12 6:15 AM Page 1

Our Mission: Advocating Independence Through Listening and Talking

Our Goals: AdvocacyCommunity BuildingCapacity BuildingLeadership and Management

9%

19%

9%

5%

15%

20%

Publications

General

Fundraising

Membership

Knowledge Center

Financial Aid

Advocacy

Academy

Other Projects

Allocation of Resources2011

The following chart illustrates how the Association allocates its financialresources to support its mission and the goals of its strategic plan.

13%

1%

9%

AGB 2012 Honor Roll:Layout 1 5/24/12 6:15 AM Page 3


On April 26, AG Bell presented the 2012 Volta Award to BEGINNINGS for Parents of Children who are Deaf or

Hard of Hearing in North Carolina.The Volta Award is given to individuals

and/or organizations that have made a significant contribution to increasing public awareness of the challenges and potential of people with hearing loss. Past recipients include world-renowned audiologist Marion Downs of the Marion Downs Hearing Center; Hearing Loss Association of America’s Rocky Stone; the Oberkotter Foundation; Joanna Nichols and the Children’s Hearing Foundation in Taiwan; and Karl R. White, Ph.D.,

founder and director of the National Center for Hearing and Assessment Management at Utah State University, among others.

For 25 years BEGINNINGS has pro-vided an impartial approach to meeting the diverse needs of families in North Carolina who have children who are deaf or hard of hearing and the professionals who serve them. And for more than a decade, BEGINNINGS has collected data on parents’ communication choices for their children to support its advocacy efforts. This data shows that 90 percent of parents are now opting for a listening and spoken language outcome for their child, reflecting a changing landscape in North Carolina

and across the nation. BEGINNINGS received their award during an anniversary gala in North Carolina celebrating their many years of service.

“This award recognizes BEGINNINGS for its efforts to provide information and support to families of children with hearing loss, and educational opportunities to the professionals who serve them,” said AG Bell President Kathleen Treni. “By providing these valuable services, BEGINNINGS has ensured that each child with hearing loss born in North Carolina has the opportunity to receive appropriate intervention services immediately, ensuring that both the child and his/her family receive support through-out the child’s educational journey.”

By Melody Felzien

BEGINNINGS

The Volta Award 2012 Recipient

for Parents of Children Who are Deaf or Hard of Hearing in North Carolina


BEGINNINGS was incorporated as a nonprofit organization in 1987 to provide emotional support and access to infor-mation as a central resource for families who have children who are deaf or hard of hearing, ages birth through 21. These services are also available to parents who are deaf and who have children with typi-cal hearing.

BEGINNINGS believes that parents, given accurate, objective information about hearing loss, can make sound decisions for their child. These deci-sions involve placement, communication methodology and related service needs. BEGINNINGS staff is committed to

providing services in a family-centered atmosphere to facilitate active involve-ment of parents in their child’s social, emotional and educational growth. Most recently, the organization worked to pass a statewide hearing aid insurance mandate in North Carolina, which took effect in 2011. Volta Voices sat down with Joni Alberg, the executive director of BEGINNINGS, to discuss the impact of the organization and future plans.

Congratulations on receiving this award. What does this mean to you, personally, and to BEGINNINGS, as an organization?

Receiving the Volta Award is such an honor. I am so very proud of the BEGINNINGS staff and our board of directors. And I am proud of what we have, together, accomplished over the past 25 years. Of course, I also must recognize the parents whose efforts more than 25 years ago launched this amazing organization.

BEGINNINGS has strove to provide impartial and complete information to new parents. How has your organiza-tion adapted to the changing landscape of hearing loss and communication options as a result of early detection and intervention as well as advanced hearing technology?

The mission of BEGINNINGS, since its inception, has been to provide impar-tial, comprehensive information about all communication options for children who are deaf or hard of hearing, emo-tional support and technical assistance

to access appropriate services. Of course, the quantity of information we provide has expanded over time as research and technology have advanced the field, and these are the changes that have impacted the choices parents make. With newborn hearing screening and the subsequent early diagnosis and access to ever improving technologies, we have seen a dramatic shift in the number of parents seeking listening and spoken language for their children. To illustrate this, according to our data for 2012, 91 percent of parents we serve and who have had to make a choice for communication chose listening and spoken language for their children.

BEGINNINGS is known for compiling data on communication choices. What does the data say today, and how has it evolved over the last 10 years?

BEGINNINGS launched its first database in July 2000. We now have nearly 12 years of child and family data, including commu-nication choices of parents. There has been a significant shift from signed-based methods to spoken language communication over the past 12 years. The Table shows the percent-age of parental choice from 2001-2012 (YTD; fiscal year [FY] is July 1-June 30).

Lobbying for a state law is no small feat. Can you describe your experience in advocating for passage of the NC hear-ing aid mandate? What advice do you have for other organizations who are considering a similar initiative?

While I recognized it as essential to ensure continued state funding for

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Communication Choice FY01 FY06 FY10 FY11

FY12 (YTD)

American Sign Language (ASL) 4% 3% 4% 1.5% 3.5%

Cued Speech 1% <1% <1% — <1%

Listening and Spoken Language 69% 83% 89% 90.7% 91%

Total (or Simultaneous) Communication 21% 14% 6% 7.8% 5.50%

Other 5% — — — —

Table. Parental communication choices in North Carolina from fiscal year (FY) 2001-2012The Shronts family, who benefitted from BEGINNINGS programs, are grateful for the support.


BEGINNINGS, lobbying was not some-thing I enjoyed when I first came to the organization in 1999. Over the years I have learned so much from other lobby-ists and legislators, and I have learned that unless I educate legislators about the needs of children with hearing loss,

Alexander T. Graham their families and the professionals who work with them, they will not know. This understanding has been essential to my motivation!

The foundation and relationships I established prior to lobbying for a hear-ing aid mandate helped so much. I per-

sonally knew the lobbyists who would be critical to passing such a mandate, e.g., NC Blue Cross/Blue Shield, NC Speech Hearing Language Association, to name a few, and I was able to garner their support prior to having legislation introduced. Additionally, I met with key legislators prior to the start of the legislative session to tell them what was needed, why and to ask for their sup-port. The NC Early Hearing Detection and Intervention advisory committee also was a key ally and helped to shape the language we submitted for the bill. The message here: we garnered neces-sary support before the legislation was introduced and continued to do so throughout the process.

I was the person who saw the bill through the day-to-day process of moving the legislation through committees and both chambers of the state assembly. But the true “lobbyists” for our bill were the children who would most benefit from the bill’s passage. They are the ones, along with their parents, who won the hearts and minds of the legislators.

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North Carolina Governor Bev Purdue signs a hearing aid insurance mandate into law with children who benefitted from BEGINNINGS services.


Congratulations on your recent appointment to the AG Bell Board of Directors. What do you hope to accom-plish on the board?

I am very excited to become a member of the AG Bell board! The areas where I feel I can provide the most signifi-cant contributions are related to fiscal stability, policy and parent informa-tion. As to what I hope to accomplish, I will bring my experience and success as a nonprofit leader in the areas of fiscal stability, risk management, policy and parent support. I also believe I will be able to make contributions to the Listening and Spoken Language Knowledge Center, specifically related to parent support by professionals.

What do you see is the future for chil-dren with hearing loss?

I see a very bright future for children with hearing loss. More and more

professionals are being trained to meet the needs of children using listen-ing and spoken language. Hearing technology and genetic research will continue to make tremendous advances.

Telepractice will expand to provide direct support to parents and children in their chosen communication mode regardless of where the family and pro-fessional resides.

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Joni Alberg recieves the Volta Award from AG Bell Executive Director Alexander T. Graham.


On May 16, then-AG Bell President Kathleen Treni and Executive Director Alexander T. Graham presented U.S.

Senator Olympia Snowe with the 2012 AG Bell Award of Distinction at a ceremony on Capitol Hill.

The Award of Distinction is presented to leaders outside the field of education and (re)habilitation who have made outstanding contributions on a local, national or interna-tional level to promote and address hearing loss-related issues. Sen. Snowe was selected to receive the award for her role in supporting the Hearing Aid Tax Credit during the 110th and 111th congresses, and for reintroducing the legislation to the current 112th Congress.

As an influential member of the Senate Committee on Finance, which reviews all tax legislation, Sen. Snowe’s co-sponsorship and active support of the bill is significant. The legislation provides a tax credit of up to $500 per hearing aid, once every five years, for any individual who purchases a hearing aid.

Sen. Snowe also helped champion the Early Hearing Detection and Intervention (EHDI) Act of 2010 in the Senate, which was reauthorized on Dec. 22, 2010. This law (P.L. 111-337) is an expansion of the original EHDI legislation passed in 2001. The legislation reauthorizes and expands EHDI legislation, increasing state funding for follow-up services to ensure that babies initially identified with a potential hearing

loss receieve full diagnostic evaluations and, if necessary, are enrolled in early interven-tion programs.

“Senator Snowe has emerged as a leader and a tireless advocate for individuals with hearing loss, and specifically in pushing for early identification for children with hearing loss through her legislative efforts,” said Treni. “She is also aware of the financial strain hear-ing loss can have on individuals and families, and has gone above and beyond in her efforts to help ensure a more fair and equitable offset of costs associated with hearing aids.”

Past recipients include Senators Tom Harkin and Patrick Leahy; ABC news anchors Diane Sawyer and Charles Gibson; and former presidents Jimmy Carter,

By Melody Felzien

Senator Olympia SnoweAlexander Graham Bell Award of Distinction 2012 Recipient


Lyndon Johnson and John F. Kennedy, among many others.

Volta Voices sat down with Sen. Snowe to discuss the Hearing Aid Tax Credit.

You have been a supporter of legislation supporting individuals with hearing loss, including championing the passage of the Early Hearing Detection and Intervention (EHDI) Act of 2010 and by co-sponsoring and introducing legislation for a national Hearing Aid Tax Credit. Why have you taken on hearing health as a priority?

Ensuring the hearing health of Americans is without question a critical issue. Currently, there are over 28 million Americans who are

deaf or hard of hearing and, according to the National Institute on Deafness and Other Communication Disorders, only one out of five people who could benefit from a hearing aid actually wears one. Even individuals with health insurance coverage may have difficulty affording hearings aids, given that they’re not covered by many heath plans, includ-ing Medicare. These staggering statistics are evidence enough that we must take vital steps to not only recognize hearing loss early, but to ensure that those who need hearing aids can obtain them with the assistance of tax credits so that they don’t have to experience excessive financial strain. These reasons are exactly why I authored the EHDI Act of 2010, which the President signed into law in December 2010, and why I have co-sponsored the Hearing Aid Tax Credit.

In your view, what are the primary ben-efits of a Hearing Aid Tax Credit?

Hearing aids are an expensive, but necessary, instrument that helps allow children and adults with hearing loss achieve the high-est quality of life possible. Specifically, the Hearing Aid Tax Credit would provide a tax credit of up to $500 per device toward the purchase of hearing aids once every five years. The tax credit is nonrefundable and may be used by a parent purchasing a hearing aid for a dependent child ($500 per dependent per device) or by individuals aged 55 or older who are purchasing a hearing aid for themselves. If enacted, this bill will enable many of the 24 million individuals who currently are unable to afford treatment to obtain a hearing aid to help care for their hearing loss.

The Hearing Aid Tax Credit has received widespread support on both sides of the aisle and has been reintroduced to Congress twice. In your opinion, why has it not yet passed?

Regrettably, there are numerous pieces of critical legislation which Congress simply is not moving forward on. As a result of the hyper-partisan struggle gripping Congress, passing such broadly bipartisan legislation as the Hearing Aid Tax Credit – which should be a simple and commonsense step – has become an insurmountable task. Moving forward, you can be assured of my continued efforts to fight for passage of the Hearing Aid Tax Credit.

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The Moog Center For Deaf Education

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From left to right: Alexander T. Graham, Sen. Olympia Snowe, Kathleen Treni, John Stanton, and Irene Leigh.


TIPS FOr PArENTs

“Hey kid, what are those things on your ears?” I sit on the park bench as two older boys approach my

5-year-old son on the playground. “They’re my hearing aids, they help me hear,” he shouts back over his shoulder, as he con-tinues to climb the monkey bars, barely missing a beat. The two older boys shrug and head off; I take a deep breath.

