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management. She became a mentor and a
wonderful role model for this mom.
Another interesting piece to the family-tutor
puzzle is ethnicity and background. In one
instance, a deaf tutor who knew Spanish was
paired with a Hispanic family. The mother was
delighted to find that her tutor knew her
native language and this opened up unique
opportunities for the family. We have also been
fortunate enough to have male tutors in our
program, providing the first deaf men some of
our deaf boys had ever met. In one instance, we
were able to place an African American tutor
in an African American home, providing the
boy with a first experience with a deaf man of
his own race.
While we try our hardest to make successful
pairings and to inspire both the families and
the tutors, not all of our stories are success
stories. Occasionally families are not interested
in participating. Sometimes a reluctant parent
is persuaded to participate and then misses
appointments with his or her tutor. This is
frustrating for us, but for some families, the
basic day-to-day demands of food, clothing,
shelter, and transportation are overwhelming.
The families who are able to participate are
deeply rewarded. They improve their sign
skills and gain familiarity with the deaf
community. Like Shelley Cates, they gain the
confidence needed to raise their deaf children.
Through successful parent-tutor pairings,
parents make friends, they sometimes gain
mentors, and they and their children are
provided with positive role models.
As family coordinator for the Shared
Reading Project, I am thrilled to be a part of
this.
Bonnie Miller, M.Ed.,
is a preschool teacher in
the Bloomfield Hills Deaf
and Hard of Hearing
Program and the family
coordinator for the Shared
Reading Project in
Bloomfield Hills,
Michigan.
Left: The Shared
Reading Project can give
parents of deaf and hard
of hearing children a
chance to meet each
other and build their
confidence.
FA L L / W I N 2 0 0 6 O DY S S E Y
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