November-December - Alexander Graham Bell Association

VOICESAlexander Graham Bell Association for the Deaf and Hard of HearingV O L T ANovember/December 2010Understanding aChild’s Aided HearingCharacteristics50 Years of Experienceat Your FingertipsCollaborative EffortsWWW.AGBELL.ORG • VOL 17, ISSUE 6Winner of The Communicator Awardand The APEX Award

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NOVEMBER/DECEMBER 2010VOLUME 17ISSUE 6VOICESV O L T A1418 26DepartmentsVoices from AG Bell3 Opportunities and Resources for the Taking30 Conversations With Alex GrahamArithmetic and Language Development32 Learning the Language of ElementaryArithmeticTips for Parents34 10 Ideas for Parenting a Child with HearingLossVERSIÓN EN ESPAÑOL36 10 ideas para criar un niño con pérdida deaudiciónHear Our Voices38 Two Tales of Language and Arts CreativityIn Every Issue2 Want to Write for VV?5 Editor’s Note6 voices Contributors8 Soundbites40 Directory of Services48 List of AdvertisersFeatures14 Understanding a Child’s Aided HearingCharacteristics and How the DesiredSensation Level (DSL) Approach CanHelp (Part 1)By Pamela D. Millett, Ph.D.In the first part of a two-part series, parents and professionals willlearn how to use their child’s hearing test data to better advocate fortechnology and classroom modifications to ensure optimal listeningand spoken language opportunities.18 Early Childhood Deafness: A 50-YearPerspectiveBy David Luterman, D.Ed.Long-time AG Bell member David Luterman shares some of the keystrategies he’s learned for working with children who are deaf andhard of hearing and their families.22 Collaborative Efforts: How AG BellPromotes Its Mission on a National ScaleBy Catherine MurphyLearn more about AG Bell’s advocacy efforts and its participation invarious coalitions that work to influence public policy to the benefitof the deaf and hard of hearing community.26 Endless Possibilities for AG BellFamiliesBy Melody FelzienRead about how the experience of attending an AG Bellconvention impacted the lives of three families who received thefamily scholarship to be able to attend the AG Bell 2010 BiennialConvention in Orlando, Fla.Alexander Graham BellAssociation for the Deaf and Hard of Hearing3417 volta place, nw, washington, dc 20007 • www.agbell.org

EDITOR’S NOTETips, Strategies and AdviceThis issue of Volta Voicesbegins with “Understandinga Child’s Aided HearingCharacteristics,” the first partof a two-part series examining howparents and teachers can utilize a child’shearing test data to ensure optimallistening and spoken language opportunitiesat home and in the classroom.Next, in “Early Childhood Deafness: A50-Year Perspective,” a long-time AGBell member reflects on his experienceas a professor and a teacher of the deaf,and passes along strategies and tips he’slearned to the next generation of hearinghealth professionals.In “Collaborative Efforts,” AG BellDirector of Communications and PublicAffairs Catherine Murphy shareswhat AG Bell is doing to advocate forlistening and spoken language, andfor the larger deaf and hard of hearingcommunity, through its participationin a variety of coalitions that work toinfluence public policy. We also introduceyou to three families who sharetheir experiences and informationlearned from the 2010 AG Bell BiennialConvention in “Endless Possibilities forAG Bell Families.”This issue also marks the startof a new column, “Arithmetic andLanguage Development.” In the firstarticle, the authors explain how simplearithmetic word problems can openup a wide world of language understandingand instruction for childrenwith hearing loss. We also continueour “Conversations” series as AG BellExecutive Director Alex Graham whointroduces you to Michelle Nemetz,a long time AG Bell member andadvocate in California. Our “Tips forParents” column provides 10 ideasfor developing emotionally healthykids as well as children who can listenand talk.Finally, “Hear Our Voices” featurestwo stories of teens with hearingloss as they seek to learn multiplelanguages and develop diverse artskills. We encourage and welcome allsubmissions from children, teens andyoung adults for this special spacededicated just to them. If you havesomething to say, please email us ateditor@agbell.org.Volta Voices NowAccepting Submissionsfor 2011If you have a story idea or would like tosubmit an article, consider writing somethingfor any of our regular columns(Tips for Parents and Hear Our Voices)or submitting an article for any of thefollowing issues and themes:•y Networking and Careers (March/April2011)•y Community Involvement, PublicPolicy and Advocacy (May/June 2011)•y International Perspectives (July/August 2011)•y New Parent Guide (September/October 2011)•y AG Bell’s Children, Teens and YoungAdults (an entire issue written byauthors who are deaf or hard of hearing)(November/December 2011)Articles can vary in length, from1,000 to 1,500 words, and are subjectto editing if accepted for publication.AG Bell does not guarantee publicationuntil after a submission has beencompleted and reviewed. If you havequestions, or would like additionalinformation about deadlines andcontent ideas, please contact me ateditor@agbell.org.Thank you for reading. As always,please contact AG Bell with your commentsand suggestions. Have a safeholiday season!Best regards,Melody FelzienEditor, Volta VoicesVOLTA VOICES • NOVEMBER/DECEMBER 2010 5