As any parent of a child who is deaf or hard of hearing knows, reactions to the hearing aids and cochlear implants that our children use can range from curiosity to gentle teasing to outright bullying. Bullying is a serious problem in many U.S. schools; it is estimated that 30 percent of students in grades 6-10 have been involved in some sort of a bullying incident (Coloroso, 2004). While there are no specific data on the number of children with disabilities who are targeted, research suggests that children with observable disabili-ties (such as hearing aids and cochlear implants) may be twice as likely to be bullied (Sullivan, 2006).

What is Bullying and how does It Affect ChildrenIn her book “The Bully, the Bullied, and the Bystander,” Barbara Coloroso (2004) suggests that bullying is not about anger; instead it stems from intolerance towards differences. Coloroso states that it can be hard to draw the line between ordinary meanness and bullying because not every incident or unkind remark is bullying. It’s important to help your child understand that hurtful remarks and behaviors are not about something that is wrong or bad about them. Instead, it is the other child who is displaying inappropriate behavior.

Children need to be taken seriously when they talk about behavior or words used by other children that hurt them. However, getting your child to talk about bullying can be difficult, especially as they get older. The reasons children don’t want to talk about bullying range from being ashamed of the situation to thinking that no one, not even an adult, will be able to help them. “Children usually give us clues. We just need to be tuned into them,” says Coloroso. “If your gut says it’s happening, it probably is.”

“Some children have a naturally strong sense of self and are extremely resilient in the face of unkind remarks,” says Jennifer Reesman, director of the DREAM (Deafness-Related Evaluations and More) Clinic in Baltimore, Md. “At young ages they have this attitude about their hearing

loss of ‘This is who I am. I’m okay. If you don’t like it you can leave it.’” However, not all children have this built in self-assurance. Reesman and other experts suggest that parents should take time to equip their child with coping skills to make sure they have a plan to deal with bullying situ-ations before they occur. This prepa-ration can help your child deal with unkind remarks and behaviors so they know how to react when stung with an upsetting feeling.

helping Your Child be more resilient

What is your attitude? Parental feelings and emotions about hearing loss can be a huge factor in the development of your child’s self image and

Bullying and Hearing Losshow to help Your Child Become more resilient

By Krystyann Krywko, Ed.D.

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With the right support and strategies, children with hearing loss can learn healthy ways to deal with bullying.


how they feel about their abilities. If you are conflicted about your child’s hearing loss and unsure of how to react to it, your child can pick up on your feelings and internalize that there is something wrong with her – that she is not complete because she has to use a cochlear implant or a hearing aid.

On the other hand, if your child feels she is perfect just the way she is, she will be better able to internalize these feelings and when someone does call her a name or puts her down, she can roll with it because she knows the problem lies with the person doing the name-calling rather than with herself.

What is a friend?The friendship world can be tricky to navigate. Some children have a difficult time distinguishing between supportive relationships and relationships that have a different motive. “Children want to fit in, they want to be part of a group,” says Reesman. “Often I hear of situations where the child will go along with a group that is really making fun of him, because he doesn’t realize the difference.”

Reesman suggests that families talk about friendship at home. “This shared, open communication is important in building resiliency in your child,” says Reesman. “Start at an early age, and discuss the idea of friendship. Help your child understand the difference between what friends do and what friends don’t do. Find out who your child’s friends are, invite them over to your house, and stay connected with how they talk and play together.”

It’s important to remember that friends and family members often tease one another good naturedly. The differ-ence between friendly and unfriendly teasing has to do with the cues that sur-round the words – tone of voice, body posture and facial expressions. These are all social cues that children who are deaf and hard of hearing often have a difficult time picking up on. Role play with your child – say phrases to them in a friendly voice and a mean voice, have them distinguish between the two and have them practice what they could do in response.

Give your child the languageLanguage can be an area of weakness for children with hearing loss, so provide your child with the words and explanations that will help her explain her hearing loss to others. Teaching your child a few key phrases to use in response to bullying situations can go a long way in helping her become more confident.

Reesman suggests keeping the responses simple and age appropriate. Make sure your child can answer questions

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• Refusal to go to school or sud-den lack of interest in school.

• Change in grades.

• No longer shows interest in family or school activities.

• Appears sad or angry after a phone call/text message/email.

• Does or says something that is out of character.

Source: Coloroso, 2004.

Signs of Bullying


about her hearing loss, how her hearing aids or processors help her hear and what her FM system does. Help her practice at home so she becomes really comfortable with her explanation.

Build friendship skillsResearch shows that children who are bullied typically have inadequate social skills (Olewus, 1993). “The difficulty with this,” says Lois Heymann, director of the Steven and Shelly Einhorn Communication Center at the Center for Hearing and Communication in New York City, “is that well-developed listening skills are really what form the basis of well-developed social skills, which is something that children with hear-ing loss need some extra practice with.”

Hearing loss can reduce the number of opportunities that children may have for incidental learning of social information where they “overhear” their friends and teachers negotiating social spaces, and this gap in knowledge can increase their vulner-ability. Children should practice taking turns in a conversation and asking questions about others, learn how to advocate for themselves

when they have difficulties following conver-sations, and learn how to make “small talk” with others, complimenting them on what they are wearing or how they play a particu-lar sport.

It can also be difficult for your child to read the expressions of others and she also might be unaware of the signals she is sending with her own body language. For example, approaching a new group is easier when smiling, or expressing excitement when asked to join a game. Or she might not know how to show that she likes someone so she comes across as awkward or unsure. Practice with your child at home. Have her make faces that mirror the way she is feeling (happy, sad, excited). Also practice body language skills…“How could you approach a group and look friendly?”

Build “social currency”Richard Horowitz, parenting coach and author of “Family Centered Parenting” (2010), describes social currency as “where a child stands in relation to others within their community, all those unwritten rules that are part of schoolyard life.” Help your

child feel secure in their abilities and in what they have to contribute to a group. “Everybody has something they are good at,” continues Horowitz.

Oftentimes these skills stand out naturally and your child might be a natural athlete or a gifted artist. However, developing a healthy sense of accomplishment doesn’t only come from huge accomplishments. Developing a passion in activities as diverse as origami, Lego design or rock climbing are ways your child can find success in social situations.

“It’s really about helping your child realize that their hearing loss doesn’t define them,” says one mother, whose daughter wears bilateral hearing aids, “My daughter’s hearing loss is only such a small part of who she is. She is an accomplished dancer, soccer player and an animal lover. If someone is making fun of her, I tell her they are not really taking the time to get to know what a great person she is.”

Make connectionsBe conscious of the friendships and connec-tions that your child has. In some ways this can be the best defense against bullying.

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“If your child feels connected and valued in one group of friends, they will be less vulnerable to mistreatment in another loca-tion,” says Reesman.

Have your child connect with chil-dren who have typical hearing as well as children with hearing loss, children who live in your neighborhood and children from different areas. Look for opportu-nities for your child to develop friend-ships outside school through different groups, activities and teams.

Make a planTalk to your child about bullying. Teach her that some people may do or say mean things and create a plan together that can help her deal with potential bullying and teasing incidents. Research shows that children who reported and discussed bullying and teasing with an adult were better able to deal with the hurtful behavior than those who didn’t (Davis & Nixon, 2009).

“Family meetings can be a great place for children to gain practice and confidence before problems occur,” suggests Horowitz. “Families can practice different responses to

use in a situation and also how to approach an adult for help.”

“One thing that works for us,” says Christina Danese, mother of a teen with bilateral implants, “is we give the other child three chances. If the remarks or behaviors continue, then my son goes to an adult, whether that is myself, a teacher or other adult at the school. This way my son has an opportunity to solve the problem, but he also knows that adults will help if needed.”

Reesman also stresses the importance of having a safe person that your child can go to for help. “Many adults are unsure of how to respond to bullying behavior and may try to brush it off as a normal part of childhood.” Designate an adult either at school (teacher, coach, therapist or administrator) that will listen to your child no matter what and will take their concerns seriously. It can make a huge difference in the life of your child if they know they have someone they can talk about things with and go to for help.

Putting It into PracticeUnfortunately, as parents we cannot protect or prevent our children from having to deal

with hurtful situations. But what we can do is to make sure that they are aware that these situations may occur and that they are prepared to deal with them. Do give your child some space to solve their own prob-lems so they are able to test and develop their skills, but also remain vigilant and aware of changes in your child’s emotions and behavior.

referencesBauman, S., & Pero, H. (2011). Bullying and

cyberbullying among deaf students and their hearing peers: An exploratory study. Journal of Deaf Studies and Deaf Education, 16(2), 236-253.

Coloroso, B. (2004). The Bully, the bullied, and the bystander: From preschool to high school–how parents and teachers can help break the cycle. New York: Collins Living.

Davis, A., & Nixon, C. (2009). The youth voice research project. Retrieved May 30, 2012, from http://www.youthvoiceproject.com.

Horowitz, R. (2010). Family centered parenting: Your guide for growing great families. New York: Morgan James Publishing.

Olewus, D. (1993). Bullying at school: What we know and what we can do (understanding children’s worlds). Somerset, NJ: Wiley-Blackwell.

Sullivan, P. (2006). Children with disabilities exposed to violence: Legal and public policy issues. In M. Feerick and G. Silverman (Eds.), Children Exposed to Violence. Baltimore, MD: Paul Brookes Publishing.

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CONSEJOS PArA PAdrEs

“Eh niño, ¿qué es lo que llevas en las orejas?” Estoy sentada en un banco del parque mientras observo a dos niños

más grandes acercarse a mi hijo de cinco años. “Son mis audífonos, me ayudan a oír”, les grita mientras sigue trepando en las barras, sin siquiera detenerse. Los dos niños más grandes se encogen de hombros y se van, yo respiro hondo.

Como cualquier padre o madre de un niño sordo o con problemas para oír sabe, las reacciones que inspiran los audífonos y los implantes cocleares que usan nuestros hijos pueden ser de curiosidad a bromas sutiles hasta sufrir bullying. El bullying es un problema grave en muchos colegios estadounidenses; se calcula que el 30% de los estudiantes de 6 a 10 grado han estado implicados en algún tipo de incidente relativo al bullying (Coloroso, 2004). Si bien no existen datos específicos sobre los niños con discapacidades que son el centro de estos incidentes, los estudios sugieren que los niños con discapacidades visibles (como los que llevan audífonos e implantes cocleares) tienen el doble de probabilidades de ser objeto de bullying (Sullivan, 2006).

Qué es el bullying y cómo afecta a los niñosBarbara Coloroso (2004) en su libro “The Bully, the Bullied, and the Bystander”, sugiere que el bullying no trata de la ira, sino que surge más bien de la intolerancia frente a las diferencias. Coloroso indica que puede ser difícil distinguir entre la maldad común y el bullying porque no todos los incidentes o comentarios desagradables son acoso o bullying. Es importante que ayude a su niño a entender que tanto los comentarios como

las conductas hirientes no significan que ellos tienen algo malo, sino que más bien es el otro niño el que está mostrando una conducta poco apropiada.

Cuando los niños hablan de la conducta o las palabras que usaron otros niños para hacerlos sentir mal se les debe tomar en serio. Sin embargo, no siempre es fácil que su hijo le hable sobre el bullying, en especial si se está haciendo mayor. Los motivos por los cuales a los niños no les gusta hablar sobre este tema varían porque pueden sentirse avergonzados por la situación, o pueden pensar que nadie, ni siquiera un adulto puede ayudarles. “Los niños nos dan pistas. Sólo tenemos que estar atentas a ellas”, dice Coloroso. “Si usted presiente que está sucediendo, es muy probable que así sea”.

“Algunos niños tienen una autoestima alta por naturaleza y son muy fuertes

ante los comentarios hirientes”, comenta Jennifer Reesman, directora de la Clínica DREAM (Evaluaciones relacionadas con la sordera y más) en Baltimore, Md., EE.UU. Cuando los niños son pequeños demuestran una actitud sobre la pérdida de audición de “Yo soy así. Estoy bien. Si no te gusta puedes dejarlo.” Sin embargo, no todos los niños tienen una autoestima así de alta. Reesman y otros expertos sugieren que los padres deben dedicar tiempo a equipar a su niño con las habilidades necesarias para poder saber qué hacer con situaciones de bullying antes de que éstas tengan lugar. Esta preparación puede ayudar a su niño a enfrentarse a comportamientos y comentarios hirientes para que sepan cómo reaccionar cuando se sientan abrumados por sentimientos molestos.

El bullying y la pérdida de audiciónCómo ayudar a su hijo a ser más fuerte

Por Krystyann Krywko, Ed.D.

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Ayudar a su niño a ser más fuerte

¿Cuál es su actitud? Los sentimientos y emociones parentales relativos a la pérdida de audición pueden ser un factor importante en el desarrollo de la autoimagen de su niño y en cómo se sienten sobre su capacidad. Si usted está incómodo con la pérdida de audición de su niño y no sabe muy bien cómo reaccionar, su niño puede captar sus sentimientos e interiorizar que a él le sucede algo malo, que él no está completo porque debe usar un implante coclear o audífonos.

Por otro lado, si su niño siente que es perfecto tal como es, podrá interiorizar mejor estos sentimientos y cuando alguien lo insulte o intente hacerlo sentir mal, podrá llevarlo mejor porque sabe que él no tiene ningún problema, más bien el que tiene el problema consigo mismo es el que está insultando.

¿Qué es un amigo?El mundo de la amistad puede ser complicado de navegar. Algunos niños tienen dificultad a la hora de distinguir entre las relaciones de apoyo y las relaciones que tienen un motivo distinto. “Los niños desean encajar, desean formar parte de un grupo”, dice Reesman. “Con frecuencia me entero de situaciones en las que el niño seguirá con un grupo que en verdad se está burlando de él, porque no es capaz de reconocer la diferencia”.

Reesman sugiere que la familia hable sobre el tema de la amistad en casa. “Esta comunicación compartida y abierta es importante para ayudar al niño a desarrollar fortaleza”, opina Reesman. “Empiece a una edad temprana y hable sobre la idea de la amistad. Ayude a su niño a comprender la diferencia entre las cosas que hacen y no hacen los amigos. Descubra quienes son los amigos de su niño, invítelos a casa y preste atención a la forma en la que se hablan y juegan juntos”.

Es importante recordar que tanto los amigos y familiares bromean entre sí de forma sana. La diferencia entre las bromas amistosas y hostiles se encuentra en las señales que rodean las palabras: el tono de voz, postura corporal y expresiones

faciales. Todas esas señales sociales que los niños sordos y con problemas para oír tienen problemas para identificar. Practique situaciones con su niño, dígale frases con un tono de voz amistoso y con un tono de voz cruel, haga que distinga entre ambas y que practique las cosas que pueden hacer en respuesta.

Proporcione a su niño el lenguajeLos niños con pérdida de audición pueden presentar debilidades en el área del lenguaje, así que proporcione a su niño las palabras y explicaciones que le ayuden a explicar a los demás su pérdida de audición. Enseñarle a su niño algunas frases clave para que las use en situacio-nes de bullying pueden ayudarle tener mucha más confianza en sí mismo.

Reesman sugiere que las respuestas se deben mantener sencillas y apropiadas para la edad del niño. Asegúrese que su niño puede responder a preguntas relativas a su pérdida de audición, cómo sus audífonos o procesadores pueden ayudarlo a oír y qué es lo que su sistema FM hace. Practique con él en casa para que así se sienta muy seguro con su explicación.

Desarrollar aptitudes propias de la amistadExisten estudios que demuestran que los niños que sufren de bullying suelen tener unas habilidades sociales deficientes. “El problema con esto”, comenta Lois Heymann, directora del Steven and Shelly Einhorn Communication Center en el Center for Hearing and Communication en la ciudad de Nueva York, “es que en realidad la base de unas habilidades sociales bien desarrolladas es una habilidad auditiva bien desarrollada, y esto es algo en lo que los niños con pérdida de audición necesitan practicar más”.

La pérdida de audición puede reducir el número de oportunidades que los niños pueden tener para el aprendizaje incidental de información social en la que “oyen por casualidad” a sus amigos y profesores negociar los pasos sociales, y este déficit de conocimientos puede aumentar su vulnerabilidad. Los niños deben practicar tomar turnos en una conversación y hacer preguntas a los demás; aprender cómo defenderse solos cuando se encuentran

problemas en una conversación; y aprender cómo “hablar de temas triviales” con los demás, hacerles cumplidos en su forma de vestir y en la forma que practican un deporte determinado.

Asimismo puede ser difícil para su niño descifrar las expresiones de los demás y también puede no ser consciente de las señales que él mismo envió con su lenguaje corporal. Por ejemplo, es mucho más fácil acercarse a un grupo nuevo con una sonrisa en la cara o demostrando alegría cuando se te pide unirte a un juego. O quizás él no sepa cómo demostrar que le gusta alguien así que da la sensación de estar inseguro o incómodo. Practique con su niño en casa. Haga que practique hacer caras que ref lejen lo que está sintiendo (felicidad, tristeza, emoción). Además practique el lenguaje corporal... “¿Cómo puedes acer-carte a un grupo y parecer amistoso?”

Desarrollar “moneda social”Richard Horowitz, coach de padres y autor de “Family Centered Parenting” (2010), describe la moneda social como “la situación de un niño en relación a los demás dentro de su comunidad, todas esas normas no escritas que forman parte de la vida en el patio de la escuela”. Ayuda a su niño a sentirse seguro de sus habilidades y en las cosas que puede contribuir a un grupo. “Todos son bue-nos en algo”, dice Horowitz.

Con frecuencia estas habilidades sobresalen de forma natural y su niño puede ser un atleta natural o un artista prodigioso. Sin embargo, el desarrollo de un sentido sano del logro no proviene sólo de los grandes logros. Desarrollar una pasión por actividades tan diversas como la papirof lexia, diseñar con Legos o la escalada son formas en las que su niño puede encontrar el éxito en las situaciones sociales.

“En realidad se trata de ayudar a su niño a darse cuenta de que su pérdida de audición no lo define”, dice una madre cuya hija usa audífonos bilaterales, “la pérdida de audición de mi hija es tan sólo una pequeña parte de ella. Ella es una gran bailarina, jugadora de fútbol y amante de los animales. Si alguien se burla de ella, le digo que esa persona


ni siquiera se ha tomado el tiempo para conocer la gran persona que ella es en verdad”.

Hacer conexionesSea consciente de las amistades y conexiones que tiene su niño. En cierta forma esta puede ser la mejor defensa contra el bullying. “Si su niño se siente valorado y conectado a un grupo de amigos, será menos vulnerable a sufrir maltratos en otro lugar”, dice Reesman.

Haga que su niño conecte con otros niños que pueden oír así como con niños con pérdida de audición, los niños que viven en su barrio y los niños de otras zonas. Busque oportunidades para que su niño desarrolle amistades fuera del entorno escolar a través de grupos, actividades y equipos.

Crear un planHable con su niño sobre el bullying. Enséñele que algunas personas pueden decir cosas crueles y creen un plan juntos para ayudarlo a enfrentarse a

incidentes potenciales de bullying y de burlas. Existen estudios que demuestran que los niños que informaron y hablaron sobre el bullying y las burlas con un adulto tuvieron más éxito enfrentándose a ese comportamiento hiriente que aquellos que no lo hicieron (Davis y Nixon, 2009).

“Las reuniones familiares pueden ser un lugar genial para que los niños practiquen y desarrollen confianza antes

de que ocurra algún problema”, sugiere Horowitz. “Las familias pueden practicar con diferentes respuestas para usar en una situación y también cómo acercarse a un adulto para pedir ayuda”.

“Una cosa que nos funciona a nosotros”, comenta Christina Danese, madre de un adolescente con implantes bilaterales, “es que le damos al otro niño tres oportunidades. Si los comentarios o

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• Negarse a ir al colegio o pérdida repentina de interés en el colegio.

• Cambio en las notas.

• Ya no muestra interés por las actividades familiares o escolares.

• Parece triste o enfadado después de una llamada telefónica/mensaje de texto/correo electrónico.

• Hace o dice algo muy poco propio de él.

Recursos: Coloroso, 2004.

Señales del bullying


el comportamiento continúan, mi hijo se dirige a un adulto, ya sea yo misma, un profesor u otro adulto en el colegio. De esta forma mi hijo tiene la oportunidad de resolver el problema, pero también sabe que los adultos le ayudarán en caso de necesidad”.

Reesman también hacen hincapié en la importancia de contar con un persona segura a la que su niño pueda acudir en busca de ayuda. “La mayoría de adultos no saben cómo responder antes un comportamiento de bullying y pueden tratar de restarle importan-cia como algo normal de la infancia”. Designe a un adulto ya sea en el colegio (profesor, entrenador, terapeuta o administrador) que escuchará a su niño siempre y se tomará sus preocupaciones en

serio. Esto puede tener un gran impacto en la vida de su niño si sabe que tiene a alguien con quien hablar sobre estas cosas y pedir ayuda.

Poner en prácticaPor desgracia, como padre no podemos proteger siempre o evitar que nuestros niños tengan que enfrentarse a situaciones hirientes. Pero lo que sí podemos hacer es asegurarnos de que sean conscientes de que estas situaciones pueden suceder y de que estén preparados para enfrentarlas. Déle a su niño espacio para resolver sus propios problemas para que pueda probar y desarrollar sus habilidades, pero también permanezca atento a cualquier cambio en las emociones o en el comportamiento de su niño.

referenciasBauman, S., y Pero, H. (2011). Bullying and

cyberbullying among deaf students and their hearing peers: An exploratory study. Journal of Deaf Studies and Deaf Education, 16(2), 236-253.

Coloroso, B. (2004). The Bully, the bullied, and the bystander: From preschool to high school–how parents and teachers can help break the cycle. New York: Collins Living.

Davis, A., y Nixon, C. (2009). The youth voice research project. Fecha de consulta 30 de mayo de 2012, http://www.youthvoiceproject.com.

Horowitz, R. (2010). Family centered parenting: Your guide for growing great families. New York: Morgan James Publishing.

Olewus, D. (1993). Bullying at school: What we know and what we can do (understanding children’s worlds). Somerset, NJ: Wiley-Blackwell.

Sullivan, P. (2006). Children with disabilities exposed to violence: Legal and public policy issues. In M. Feerick and G. Silverman (Eds.), Children Exposed to Violence. Baltimore, MD: Paul Brookes Publishing.

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HEAR OUR VOicEs

“Hear” I AmBy Sean Abuedo

Volta Voices will begin publishing a series of short narratives by students in Ronnie Eisen’s 8th Grade Secondary Hearing Impaired Program (SHIP) at Midland Park High School in Midland Park, N.J. Their assignment was to write a series of personal experiences as students with hearing loss in a mainstream school. The following is a selec-tion of their stories.

My name is Sean. I am here to tell my story and I think you, my dear read-ers, might find my story

very interesting. You might even look at hearing loss in a new light. There is something I want to let you know. I am quite lucky to have parents who care and support me because when they found out that I was deaf, they did do every-thing in their power to help me so that I could hear.

How did I become deaf? That’s quite simple. I was born deaf. My parents were not so sure how I came to have a hearing loss. They did not have any relatives that were deaf like me, so I am the only one in my family. My grandmother thinks it has to do with Mom’s stomach sickness when she was still pregnant with me, when Mom took medicine. However, my doctors could not find anything that caused my hearing loss. So it has gone an unsolved mystery to this very day.

When I was 15 months old my hear-ing loss was discovered. It was surprising to my family because they expected me to make some sounds. My grandmother told my parents that I slept through the nights when she was babysitting me and my older brother. He made loud noises, but it did not wake me up. They thought I was such an angel because I was quiet, but there was one thing that was not right about me. I did not turn

my head when my grandmother called my name. My grandmother was worried because it was obvious that I did not hear her. My parents were frightened and concerned. They brought me to a doctor who informed them that I was deaf in both ears, and that I had a profound hearing loss. It is the most extreme hearing loss, because it means I may not hear even loud speech. My fam-ily’s reactions to my hearing loss were shock and sadness because they never suspected or realized that I was deaf all that time. They just thought I was quiet.

My family assisted me in a lot of ways, like bringing me to doctors to test on a regular basis. My parents wanted to find an audiologist who would help me hear, so they went to New York City. The audiologist had to create ear molds so I could wear hearing aids. But there

was a problem. When I wore them at 16 months old, it actually did not work for me, especially since I kept pulling them off because I was not fond of those hearing aids. My parents were amused, but exasperated and, maybe, annoyed with me.

I was 2 years old when I got my first of bilateral cochlear implants. That was a lot of work for my parents because they had to find the best doctor in New York City. He was the one who operated on me during my surgery. I remember vaguely that I had bandages around my head when I woke up after my surgery. I also remember my grandmother was there with me. She helped me stand up and to get my shoes on, because I was a little dizzy.