Voices contributorsAlexander T.Graham, author of“Conversations,” isthe executive directorof AG Bell. He has abachelor’s degree fromLynchburg College inLynchburg, Va., and masters’ degreesin organizational effectiveness and businessadministration from MarymountUniversity in Arlington, Va. His latemother had a hearing loss as a result ofa childhood illness. He can be contactedat agraham@agbell.org.David Luterman,D.Ed., author of “EarlyChildhood Deafness:A 50-Year Perspective”and “Tips for Parents,”is professor emeritusat Emerson Collegein Boston, Mass., and director of theThayer Lindsley Family-CenteredNursery at Emerson College. He can becontacted at dmluterman@aol.com.Jane Madell, Ph.D.,CCC A/SLP, LSLSCert. AVT, co-authorof “Learning theLanguage of ElementaryArithmetic,” is a certifiedaudiologist, speech-language pathologist,and Listening and Spoken LanguageSpecialist in auditory-verbal therapy. Dr.Madell’s clinical and research interestsare in hearing evaluation of infantsand young children, management ofhearing loss in children with severeand profound hearing losses, selectionand management of amplification,including cochlear implants and FMsystems, and assessment of auditoryfunction. Dr. Madell has published fourbooks, numerous book chapters andjournal articles. She can be contacted atjane@janemadell.com.Rob Madell, Ph.D., coauthorof “Learning theLanguage of ElementaryArithmetic,” earnedhis Ph.D. in mathematicsat the University ofWisconsin in 1968. Hehas taught mathematics at all levels,from kindergarten through graduateschool. He taught in an elementaryschool in New York City for 10 yearsbefore beginning a 20-year career atSesame Street. He has authored severalelementary mathematics textbooks andwrites about arithmetic for parents andteachers. He can be contacted atmadell@earthlink.net.Pamela D. Millett,Ph.D., author of“Understanding aChild’s Aided HearingCharacteristics,” is aneducational audiologistand assistant professorin the Teacher of the Deaf and Hardof Hearing Education Program at YorkUniversity in Toronto, Canada. She hasover 20 years experience working withstudents and teachers in schools, andis currently conducting research projectsin literacy outcomes for studentswith cochlear implants and the impactof sound field systems on developmentof phonological awareness skills foryoung children. She can be contactedat pmillett@edu.yorku.ca.Catherine Murphy,author of “CollaborativeEfforts” and co-authorof “SoundBites,” isdirector of communicationsand public affairsat AG Bell. Murphyreceived her bachelor’s in communicationsfrom Ohio State University. Herbrother, Michael, was born profoundlydeaf. She can be contacted atcmurphy@agbell.org.A phonetic, multisensory approach to teachinglanguage and speech to children with hearingloss, language disorders, severe speech disordersand dyslexiaUPCOMING COURSES/EVENTSThe University of Southern Mississippi(Hattiesburg, Miss.) 15 th Annual DuBard Symposium:Dyslexia and Related DisordersFebruary 3-4, 2011 Missing Links in AcademicsApril 7-8, 2011We offer customizedprograms at your site.ASHA CEUs availableIMSLEC accredited601.266.5223www.usm.edu/dubardE-mail: dubard@usm.eduFan us on Facebook.AA/EOE/ADAI UC 63122.5215 8.106 VOLTA VOICES • NOVEMBER/DECEMBER 2010

Competitions forDeaf and Hard-of-Hearing StudentsWin cash and prizes valued at up to $650!Students in 6 th – 12 th grade can competeindividually or with a team. The fair takesplace at RIT March 25—27, 2011Deadline to enter: December 15, 2010For details, visit: www.rit.edu/NTID/ScienceFairABWriters in 10 th and 11 th grade can enter their best work.Awards ceremony takes place at RIT in the summer.Deadline to enter: March 15, 2011For details, visit: www.rit.edu/NTID/WritingContestABHigh school students can enter graphic media,Web design, 3-D animation, film, interactive mediaand photo imaging categories. Awards ceremonytakes place at RIT in the spring.Deadline to enter: January 15, 2011For details, visit: www.rit.edu/NTID/ArtsABQuestions? Call 585-475-7695 (voice/TTY) Enter today!Rochester Institute of Technology • National Technical Institute for the Deaf • Rochester, New YorkVOLTA VOICES • NOVEMBER/DECEMBER 2010 7