I am grateful that my parents sup-ported me, even if I was only a baby

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back then. They made me into who I am today. They learned from others with hearing loss to live with the fact that I am deaf. Yes, I am happy with the way my life is. So parents, if you have some kids that are deaf like me, I know you are probably thinking, “Why? Why us? What did we do wrong to deserve that our child has a disability?” Do not blame yourselves or your kids. That is the way life can be, fair and unfair sometimes. But you can live with your kids’ disabilities by learning how to deal with the fact that your kids are deaf. That is what my parents did for me, because they love me and I do them.

my First day of high SchoolHave you wondered what a deaf teenager’s life is like in middle school? Teenagers can be exactly the same, and yet so different. Often their personali-ties, likes and dislikes have things in common even if the kids are deaf or have physical or mental disabilities. It does not matter if you are a traditional kid or not, we all are just human.

Sept. 1, 2011, was my first day of seventh grade at Midland Park High School. I went to the main office and was given my schedule for my classes. But I did not know where my home-room was or who my teacher was, so I was a bit frazzled and confused. I frantically looked everywhere as if I was a frightened, defenseless animal. I was too proud to ask someone until I saw a teacher and I gave up because I was clueless. The teacher was kind enough to show me my homeroom and I was glad and relieved, but embarrassed that I was so stubborn.

My homeroom teacher, Ms. Audino, gave us our locker combinations. It was a mortifying, frustrating experience and a really annoying time for me. I tried my locker combination, but I was doing it the wrong way and I struggled to open it. I was wasting time, and I did not want to be late on my first day. You can imagine how I felt. I finally had to leave it locked.

I think I was muttering darkly under my breath as I got to my first period, science. The teacher was friendly and like

Ms. Audino, she introduced herself. I noticed there was a CART reporter, and I was glad for the CART because although I understood what people were saying, the CART helped me to read what the teacher was talking about. All of my periods were exactly the same, all with CART, only with different teachers.

When it was time for lunch, I went to the cafeteria. Everyone was talking animatedly, and they were so loud it was difficult for me to hear what my friends were saying to me. I just could not focus on them. I was baff led and distracted, struggling as I tried my best. I prefer quiet places.

I was happy when lunch was over. When I got to my locker, I had to repeat my combination several times and it still did not open. I was so frustrated that I wanted to pull my hair out! I glared at my locker as if it was a demon that came from hell. The locker looked back innocently.

“Do you need help?” someone asked behind me. I twisted my head to see my teachers, Ms. Audino and Ms. Ball, who were looking at me with curiosity and maybe a little sympathy in their eyes. I just nodded, but I kept glaring at my locker.

“Yes. It was kind of hard to admit that I needed help. I could have sworn my ears turned red. The teachers looked understanding and a little amused. I stepped back to let Ms. Audino help, and I watched her unlock my locker. I almost cried.

“I think you need practice,” Ms. Audino said, and she showed me how to use my combination the right way. It took me a while to comprehend. I even had to practice my combination with my dad at home.

I still do not know how I survived my first day of high school. To be hon-est with you, I still think it was a crazy but mostly funny day for me now that I look back on it. I still laugh about my locker when I think of it. If you are going to high school like me, I would advise you to ask a trusted adult for help if you do not know where your homeroom is. Trust me…you definitely do not want to end up like me on my first day of middle school. Pride can be your downfall and remember, it is okay to ask for help sometimes.

Sean Abuedo is a 16-year-old SHIP student at Midland Park School. Her favorite subjects are history and science. She lives with her parents, older brother and four dogs in New Jersey. Her hobbies include reading, drawing and listening to music, including the Beatles, the Who and Coldplay. She is also involved in karate. She was born with a profound hearing loss and uses bilateral cochlear implants to hear. Abuedo wants to be a scientist or an author someday in the future.


WHAT’S NEW ON THE KNOWLEdGE cENTEr

The Helen Beebe LegacyBy Melody Felzein

This marks the inaugural column high-lighting the new and exciting features of AG Bell’s online Listening and Spoken Language Knowledge Center. Volta Voices will continue to highlight features and content available as this web-based resource establishes itself as the go-to website for information on listening and spoken language communication and outcomes. To check out the Knowledge Center for yourself, visit www.listeningandspokenlanguage.org.

On May 1, 2012, AG Bell launched its largest initia-tive to date – the Listening and Spoken Language

Knowledge Center. Over the years, AG Bell has provided resources, support, guidance and research supporting listen-ing and spoken language outcomes for individuals who are deaf or hard of hear-ing. Through correspondence, commen-tary, research and meetings, AG Bell has succeeded in spreading information on best practices and tools for professionals and families to help children with hear-ing loss develop spoken language skills.

The landscape today has vastly changed from early years. Advances in hearing technology have provided better oppor-tunities for children to access spoken language, and the Internet has changed the way in which people receive and use information. The notion of a Knowledge Center has always been a driver for many AG Bell programs and publications over the years, and that is the foundation of the Knowledge Center – trusted information, sound advice and the latest research sup-porting language outcomes.

As the Knowledge Center con-tinues to evolve, this column will highlight features of the website that parents, professionals and individuals with hearing loss will want to check

out. Our inaugural column honors a professional whose work and dedica-tion paved the way for development of the Knowledge Center. AG Bell partnered with the Helen Beebe Speech and Hearing Center through a gener-ous grant to fund the development of the Listening and Spoken Language Knowledge Center. And through an interactive online exhibit, AG Bell pays homage to a pioneer in this field – Helen Beebe.

At a time when many assumed that children with hearing loss would never learn to listen, talk or thrive in the educational mainstream, Helen Beebe thought otherwise. Affectionately know as “Beebe” to all that knew her, she pio-neered a method that changed the lives

of many children and their families and a multitude of professionals.

Beebe’s career demonstrated the power of mentoring – a critical founda-tion in the area of listening and spoken language and an inf luence that she would pay forward many times over. Over the years, Helen Beebe inf lu-enced thousands of professionals in the field, parents of children with hear-ing loss and adults who were once the recipients of her clinical talents. From her first patient, Mardie, to the open-ing of a weeklong residence program for families all over the world – to the creation of the Helen Beebe Speech and Hearing Center – which blazed the trail for what would became the audi-tory-verbal therapy approach, Beebe

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Helen Beebe, circa 1965, works with a mother and her young child.


demonstrated that listening and spoken language was possible for children with hearing loss.

She was the first president of Auditory-Verbal International (the predecessor to the AG Bell Academy for Listening and Spoken Language) and served on the board of AG Bell, which awarded her its highest recognition, the Honors of the Association, in 1987. In its later history, the Beebe Center evolved to focus on professional develop-ment through funding scholarships for those who wanted to become a certi-fied Listening and Spoken Language Specialist (LSLS™ ) or for professionals who wanted to serve as a mentor. Beebe continued to serve as a clinician, teacher and mentor up until just before her death in 1989 at age 80.

In the words of Robert Bush, who served for nine years as a board member and as the last president of the board of directors for the Beebe Center, “Helen Beebe blazed the trail and The Helen Beebe Speech and Hearing Center became a leading provider for what became the auditory-verbal therapy approach.”

Today, laypeople may believe that audi-tory-verbal practice started with the advent of cochlear implant technology. In reality, it began more than 70 years ago with two grand dames, Helen Beebe and Doreen Pollack, and their contemporaries, Daniel Ling, Louise Crawford, Marian Ernst and Ciwa Griffiths, among others. They believed that children with hearing loss could listen and talk – and they achieved incredible outcomes even with the limited technology available at the time.

Over the years, Beebe influenced thousands of professionals in the field, parents of children with hearing loss and adults who were once the recipients of her clinical talents. The Knowledge Center has devoted a special section to the his-tory and memory of Helen Beebe. Visit www.listeningandspokenlanguage.org today to learn more about Beebe’s legacy, kind words from friends, families, mentees and individuals with hearing loss, and video and photos. If you have been influenced by this pioneer in our field and would like to contribute to the Knowledge Center by sharing your memories of Helen Beebe, please contact [email protected].

As the Knowledge Center continues to evolve and expand, we encourage you to visit www.listeningandspokenlanguage.org to experience it for yourself.

“ Clarke’s program is internationally recognized. I’m taking classes, learning from teachers who have years of experi-ence, and working with children all at the same time.”

—Student, Smith College/Clarke Graduate Program in Teacher Education

From the Smith/Clarke Graduate Program in Teacher Education to our annual fall conference, Clarke provides professionals with the skills they need to serve children who are deaf or hard of hearing now and in the future. Learn more about our programs for professionals at clarkeschools.org/for-professionals.

SAVE THE DATE for our annual fall conference OCTOBER 25–26, 2012

Apps to FMs: Expanding Opportunities through TechnologyThe 33rd Annual Fall Conference on Mainstreaming Students with Hearing Loss Sheraton Hotel, Springfield, MA

To learn more visit clarkeschools.org

Training Professionals for the future.

Boston • Jacksonville • New York • Northampton • Philadelphia

Clarke Schools for Hearing and Speech provides children who are deaf and hard of hearing with the listening, learning and spoken language skills they need to succeed.

Beebe demonstrated that listening and spoken language was possible for children with hearing loss.

DIRECTORY OF sErVicEs


nAlabama

Alabama Ear Institute, 300 Office Park Drive, Suite 210, Birmingham, AL 35223 • (205-879-4234 – voice) • (205-879-4233-fax) – www.alabamaearinstitute.org AEI Auditory-Verbal Mentoring Program - Training in spoken language development utilizing the A-V approach w/ continuing education workshops & mentoring by LSLS Cert AVTs. AEI Summer Institute in Auditory-Verbal Therapy- two-week immersion in A-V approach - Workshops and practicum experience w/instruction and coaching by LSLS Cert AVTs. The Alabama School for Hearing: pre-school utilizing auditory/oral classroom approach - Auditory-Verbal therapy also provided. AEI: Education, research and public policy.

nArizona

Desert Voices, 3426 E. Shea Blvd., Phoenix, AZ 85028 • 602-224-0598 (voice) • 602-224-2460 (fax) • [email protected] (email). Emily Lawson, Executive Director. Oral school for deaf and hard-of-hearing children from birth to nine years of age. Programs include Birth to Three therapy, Toddler Group, and full day Educational Program. Other services include parent education classes, speech and language evaluations, parent organization and student teacher placements. Desert Voices is a Moog Curriculum school.

nCalifornia

Auditory-Verbal Services, 10623 Emerson Bend, Tustin, CA 92782. 714-573-2143 (voice) - [email protected] (email). Karen Rothwell-Vivian, M.S.Ed., M.A., CCC-A, LSLS Certified Auditory-Verbal Therapist (LSLS Cert.AVT). Auditory-Verbal Therapy and audiological consultation for children with hearing loss from infancy. Expertise with hearing aids, cochlear implants, FM systems, and mainstreaming support. Auditory Rehabilitation both pre-lingual and post-lingual hearing loss for children and adults.

Children’s Choice for Hearing and Talking, CCHAT Center – Sacramento, 11100 Coloma Road, Rancho Cordova, Ca 95670 • 916-361-7290 (voice). Laura Turner, Principal. An auditory/oral day school educating children and their families from birth through early elementary grades. Other programs include adult cochlear implant support, parent-infant program, on-site audiological services and mainstreaming support services. The school is staffed with credentialed teachers, licensed speech-language pathologists and a licensed audiologist.

Echo Horizon School, 3430 McManus Avenue, Culver City, CA 90232 • 310-838-2442 (voice) • 310-838-0479 (fax) • 310-202-7201 (tty) • www.oraldeafed.org/schools/echo/index.html • www.echohorizon.org • Vicki Ishida, Echo Center Director. Private elementary school, incorporating an auditory/oral mainstream program for students who are deaf or hard of hearing. Daily support by credentialed DHH teachers in speech, language, auditory skills and academic follow-up.

HEAR Center, 301 East Del Mar Blvd., Pasadena, CA 91101 • 626-796-2016 (voice) • 626-796-2320 (fax) • Specializing in audiological services for all ages. Auditory-Verbal individual therapy, birth to 21 years.

HEAR to Talk, 547 North June Street, Los Angeles, CA 90004 • 323-464-3040 (voice) • [email protected] (e-mail) • www.hear2talk.com • Sylvia Rotfleisch, M.Sc.A., CED, CCC, Certified Auditory-Verbal Therapist®, LSLS Cert. AVT, Licensed Audiologist, California NPA Certified. Trained by Dr. Ling. Extensive expertise with cochlear implants and hearing aids.

Jean Weingarten Peninsula Oral School for the Deaf, 3518 Jefferson Avenue, Redwood City, CA 94062 • 650-365-7500 (voice) • [email protected] (e-mail) • www.oraldeafed.org/schools/jwposd (website) Kathleen Daniel Sussman, Executive Director; Pamela Musladin, Principal. An auditory/oral program where deaf and hard of hearing children listen, think and talk! Cognitive based program from birth through mainstreaming into 1st or 2nd grade. Students develop excellent language, listening and social skills with superior academic competencies. Cochlear implant habilitation, mainstream support services and Family Center offering special services for infants, toddlers and their families.

John Tracy Clinic, 806 West Adams Boulevard, Los Angeles, CA 90007 · 213-748-5481 (voice) · 800-522-4582 · [email protected] · www.jtc.org & www.youtube.com/johntracyclinic. Early detection, school readiness and parent empowerment since 1942. Worldwide Parent Distance Education and onsite comprehensive audiological, counseling and educational services for families with children ages birth-5 years old. Intensive Summer Sessions (children ages 2-5 and parents), with sibling program. Online and on-campus options for an accredited Master’s and Credential in Deaf Education.

Legal Services, David M. Grey, Grey & Grey, 233 Wilshire Blvd., Suite 700, Santa Monica, CA 90401 • 310-444-1980 (voice) • [email protected] (email). Advocacy for those with hearing loss. Focus on educational issues, communication access and discrimination. We handle IEPs, due process and court proceedings throughout California. We are knowledgeable about AVT, cochlear implants, FM systems and other aids and services that facilitate communication access. Free initial consultation. 25 years of legal experience.

Listen and Learn, 4340 Stevens Creek Blvd., Suite 107, San Jose, CA 95129 • 408-345-4949 • Marsha A. Haines, M.A., CED, Cert. AVT, and Sandra Hamaguchi Hocker, M.A., CED • Auditory-verbal therapy for the child and family from infancy. Services also include aural habilitation for older students and adults with cochlear implants. Extensive experience and expertise with cochlear implants, single and bilateral. Mainstream support services, school consultation and assessment for children in their neighborhood school. California NPA certified.

No Limits Performing Arts Academy and Educational Center, 9801 Washington Boulevard, 2nd Fl, Culver City, CA 90232 – 310.280.0878, 800.948.7712 • www.kidswithnolimits.org. • Provides free speech, language, literacy and support services to dhh children and their families between the ages of 3 and 18 through its No Limits Educational Center. Additionally, No Limits offers a national performing arts program for schools and the community that builds the self confidence and communication skills of children with a hearing loss.

Oralingua School for the Hearing Impaired, North Campus – 7056 S. Washington Avenue, Whittier, CA 90602 – 562-945-8391 (voice) • 562-945-0361 (fax) • [email protected] (email) • www.oralingua.org (website). South Campus – 1305 Deodar Road, Escondido, CA 92026 – 760-297-6725 (voice) • 562-945-0361 (fax). Where children are listening and talking. An auditory/oral day program serving children from birth to 13 years old. Audiological, Speech/Language, Aural Habilitation, Mainstreaming, Auditory-Verbal Therapy and other related Designated Instructional Services available. Contact Elisa J. Roche, Ph.D., Executive Director.

Training and Advocacy Group (TAG) for Deaf & Hard of Hearing Children and Teens, Leah Ilan, Executive Director • 11693 San Vicente Blvd. #559, Los Angeles, CA 90049 • 310-339-7678 • [email protected] • www.tagkids.org. TAG provides exciting social opportunities through community service, field trips, weekly meetings, college prep and pre-employment workshops, guest speakers and parent-only workshops. Meetings are offered both on site at schools as well as off site in the community. Group meetings and events offered to oral D/HoH children in 5th grade through high school seniors.

The Alexander Graham Bell Association for the Deaf and Hard of Hearing is not responsible for verifying the credentials of the service providers below. Listings do not constitute endorsements of establishments or individuals, nor do they guarantee quality.Directory of Services



nColorado

Bill Daniels Center for Children’s Hearing, Children’s Hospital Colorado, Department of Audiology, Speech Pathology and Learning Services, 13123 East 16th Avenue, B030 Aurora, CO 80045 • http://www.childrenscolorado.org (website) • 720-777-6531(voice) • 720-777-6886 (TTY) • [email protected] (email). We provide comprehensive audiology and speech-language services for children who are deaf or hard of hearing (ages birth through 21years). Our pediatric team specializes in family-centered care and includes audiologists, speech-language pathologists, a deaf educator, family consultant, and clinical social worker. Individual, group and parent educational support and programs are designed to meet each family’s desire for their preference of communication needs. We also provide advanced technology hearing aid fitting and cochlear implant services.

Colorado Oral-Deaf PreSchool, 8081 E. Orchard Road, Suite 280, Greenwood Village, CO 80111 • 303-953-7344 (phone) • 303-953-7346 (fax) • [email protected] (email) • http://www.oraldeafpreschool.org (website). The Colorado Oral-Deaf PreSchool (CO ODPS) provides listening and spoken language intervention in a superior educational setting for young children with hearing loss. The school, located approximately 20 miles south of Denver, serves children who are deaf and hard of hearing from birth to 6 years old and provides support and education for parents and family members. Services at the school include parent infant language intervention, toddler group, preschool group and mainstream support for school age students. Our superior learning environment is characterized by classrooms staffed by master’s-prepared teachers.

Rocky Mountain Ear Center, P.C. • 601 East Hampden Avenue, Suite 530, Englewood, CO 80113 • 303-783-9220 (voice) • 303-806-6292 (fax) • www.rockymountainearcenter.com (website). We provide a full range of neurotology and audiology services for all ages, ranging from infants to seniors. Using a multi-disciplinary approach, our board-certified otologist and doctors of audiology test and diagnose hearing, balance, facial nerve and ear disorders and we provide full-service hearing aid, cochlear implant and BAHA services. We offer medical and surgical treatment as well as language therapy and support groups, and are actively involved in various research studies.

nConnecticut

CREC Soundbridge, 123 Progress Drive, Wethersfield, CT 06109 • 860- 529-4260 (voice/ TTY) • 860-257-8500 (fax) • www.crec.org/soundbridge (website). Dr. Elizabeth B. Cole, Program Director. Comprehensive audiological and instructional services, birth through post-secondary, public school settings. Focus on providing cutting-edge technology for optimal auditory access and listening in educational settings and at home, development of spoken language, development of self advocacy – all to support each individual’s realization of social, academic and vocational potential. Birth to Three, auditory-verbal therapy, integrated preschool, intensive day program, direct educational and consulting services in schools, educational audiology support services in all settings, cochlear implant mapping and habilitation, diagnostic assessments, and summer programs.

New England Center for Hearing Rehabilitation (NECHEAR), 354 Hartford Turnpike, Hampton, CT 06247 • 860-455-1404 (voice) • 860-455-1396 (fax) • Diane Brackett. Serving infants, children and adults with all degrees of hearing loss. Speech, language, listening evaluation for children using hearing aids and cochlear implants. Auditory-Verbal therapy; Cochlear implant candidacy evaluation, pre- and post-rehabilitation, and creative individualized mapping. Post-implant rehabilitation for adults with cochlear implants, specializing in prelingual onset. Mainstream school support, including onsite consultation with educational team, rehabilitation planning and classroom observation. Comprehensive audiological evaluation, amplification validation and classroom listening system assessment.

nFlorida

Clarke Schools for Hearing and Speech/Jacksonville, 9857 St. Augustine Road, Suite 6, Jacksonville, FL 32257 • 904-880-9001(voice/relay). [email protected] • www.clarkeschools.org. Alisa Demico, MS, CCC-SLP, LSLS Cert AVT, and Cynthia Robinson, M.Ed., CED, LSLS Cert. AVEd, Co-Directors. A member of the Option Schools network, Clarke Schools for Hearing and Speech provides children who are deaf and hard of hearing with the listening, learning and spoken language skills they need to succeed. Comprehensive listening and spoken language programs prepare students for success in mainstream schools. Services include early intervention, toddler, preschool, pre-K, kindergarten, parent support and support group, cochlear implant habilitation, and mainstream support. Summer Listening and Spoken Language Program provides additional spoken language therapy for toddler and preschool-aged children. Clarke Schools for Hearing and Speech has locations in Boston, Bryn Mawr, Philadelphia, Jacksonville, New York City, and Northampton.

Debbie School, Auditory Oral Education Program, 1601 NW 12th Avenue, Miami, FL 33136 • 305-243-6961 (voice) • [email protected] (email) • http://debbieschool.med.miami.edu (website). Early intervention and primary education services are provided in a nurturing inclusive educational environment where children with hearing loss learn to listen and talk. Classrooms include early preschool, preschool, kindergarten, and primary. Services include early intervention, family education, individualized small group instruction, audiology, and speech-language pathology. Staff consists of credentialed teachers, a credentialed service coordinator, licensed therapists, and a licensed audiologist.

Doctors’ Hearing and Balance Centers of ENT Associates of South Florida, 1601 Clint Moore Road, Suite 215, Boca Raton, FL 33487 • (561) 393-9150 (voice) • [email protected] (email) • www.entsf.com (website) • ENT/Audiology practice serving the hearing impaired from birth to geriatric age. Services include all Ear, Nose and Throat services including specialties in pediatrics and Otoneurology. Audiology services include all comprehensive diagnostic evaluations and fittings, cochlear and Baha/Pronto implantable evaluations and activations. We work closely with auditory-verbal therapists/speech-language pathologists within the community.

University of Miami – Ear Institute, Cochlear Implant Program, 1120 NW 14th Street, Clinical Research Building, 5th floor, Miami, FL 33136 • 1-888-COCHLEAR (voice) • [email protected] • (email) www.ent.med.miami.edu (website). Comprehensive multidisciplinary diagnostic and rehabilitative services provided for infants and children. Services include diagnostic audiology, amplification, cochlear implantation, listening and spoken language therapy, educational support and psychological evaluation. The Barton G Kids Hear Now Cochlear Implant Family Resource Center provides targeted support for families beginning with diagnosis including counseling, training, mentoring programs, advocacy, and support groups. Professionals include Otologists, Audiologists, Listening and Spoken Language Specialists, Speech Pathologists, an Educational Specialist, and a Psychologist.



nGeorgia

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

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

nIdaho

Idaho Educational Services for the Deaf and the Blind, 1450 Main Street, Gooding, ID 83330 • 208 934 4457 (V/TTY) • 208 934 8352 (fax) • [email protected] (e-mail). IESDB serves birth to 21 year old youth with hearing loss through parent-infant, on-site, and outreach programs. Options include auditory/oral programs for children using spoken language birth through second grade. Audiology, speech instruction, auditory development, and cochlear implant habilitation is provided.

nIllinois

Alexander Graham Bell Montessori School (AGBMS) and Alternatives in Education for the Hearing Impaired (AEHI), www.agbms.org (website) • [email protected] (email) • 847-850-5490 (phone) • 847-850-5493 (fax) • 9300 Capitol Drive Wheeling, IL 60090 • AGBMS is a Montessori school educating children ages 15 months-12 who are deaf or hard of hearing or have other communicative challenges in a mainstream environment with hearing peers. Teachers of Deaf/Speech/Language Pathologist/Reading Specialist/Classroom Teachers emphasize language development and literacy utilizing Cued Speech. Early Intervention Services available to children under 3. AEHI, a training center for Cued Speech, assists parents, educators, or advocates in verbal language development for children with language delays or who do not yet substantially benefit from auditory technology.

Child’s Voice School, 180 Hansen Court, Wood Dale, IL 60191 • (630) 595-8200 (voice) • (630) 595-8282 (fax) • [email protected] (email) • www.childsvoice.org (website). Michele Wilkins, Ed.D., LSLS Cert. AVEd., Executive Director. A Listening and Spoken Language program for children birth to age 8. Cochlear implant (re) habilitation, audiology services and mainstream support services provided. Early intervention for birth to age three with parent-infant and toddler classes and home based services offered in Wood Dale and Chicago areas. Parent Support/Education classes provided. Child’s Voice is a Certified Moog Program.

The University of Chicago, Comer Children’s Hospital Pediatric Hearing Loss and Cochlear Implant Center, 5841 S. Maryland Avenue, DCAM 4H, Chicago, IL 60637 • 773-702-8182. Program Director, Sally Tannenbaum, M.Ed., CED, LSLS Cert. AVT, [email protected]. Dr. Dana Suskind, [email protected]. Website: www.uchicagokidshospital.org/cochlear. The center provides full medical and audiological services for infants, children and adults. Comprehensive services for children with hearing loss and their families are provided from time of diagnosis through schools years. Services include otolaryngology, audiology services including cochlear implants and loaner hearing aids, and listen and spoken language therapy. Mentoring in Listening and Spoken Language, Auditory-Verbal therapy is available for professionals. In addition, the Center is actively involved in research projects including developing an evidenced-based, listening and spoken language curriculum called Project ASPIRE.

nIndiana

St. Joseph Institute for the Deaf - Indianapolis. 9192 Waldemar Road, Indianapolis, IN 46268 • (317) 471-8560 (voice) • (317) 471-8627 (fax) • www.sjid.org; [email protected] (email) • Teri Ouellette, M.S. Ed., LSLS Cert. AVEd, Director. St. Joseph Institute for the Deaf - Indianapolis, a campus of the St. Joseph Institute system, serves children with hearing loss, birth to age six. Listening and Spoken Language programs include early intervention, toddler and preschool classes, cochlear implant rehabilitation, mainstream therapy and consultation and daily speech therapy. Challenging speech, academic programs and personal development are offered in a nurturing environment. (See Kansas and Missouri for other campus information.)

nKansas

St. Joseph Institute for the Deaf - Kansas City, 8835 Monrovia, Lenexa, KS 66215 • 913-383-3535 • www.sjid.org • Jeanne Fredriksen, M.S., Ed., Director • [email protected]. St. Joseph Institute for the Deaf - Kansas City, a campus of the St. Joseph Institute system, serves children with hearing loss, birth to age eight. Listening and Spoken Language programs include: early intervention, toddler playgroups, preschool to second grade classes, cochlear implant/hearing aid rehabilitation and daily speech therapy. Challenging listening/speech and language therapy, academic programs and personal development opportunities are offered in a nurturing environment. (See Missouri and Indiana for other campus information.)

nKentucky

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

nmaryland

The Hearing and Speech Agency’s Auditory/Oral Center, 5900 Metro Drive, Baltimore, MD 21215 • (voice) 410-318-6780 • (TTY) 410-318-6758 • (fax) 410-318-6759 • Email: [email protected] • Website: www.hasa.org. Jill Berie, Educational Director, Olga Polites, Clinical Director, Erin Medley, Teacher of the Deaf. Auditory/Oral education and therapy program for infants and young children who are deaf or hard of hearing. Self-contained, state-of-the-art classrooms located in the Gateway School approved by the Maryland State Department of Education. Additional services include speech-language therapy, family education and support, pre- and post-cochlear implant habilitation, collaboration and support of inclusion, audiological management and occupational therapy. The Hearing and Speech Agency’s Auditory/Oral preschool program, “Little Ears, Big Voices” is the only Auditory/Oral preschool in Baltimore. In operation for more than five years, it focuses on preparing children who are deaf or hard of hearing to succeed in mainstream elementary schools. Applications for all Auditory/Oral Center programs are accepted year-round. Families are encouraged to apply for scholarships and financial assistance. HASA is a direct service provider, information resource center and advocate for people of all ages who are deaf, hard of hearing or who have speech and language disorders.



nmassachusetts

Clarke Schools for Hearing and Speech/Boston, 1 Whitman Road, Canton, MA 02021 •781-821-3499 (voice) • 781-821-3904 (tty) • [email protected] • www.clarkeschools.org. Barbara Hecht, Ph.D., Director. A member of the Option Schools network, Clarke Schools for Hearing and Speech provides children who are deaf and hard of hearing with the listening, learning and spoken language skills they need to succeed. Comprehensive listening and spoken language programs prepare students for success in mainstream schools. Services include early intervention, preschool, kindergarten, speech and language services, parent support, cochlear implant habilitation, and an extensive mainstream services program (itinerant and consulting). Children and families come to our campus from throughout Eastern and Central Massachusetts, Cape Cod, Rhode Island, Maine and New Hampshire for services. Clarke Schools for Hearing and Speech has locations in Boston, Bryn Mawr, Philadelphia, Jacksonville, New York City and Northampton.

Clarke Schools for Hearing and Speech/Northampton, 47 Round Hill Road, Northampton, MA 01060 • 413-584-3450 (voice/tty). [email protected] • www.clarkeschools.org. Bill Corwin, President. A member of the Option Schools network, Clarke Schools for Hearing and Speech provides children who are deaf and hard of hearing with the listening, learning and spoken language skills they need to succeed. Comprehensive listening and spoken language programs prepare students for success in mainstream schools. Services include early intervention, preschool, day and residential school through 8th grade, cochlear implant assessment, summer programs, mainstream services (itinerant and consulting), evaluations for infants through high school students, audiological services, and graduate degree program in teacher education. Clarke Schools for Hearing and Speech has locations in Boston, Bryn Mawr, Philadelphia, Northampton, New York City, and Jacksonville.

SoundWorks for Children, 18 South Main Street, Topsfield, MA 01983 • 978-887-8674 (voice) • [email protected] (e-mail) • Jane E. Driscoll, MED, Director. A comprehensive, non-profit program dedicated to the development of auditory-verbal skills in children who are deaf or hard-of-hearing. Specializing in cochlear implant habilitation and offering a full continuum of inclusionary support models from preschool through high school. Early Intervention services and social/self-advocacy groups for mainstreamed students are offered at our Family Center. Summer programs, in-service training, and consultation available.

nmichigan

Redford Union Oral Program for Children with Hearing Impairments, 18499 Beech Daly Rd. Redford, MI 48240 • 313-242-3510 (voice) • 313-242-3595 (fax) • 313-242-6286 (tty) • Dorothea B. French, Ph.D., Director. Auditory/oral day program serves 80 center students/250 teacher consultant students. Birth to 25 years of age.

nminnesota

Northeast Metro #916 Auditory/Oral Program, 3375 Willow Ave., Rm 109, White Bear Lake, Minnesota 55110; 651.415.5546, • email [email protected]. • Providing oral education to children who are Deaf or Hard of Hearing. Services strive to instill and develop receptive (listening) and expressive (speaking) English language skills within each student. Well-trained specialists carry the principles of this program forward using supportive, necessary, and recognized curriculum. The program’s philosophy is that children who are Deaf or Hard of Hearing can learn successfully within a typical classroom environment with typical hearing peers. This can be achieved when they are identified at an early age, receive appropriate amplification, and participate in an oral-specific early intervention program. Referrals are through the local school district in which the family live.

nmississippi

DuBard School for Language Disorders, The University of Southern Mississippi, 118 College Drive #5215, Hattiesburg, MS 39406-0001 • 601.266.5223 (voice) • [email protected] (e-mail) • www.usm.edu/dubard • Maureen K. Martin, Ph.D., CCC-SLP, CED, CALT, Director • The DuBard School for Language Disorders is a clinical division of the Department of Speech and Hearing Sciences at the University of Southern Mississippi. The school serves children from birth to age 13 in its state-of-the-art facility. Working collaboratively with 20 public school districts, the school specializes in coexisting language disorders, learning disabilities/dyslexia and speech disorders, such as apraxia, through its non-graded, 11-month program. The Association Method, as refined, and expanded by the late Dr. Etoile DuBard and the staff of the school, is the basis of the curriculum. Comprehensive evaluations, individual therapy, audiological services and professional development programs also are available. A/EOE/ADAI

Magnolia Speech School, Inc. 733 Flag Chapel Road, Jackson, MS 39209 – 601-922-5530 (voice), 601-922-5534 (fax) – [email protected] –Anne Sullivan, M.Ed. Executive Director. Magnolia Speech School serves children with hearing loss and/or severe speech and language disorders. Listening and Spoken Language instruction/therapy is offered to students 0 to 12 in a home-based early intervention program (free of charge), in classroom settings and in the Hackett Bower Clinic (full educational audiological services, speech pathology and occupational therapy). Assessments and outpatient therapy are also offered to the community through the Clinic.

nmissouri

CID – Central Institute for the Deaf, 825 S. Taylor Avenue, St. Louis, MO 63110 314-977-0132 (voice) • 314-977-0037 (tty) • [email protected] (email) • www.cid.edu (website) Lynda Berkowitz/Barb Lanfer, co-principals. Child- and family-friendly learning environment for children birth-12; exciting adapted curriculum incorporating mainstream content; Family Center for infants and toddlers; expert mainstream preparation in the CID pre-k and primary programs; workshops and educational tools for professionals; close affiliation with Washington University deaf education and audiology graduate programs.

The Moog Center for Deaf Education, 12300 South Forty Drive, St. Louis, MO 63141 • 314-692-7172 (voice) • 314-692-8544 (fax) • www.moogcenter.org (website) • Betsy Moog Brooks, Executive Director, [email protected]. Services provided to children who are deaf and hard-of-hearing from birth to 9 years of age. Programs include the Family School (birth to 3), School (3-9 years), Audiology (including cochlear implant programming), mainstream services, educational evaluations, parent education and support groups, professional workshops, teacher education, and student teacher placements. The Moog Center for Deaf Education is a Certified Moog Program.

St. Joseph Institute for the Deaf - St. Louis, 1809 Clarkson Road, Chesterfield, MO 63017 • (636) 532-3211 (voice/TYY) • www.sjid.org; Mary Daniels, MAEd, LSLS Cert. AVEd, Director of Education • [email protected] • An independent, Catholic school serving children with hearing loss birth through the eighth grade. Listening and Spoken Language programs include early intervention, toddler and preschool classes, K-8th grade, I-Hear internet therapy, audiology clinic, evaluations, mainstream consultancy, and summer school. Challenging speech, academic programs and personal development are offered in a supportive environment. ISACS accredited. Approved private agency of Missouri Department of Education and Illinois Department of Education. (See Kansas and Indiana for other campus information.)



nnew Jersey

HIP and SHIP of Bergen County Special Services - Midland Park School District, 41 E. Center Street, Midland Park, N.J. 07432 • 201-343-8982 (voice) • [email protected] (email) • Kathleen Treni, Principal. An integrated, comprehensive pre-K-12th grade auditory oral program in public schools. Services include Auditory Verbal and Speech Therapy, Cochlear Implant habilitation, Parent Education, and Educational Audiological services. Consulting teacher services are available for mainstream students in home districts. Early Intervention services provided for babies from birth to three. SHIP is the state’s only 7-12th grade auditory oral program. CART (Computer Real Time Captioning) is provided in a supportive, small high school environment.

The Ivy Hall Program at Lake Drive, 10 Lake Drive, Mountain Lakes, NJ 07046 • 973-299-0166 (voice/tty) • 973-299-9405 (fax) • www.mtlakes.org/ld. • Trish Filiaci, MA, CCC-SLP, Principal. An innovative program that brings hearing children and children with hearing loss together in a rich academic environment. Auditory/oral programs include: early intervention, preschool, kindergarten, parent support, cochlear implant habilitation, itinerant services, OT, PT and speech/language services. Self-contained to full range of inclusion models available.

Speech Partners, Inc. 26 West High Street, Somerville, NJ 08876 • 908-231-9090 (voice) • 908-231-9091 (fax) • [email protected] (email). Nancy V. Schumann, M.A., CCC-SLP, Cert. AVT. Auditory-Verbal Therapy, Communication Evaluations, Speech-Language Therapy and Aural Rehabilitation, School Consultation, Mentoring, Workshops.

Stephanie Shaeffer, M.S., CCC-SLP, LSLS Cert. AVT • 908-879-0404 • Chester, NJ • [email protected]. Speech and Language Therapy and Communication Evaluations. Auditory-Verbal Therapy, Aural Rehabilitation, Facilitating the Auditory Building Blocks Necessary for Reading. Fluency and Comprehension.

Summit Speech School for the Hearing-Impaired Child, F.M. Kirby Center is an exclusively auditory-oral/auditory-verbal school for deaf and hard of hearing children located at 705 Central Ave., New Providence, NJ 07974 • 908-508-0011 (voice/TTY) • 908-508-0012 (fax) • [email protected] (email) • www.summitspeech.org (website) • Pamela Paskowitz, Ph.D., CCC-SLP, Executive Director. Programs include Early Intervention/Parent Infant (0-3 years), Preschool (3-5 years) and Itinerant Mainstream Support Services for children in their home districts. Speech and language, OT and PT and family support/family education services available. Pediatric audiological services are available for children birth-21 and educational audiology and consultation is available for school districts.

nnew mexico

Presbyterian Ear Institute - Albuquerque, 415 Cedar Street, SE, Albuquerque, NM 87106 505-224-7020 (voice) • 505-224-7023 (fax) • www.presbyterianearinstitute.org (website) • Catherine Creamer, Principal. Services include a cochlear implant center and auditory/oral program for children who are deaf and hard of hearing birth through 9 years old. Exists to assist people with hearing loss to better listen and speak and integrate into mainstream society. Presbyterian Ear Institute is a Moog Curriculum.

nnew York

Anne Kearney, M.S., LSLS Cert. AVT, CCC-SLP, 401 Littleworth Lane, Sea Cliff, Long Island, NY 11579 • 516-671-9057 (Voice) • [email protected]. Family-centered auditory-verbal speech therapy for infants, children and adults with any level of hearing loss.

Auditory/Oral School of New York, 3321 Avenue “M”, Brooklyn, NY 11234 • 718-531-1800 (voice) • 718-421-5395 (fax) • [email protected] (email). Pnina Bravmann, Program Director. An Auditory/Oral Early Intervention and Preschool Program serving children with hearing loss and their families. Programs include: Early Intervention (center-based and home-based), preschool, integrated preschool classes with children with normal hearing, multidisciplinary evaluations, parent support, auditory-verbal therapy (individual speech, language and listening therapy), complete audiological services, cochlear implant (re)habilitation, mainstreaming, ongoing support services following mainstreaming.

Center for Hearing and Communication, 50 Broadway, 6th Floor, New York, NY 10004 • 917 305-7700 (voice) • 917-305-7888 (TTY) • 917-305-7999 (fax) • www.CHChearing.org (website). Florida Office: 2900 W. Cypress Creek Road, Suite 3, Ft. Lauderdale, FL 33309 • 954-601-1930 (Voice) • 954-601-1938 (TTY) • 954-601-1399 (Fax). A leading center for hearing and communication services for people of all ages who have a hearing loss as well as children with listening and learning challenges. Our acclaimed services for children include pediatric hearing evaluation and hearing aid fitting; auditory-oral therapy; and the evaluation and treatment of auditory processing disorder (APD). Comprehensive services for all ages include hearing evaluation; hearing aid evaluation, fitting and sales; cochlear implant training; communication therapy; assistive technology consultation; tinnitus treatment, emotional health and wellness; and Mobile Hearing Test Unit. Visit www.CHChearing.org to access our vast library of information about hearing loss and hearing conservation.

Clarke Schools for Hearing and Speech/New York, 80 East End Avenue, New York, NY 10028 • 212-585-3500(voice/tty). [email protected] • www.clarkeschools.org. Meredith Berger, Director. A member of the Option Schools network, Clarke Schools for Hearing and Speech provides children who are deaf and hard of hearing with the listening, learning and spoken language skills they need to succeed. Comprehensive listening and spoken language programs prepare students for success in mainstream schools.

Clarke’s New York campus is located on the Upper East Side of Manhattan and serves children age birth-5 years old from New York City and Westchester County. Clarke is an approved provider of early intervention evaluations and services, service coordination, and pre-school classes (self-contained and integrated). There are typically little or no out of pocket expenses for families attending Clarke New York. Our expert staff includes teachers of the deaf/hard of hearing, speech language pathologists, audiologists, social workers/service coordinators and occupational and physical therapists. Clarke Schools for Hearing and Speech has locations in New York City, Boston, Bryn Mawr, Philadelphia, Northampton and Jacksonville.

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

Nassau BOCES Program for Hearing and Vision Services, 740 Edgewood Drive, Westbury, NY 11590 • 516-931-8507 (Voice) • 516-931-8596 (TTY) • 516-931-8566 (Fax) • www.nassauboces.org (Web) • [email protected] (email). Dr. Judy Masone, Principal. Provides full day New York State standards - based academic education program for children 3-21 within district-based integrated settings. An auditory/oral or auditory/sign support methodology with a strong emphasis on auditory development is used at all levels.



Itinerant services including auditory training and audiological support are provided to those students who are mainstreamed in their local schools. Services are provided by certified Teachers of the Hearing Impaired on an individual basis. The Infant/Toddler Program provides center- and home-based services with an emphasis on the development of auditory skills and the acquisition of language, as well as parent education and support. Center-based instruction includes individual and small group sessions, speech, parent meetings and audiological consultation. Parents also receive 1:1 instruction with teacher of the Deaf and Hard of Hearing on a weekly basis to support the development of skills at home. Comprehensive audiological services are provided to all students enrolled in the program, utilizing state of the art technology, FM assistive technology to maximize access to sound within the classroom, and cochlear implant expertise. Additionally, cochlear implant mapping support provided by local hospital audiology team will be delivered on site at the school.

New York Eye & Ear Cochlear Implant and Hearing & Learning Centers, 380 Second Avenue at 22nd Street, 9th floor, New York, NY 10010 • 646-438-7801 (voice). Comprehensive diagnostic and rehabilitative services for infants, children and adults including Early Intervention, Audiology Services, Amplification and FM Evaluation and Dispensing, Cochlear Implants, Auditory/Oral Therapy, Otolaryngology, and Counseling, and Educational Services (classroom observation, advocacy, and in-service session).

Rochester School for the Deaf, 1545 St. Paul Street, Rochester, NY 14621; 585-544-1240 (voice/TTY), 866-283-8810 (Videophone); [email protected], www.RSDeaf.org. Harold Mowl, Jr., Ph.D., Superintendent/CEO. Serving Western and Central New York State, RSD is an inclusive, bilingual school where deaf and hard of hearing children and their families thrive. Established in 1876, RSD goes above and beyond all expectations to provide quality Pre-K through 12th grade academic programs, support services and resources to ensure a satisfying and successful school experience for children with hearing loss.

The Children’s Hearing Institute, 380 Second Avenue at 22nd Street, 9th floor, New York, NY 10010 • 646-438-7819 (voice). Educational Outreach Program – provides continuing education courses for professionals to maintain certification, with accreditation by American Speech-Language-Hearing Association (ASHA), American Academy of Audiology (AAA), and The AG Bell Academy for Listening and Spoken Language. Free parent and family programs for children with hearing loss. CHI’s mission is to achieve the best possible outcome for children with hearing loss by caring for their clinical needs, educating the professionals that work with them, and providing their parents with the pertinent information needed for in-home success.



nnorth Carolina

BEGINNINGS For Parents of Children Who Are Deaf or Hard of Hearing, Inc., 302 Jefferson Street, Suite 110, PO Box 17646, Raleigh, NC 27605, 919-715-4092 (voice) – 919-715-4093 (fax) – [email protected] (email). Joni Alberg, Executive Director. BEGINNINGS provides emotional support, unbiased information, and technical assistance to parents of children who are deaf or hard of hearing, deaf parents with hearing children, and professionals serving those families. BEGINNINGS assists parents of children from birth through age 21 by providing information and support that will empower them as informed decision makers, helping them access the services they need for their child, and promoting the importance of early intervention and other educational programs. BEGINNINGS believes that given accurate, objective information about hearing loss, parents can make sound decisions for their child about educational placement, communication methodology, and related service needs.

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

nOhio

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

Millridge Center/Mayfield Auditory Oral Program, 950 Millridge Road, Highland Heights, OH 44143-3113 • 440-995-7300 (phone) • 440-995-7305 (fax) • www.mayfieldschools.org • Louis A. Kindervater, Principal. Auditory/oral program with a full continuum of services, birth to 22 years of age. Serving 31 public school districts in northeast Ohio. Early intervention; preschool with typically developing peers; parent support; individual speech, language, and listening therapy; audiological services; cochlear implant habilitation; and mainstreaming in the general education classrooms of Mayfield City School District.

Ohio Valley Voices, 6642 Branch Hill Guinea Pike, Loveland, OH 45140 • 513-791-1458 (voice) • 513-791-4326 (fax) • [email protected] (e-mail) • www.ohiovalleyvoices.org (website). Ohio Valley Voices teaches children who are deaf and hard of hearing how to listen and to speak. The majority of our students utilize cochlear implants to give them access to sound, which in turn, allows them to learn to speak when combined with intensive speech therapy. We offer a birth to age 3 program, a preschool through second grade program, a full array of onsite audiological services, parent education and support resources.

nOklahoma

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

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

nOregon

Tucker-Maxon Oral School, 2860 SE Holgate Boulevard, Portland, OR 97202 • (503) 235-6551 (voice) • (503) 235-1711 (TTY) • [email protected] (email) • www.tmos.org (website). Established in 1947, Tucker-Maxon provides an intensive Listening and Spoken Language (auditory/verbal and auditory/oral) program that enrolls children with hearing loss and children with normal hearing in every class. Programs for children with hearing loss start at birth and continue through elementary. Tucker-Maxon provides comprehensive pediatric audiology evaluations; cochlear implant management; habilitation and mapping; early intervention; and speech pathology services.

nPennsylvania

Bucks County Schools Intermediate Unit #22, Hearing Support Program, 705 North Shady Retreat Road, Doylestown, PA 18901 • (215) 348-2940 x1679 (voice) • (215) 340-1639 (fax) [email protected] (email) • Marguerite Vasconcellos, LSLS Cert. AVT, Director of Itinerant Services. A publicly-funded regional services agency for students who are deaf or hard of hearing (birth–21). Our continuum of services include itinerant support, resource rooms, audiology, speech-language therapy, auditory-verbal therapy, C-Print captioning and cochlear implant habilitation.

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

Clarke Schools for Hearing and Speech/Pennsylvania, 455 South Roberts Road, Bryn Mawr, PA 19010 • 610-525-9600 (voice/tty). [email protected] • www.clarkeschools.org. Judith Sexton, MS, CED, LSLS Cert AVEd, Director. A member of the Option Schools network, Clarke Schools for Hearing and Speech provides children who are deaf and hard of hearing with the listening, learning and spoken language skills they need to succeed. Comprehensive listening and spoken language programs prepare students for success in mainstream schools. Locations in Bryn Mawr and Philadelphia. Services include early intervention, preschool, parent education, individual auditory speech and language services, cochlear implant habilitation for children and adults, audiological services, and mainstream services including itinerant teaching and consulting. Specially trained staff includes LSLS Cert. AVEd and LSL Cert. AVT professionals, teachers of the deaf, special educators, speech language pathologists and a staff audiologist. Clarke Schools for Hearing and Speech has locations in Boston, Bryn Mawr, Philadelphia, Northampton and Jacksonville.



Delaware County Intermediate Unit # 25, Hearing and Language Programs, 200 Yale Avenue, Morton, PA 19070 • 610-938-9000, ext. 2277 610938-9886 (fax) • [email protected] • Program Highlights: A publicly funded program for children with hearing loss in local schools. Serving children from birth through 21 years of age. Teachers of the deaf provide resource room support and itinerant hearing therapy throughout Delaware County, PA. Services also include audiology, speech therapy, cochlear implant habilitation (which includes LSLS Cert. AVT and LSLS Cert. AVEd), psychology and social work.

DePaul School for Hearing and Speech, 6202 Alder Street, Pittsburgh, PA 15206 • (412)924-1012 (voice/TTY) • [email protected] (email) • www.speakmiracles.org (website). Lillian R. Lippencott, Outreach Coordinator. DePaul, western Pennsylvania’s only auditory-oral school, has been serving families for 101 years. DePaul is a State Approved Private School and programs are tuition-free to parents and caregivers of approved students. Programs include: early intervention services for children birth to 3 years; a center-based toddler program for children ages 18 months to 3 years; a preschool for children ages 3-5 years and a comprehensive academic program for grades K-8. Clinical services include audiology, speech therapy, cochlear implant mapping/habilitation services, physical and occupational therapy, mainstreaming support, parent education programs and support groups. AV services are also available.

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

We Believe...



nSouth Carolina

The University of South Carolina Speech and Hearing Research Center, 1601 St. Julian Place, Columbia, SC, 29204 • (803) 777-2614 (voice) • (803) 253-4143 (fax) • Center Director: Danielle Varnedoe, [email protected]. The center provides audiology services, speech-language therapy, adult aural (re)habilitation therapy, and Auditory-Verbal Therapy. Our audiology services include comprehensive diagnostic evaluations, hearing aid evaluations and services, and cochlear implant evaluations and programming. The University also provides a training program for AV therapy and cochlear implant management for professional/university students. Additional contacts for the AVT or CI programs include Wendy Potts, CI Program Coordinator (803-777-2642), Melissa Hall (803-777-1698), Nikki Herrod-Burrows (803-777-2669), Gina Crosby-Quinatoa (803) 777-2671, and Jamy Claire Archer (803-777-1734).

nSouth dakota

South Dakota School for the Deaf (SDSD), 2001 East Eighth Street, Sioux Falls, SD 57103 - 605-367-5200, ext 103 (V/TTY) - 605-36705209 (Fax) [email protected] (website). Marjorie Kaiser, Ed.D., Superintendent. South Dakota School for the Deaf (SDSD) serves children with hearing loss by offering the Bilingual Program located in the Harrisburg Public Schools, with the Auditory Oral Program located at Fred Assam Elementary and Brandon Elementary with the Brandon Valley School District, and through its Outreach Program. Academic options include a Bilingual Program offering American Sign Language with literacy in English preschool through twelfth grade and an Auditory/Oral Program for students using listening, language and speech for preschool through fifth grade. SDSD utilizes curriculum specific to meeting the needs of individual students with the goal of preparing students to meet state standards. Instructional support in other areas is available as dictated by the IEP, speech-language pathology, auditory training, dual enrollment and special education. Outreach Consultants provides support to families across the state with newborns and children through the age of three while continuing to work with the families and school district personnel of children through age 21 who may remain in their local districts. Any student in South Dakota with a documented hearing loss may be eligible for services through Outreach, Bilingual or Auditory Oral Programs including complete multidisciplinary assessments.

nTennessee

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

Vanderbilt Bill Wilkerson Center - National Center for Childhood Deafness and Family Communication, Medical Center East South Tower, 1215 21st Avenue South, Nashville, TN 37232-8718 • 615-936-5000 (voice) • 615-936-1225 (fax) • [email protected] (email) • www.mc.vanderbilt.edu/VanderbiltBillWilkersonCenter (web). Tamala Bradham, Ph.D., Associate Director in Clinical Services. The NCCDFC Service Division is an auditory learning program serving children with hearing loss from birth through 21 years. Services include educational services at the Mama Lere Hearing School at Vanderbilt as well as audiological and speech-language pathology services. Specifically, services includes audiological evaluations, hearing aid services, cochlear implant evaluations and programming, speech, language, and listening therapy, educational assessments, parent-infant program, toddler program, all day preschool through kindergarten educational program, itinerant/academic tutoring services, parent support groups, and summer enrichment programs.

nTexas

Bliss Speech and Hearing Services, Inc., 12700 Hillcrest Rd., Suite 207, Dallas, TX 75230 • 972-387-2824 • 972-387-9097 (fax) • [email protected] (e-mail) • Brenda Weinfeld Bliss, M.S., CCC-SLP/A, LSLS Cert. AVT. Certified Auditory-Verbal Therapist® providing parent-infant training, cochlear implant rehabilitation, aural rehabilitation, school visits, mainstreaming consultations, information, and orientation to deaf and hard-of-hearing children and their parents.

Callier Center for Communication Disorders/UT Dallas - Callier-Dallas Facility 1966 Inwood Road, Dallas, TX, 75235 • 214-905-3000 (voice) • 214-905-3012 (TDD) • Callier-Richardson Facility: 811 Synergy Park Blvd., Richardson, TX, 75080 • 972-883-3630 (voice) • 972-883-3605 (TDD) • [email protected] (e-mail) • www.callier.utdallas.edu (website). Nonprofit Organization, hearing evaluations, hearing aid dispensing, assistive devices, cochlear implant evaluations, psychology services, speech-language pathology services, child development program for children ages six weeks to five years.

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

July 19 — 21, 2012ConnectionsCampus

Set yourself up to GRADUATE

from COLLEGE

Campus Connections is a 3-day summer camp for deaf and hard of hearing college-bound teens.

Prepare for the transition to college in an immersive campus experience.

�is event will teach you how to:Navigate the college application systemRequest and receive the services you needLearn about classrom technologies & accommodations Meet successful DHH college studentsExperience life on a real college campus, dorms, & classrooms

Camp is open to 10th – 12th grade deaf and hard of hearing teens from around the country.

All campers are eligible to compete for a $500 college scholarship from the Marion Downs Hearing Center Foundation.

Campus Connections will be hosted on the University of Colorado campus in Boulder Colorado.

For more information visit www.mariondowns.com

www.mariondowns.com

Join the MDHC for



Denise A. Gage, MA, CCC, LSLS Cert. AVT - Certified Auditory-Verbal Therapist, Speech-Language Pathologist - 3111 West Arkansas Lane, Arlington, TX 76016-0378 - 817-460-0378 (voice) - 817-469-1195 (fax) - [email protected] (email) - www.denisegage.com (website). Over twenty-five years experience providing services for children and adults with hearing loss. Services include: cochlear implant rehabilitation, parent-infant training, individual therapy, educational consultation, onsite and offsite Fast ForWord training.

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

nUtah

Sound Beginnings at Utah State University, 1000 Old Main Hill, Logan, UT 84322-1000 • 435-797-9235 (voice) • 435-797-7519 (fax) • www.soundbeginnings.usu.edu • stacy.wentz (email) • Stacy Wentz, M.S., Sound Beginnings Program Coordinator [email protected] (email) • Kristina Blaiser, Ph.D., CCC-SLP, Listening and Spoken Language Graduate Program. A comprehensive listening and spoken language educational program serving children with hearing loss and their families from birth through age 5; early intervention services include home- and center-based services, parent training, toddler group, pediatric audiology, tele-intervention and individual therapy for children in mainstream settings. The preschool, housed in an innovative lab school, provides classes and research opportunities focused on the development of listening and spoken language for children who are deaf or hard of hearing aged 3 through 5, parent training, and mainstreaming opportunities. The Department of Communicative Disorders and Deaf Education offers the interdisciplinary Listening and Spoken Language graduate training program in Speech-Language Pathology, Audiology, and Deaf Education that emphasizes listening and spoken language for young children with hearing loss. Sound Beginnings is a partner program of the Utah School for the Deaf and Blind.

Utah Schools for the Deaf and the Blind (USDB), 742 Harrison Boulevard, Ogden UT 84404 - 801-629-4712 (voice) 801-629-4701 (TTY) - www.udsb.org (website). USDB is a state funded program for children with hearing loss (birth through high school) serving students in various settings including local district classes and direct educational and consulting services throughout the state. USDB language and communication options include Listening and Spoken Language. USDB has a comprehensive hearing healthcare program which includes an emphasis on hearing technology for optimal auditory access, pediatric audiological evaluations, and cochlear implant management. Services also include Early Intervention, full-day preschool and Kindergarten, intensive day programs, and related services including speech/language pathology and aural habilitation.

nWisconsin

Center for Communication, Hearing & Deafness, 10243 W. National Avenue, West Allis, WI 53227 • 414-604-2200(Voice) • 414-604-7200 (Fax) • www.cdhh.org (Website). Amy Peters Lalios, M.A., CCC-A, LSLS Cert. AVT as well as five LSLS Cert. AVEds. Nonprofit agency located in the Milwaukee area provides comprehensive auditory programming to individuals with hearing loss, from infants to the elderly. The Birth to Three program serves children from throughout Southeastern Wisconsin, including education in the home, toddler communication groups, and individual speech therapy. AV Therapy is also provided to school-age children locally as well as through ConnectHear, an interactive teletherapy program. Pre- and post-cochlear implant training is provided for adults and communication strategies and speechreading is offered to individuals as well as in small groups.

InTernATIOnAl

nAustralia

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

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

nCanada

Montreal Oral School for the Deaf, 4670 St. Catherine Street, West, Westmount, QC, Canada H3Z 1S5 • 514-488-4946 (voice/ tty) • 514-488-0802 (fax) • [email protected] (email) • www.montrealoralschool.com (website). Parent-infant program (0-3 years old). Full-time educational program (3-12 years old). Mainstreaming program in regular schools (elementary and secondary). Audiology, cochlear implant and other support services.

Children’s Hearing and Speech Centre of British Columbia ( formerly The Vancouver Oral Centre for Deaf Children), 3575 Kaslo Street, Vancouver, British Columbia, V5M 3H4, Canada • 604-437-0255 (voice) • 604-437-1251 (tty) • 604-437-0260 (fax) • www.childrenshearing.ca (website) • Janet Weil, Principal and Executive Director, [email protected]. Our auditory-oral program includes: onsite audiology, cochlear implant mapping, parent guidance, auditory-verbal education, preschool, pre-kindergarten and K, Primary 1-3; 1:1 therapy sessions, itinerant services and teletherapy.



VOICE for Hearing Impaired Children, 161 Eglinton Avenue, East, Suite 704, Toronto, Ontario, Canada, M4P 1J5 • [email protected] • 866-779-5144 (Toll Free) • www.voicefordeafkids.com (website) • VOICE for Hearing Impaired Children is a Canadian pediatric hearing association for children with hearing loss whose parents have chosen to help them learn to HEAR, LISTEN and SPEAK. VOICE provides parent support, parent guide publications, advocacy and an auditory-verbal therapy and mentorship training program. VOICE is the largest organization in Canada supporting children with hearing loss and their families. In addition to its parent mentor program, regular parent group meetings and educational workshops, the VOICE Auditory-Verbal Therapy Program offers the expertise of 18 certified Auditory-Verbal Therapists. The VOICE annual conference is held in Ontario, Canada, the first weekend in May, attracting as many as 300 parents and professionals. A popular family summer camp near Toronto, Canada, is enjoyed by VOICE members annually in August. A complimentary first-year VOICE membership is available to parents and professionals.

nengland

The Speech, Language and Hearing Centre – Christopher Place, 1-5 Christopher Place, Chalton Street, Euston, London NW1 1JF, England • 0114-207-383-3834 (voice) • 0114-207-383-3099 (fax) • [email protected] (email) • www.speech-lang.org.uk (website) • Assessment, nursery school and therapeutic centre for children under 5 with hearing impairment, speech/language or communication difficulties, including autism. • We have a Child Psychologist and a Child Psychotherapist. • Auditory-Verbal Therapy is also provided by a LSLS Cert. AVT.

Advanced Bionics Corporation ........................................... Inside Back Cover

Auditory-Verbal Center, Inc. ..........................................................................43

CapTel ........................................................................................................... 36

Central Institute for the Deaf ......................................................................... 27

Clarke Schools for Hearing and Speech ...................................................... 45

Cochlear Americas ......................................................................................... 7

DePaul School for Hearing and Speech ....................................................... 11

Ear Gear .......................................................................................................... 6

Ear Technolgy Corp. (Dry & Store) ................................................................ 41

Harris Communications ................................................................................ 51

House Research Institute.............................................................................. 37

Jean Weingarten Peninsula Oral School for the Deaf .................................... 5

Marion Downs Hearing Center ..................................................................... 54

Moog Center for Deaf Education ............................................................33, 53

National Cued Speech Association ................................................................ 3

National Technical Institute for the Deaf - RIT .............................................. 15

Oticon .................................................................................. Inside Front Cover

Sound Aid - Hearing Aid Warranties ............................................................ 35

Sprint CapTel ................................................................................................. 40

St. Joseph Institute for the Deaf ............................................................. 18, 22

Sunshine Cottage School for Deaf Children ................................................ 30

Tucker-Maxon School for the Deaf ............................................................... 31

University of Texas Health Science Center .................................................. 23

AG Bell – Bookstore ........................................................................................ 4

AG Bell – Parent Advocacy Training (P.A.T.) .................................. Back Cover

LisT OF AdVErTisErs

AD

If your child isn’t benefitting from hearing aids, then it’s time to consider a cochlear implant from Advanced Bionics. At home, school, and in the water, many recipients hear their best with AB’s advanced cochlear implant system–now featuring the Neptune™ processor for hearing while swimming and ClearVoice™*, the industry’s only speech enhancement technology.

Contact AB for a FREE informational kit!

866.844.HEAR (4327)[email protected]

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The world’s first freestyle™ sound processor. Wear it your way, every day!

027-M046-03©2012 Advanced Bionics, LLC and its affiliates. All rights reserved. *Not approved for pediatric use in the United States.

AD

Parent advocacy training

Know your rights

AG Bell’s acclaimed Parent Advocacy Training program is now available for free in Spanish!Disponible en español en la página web www.listeningandspokenlanguage.org More than 1,000 parents have successfully completed AG Bell’s Parent Advocacy

Training (P.A.T.) program. P.A.T. gives parents the tools they need to successfully

advocate for their child to ensure his or her educational needs are met.

After completing the P.A.T. program, parents will have a basic understanding of

education law and how to negotiate appropriate applications to help develop an

effective Individualized Education Program (IEP).

• Know the Law • Know your rights Under the Law • Know How to Use the Law to advocate for your child’s educational needs • Know How to Secure ongoing Support and Services for your child

P.A.T. is free service offered by AG Bell made possible by the generous support of

the Oticon Foundation. The program is approved for 1.5 CEUs from the AG Bell

Academy for Listening and Spoken Language.

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

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

aSK tHe eXPert

volta voices july-august 2012 magazine

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