SOUNDNEWS BITESAG Bell Unveils OnlineVersion of ParentAdvocacy TrainingAG Bell now offers an online versionof its acclaimed Parent AdvocacyTraining (P.A.T.) program. P.A.T. isdesigned to help parents build theknowledge and confidence theyneed to negotiate and advocate onbehalf of their child when creatingan Individualized Education Program(IEP) plan with their school district.P.A.T. also provides parents anunderstanding of the legal frameworkof the Individuals with DisabilitiesEducation Act (IDEA). AG Bell’sP.A.T. program is available to anyoneat no cost due to the generoussupport of the Oticon Foundation.Visit www.agbell.org to access theP.A.T. online presentation.Calendar of Events12/13-14, 2010AG Bell is pleased to announce its first Listening and SpokenLanguage Workshop Series will take place December 13-14, 2010,at the Doubletree Hotel Chicago-Oak Brook in Oak Brook, Ill. This workshopseries is for anyone who plays a role in supporting the education and developmentof children who are deaf and hard of hearing. Designed for professionalsto build their foundational knowledge about hearing loss and to help themdevelop strategies that will support an infant or child who listens, learns andtalks with the help of hearing aids, FM systems and/or cochlear implants, theworkshop series features four 3-hour sessions with leading experts in thefield of listening and spoken language development for children with hearingloss. Continuing education credit is available from the AG Bell Academyfor Listening and Spoken Language, the Illinois State Board of Education, theAmerican Speech-Language-Hearing Association and the American Academyof Audiology. Visit www.agbell.org today to learn more or register.7/19-23, 2011The AG Bell 2011 Listening & SpokenLanguage Symposium will be held July19-23, 2011, at the Omni Shoreham inWashington, D.C. Stay tuned to www.agbell.org as more details are announced.7/24-28, 2011The AG Bell 2011 Leadership Opportunities for Teens program will be heldJuly 24-28, 2011, at the Omni Shoreham in Washington, D.C. More informationand an application will be available on the AG Bell website afterDecember 1, 2010.Delaware GovernorSigns “Deaf Child’s Bill ofRights” into LawIn September, Delaware Governor JackMarkell signed the “Deaf Child’s Billof Rights” into law. The law seeks toaddress the communications needsof children who are deaf and hard ofhearing in Delaware and provide acomprehensive state-wide program toserve this population. The bill of rightsstates, among other things, that “it isessential that deaf or hard of hearingchildren[sic], like all children, have aneducation in which the child’s communicationmode, as chosen and definedby the child and his/her parents, isrespected, utilized, and developed to anoptimal level of proficiency.” Visit http://choices-delaware.org for more informationabout the law.Better Hearing InstituteLaunches New DiscussionForumThe Better Hearing Institute haslaunched a discussion forum to helpindividuals who are deaf and hardof hearing and their families cope withhearing loss. The forum is designedas the go-to place for individuals withmild-to-severe hearing loss who arelooking for a peer support communitywhere they can chat and exchangeinformation on hearing loss, treatments,tinnitus, hearing loss preventionand other related topics. Toparticipate in the discussion forum,visit www.betterhearing.org, clickon “Discussion Forum,” and go to“Welcome!” to register.8 VOLTA VOICES • NOVEMBER/DECEMBER 2010

BITESU.S. Department of Healthand Human ServicesAwards $4.9 Millionto Support Families ofChildren with SpecialNeedsThe Health and Human ServicesSecretary Kathleen Sebelius recentlyannounced $4.9 million in grants tocontinue support for 51 Family-to-Family Health Information Centersin each state and the District ofColumbia. Created in 2005, the centersare state-wide, family-run organizationsthat provide information, education,training, outreach and peersupport to families of children andyouth with special health care needsand the professionals who serve them.Funding for the centers was extendedthrough 2012 by the Affordable HealthCare Act. The Family-to-Family HealthInformation Centers are staffed byfamily leaders who have children withspecial health care needs and whohave expertise in federal and statepublic and private health care systems.Since its inception, the centers haveserved hundreds of thousands offamilies and health care providers.For more information on the program,and other maternal and child healthprograms, visit www.mchb.hrsa.gov.Pediatrics PublishesSupplement on Systemof Care for Infants andChildren with HearingLossA supplement to the August 2010issue of Pediatrics, titled “Improvingthe System of Care for Infants andChildren with Early Hearing Loss,”features a series of articles highlightingthe remaining challenges to ensureearly diagnosis and intervention for allchildren diagnosed with hearing loss.To access the articles, visit http://Photo Credit: LHSCpediatrics.aappublications.org/content/vol126/Supplement_1.Former President ClintonAppears at Fundraiser forthe Lexington Hearing andSpeech CenterIn August, former President Bill Clintonhelped mark the 50th anniversary ofthe Lexington Hearing and SpeechCenter (LHSC) in Lexington, Ky., at afundraiser launching a $3 million capitalcampaign to build a new facility forthe center. The LHSC teaches childrenwith hearing loss and other languagedifficulties to listen and talk, and offerseducation, therapy and family support.Clinton, who has a hearing loss anduses hearing aids, said, “[places likeLHSC] are doing something that thegovernment’s not doing or the privatesector can’t do...50 years ago, thiscenter broke a mold...but because theydid, ironically, the need for what they dogrows and grows.”Former President Bill Clinton poses with childrenfrom the Lexington Hearing and Speech Center.New Research SuggestsRate of HearingLoss among Teens isOverestimatedResearchers at the University ofMinnesota recently concluded that theCompiled by:Melody Felzien and Catherine Murphyconventional hearing tests audiologistsuse to identify hearing lossesare subject to measurement error andthat as many as 10 percent or moreof children are falsely identified ashaving a noise-induced hearing loss.The study, published in Septemberby the Journal of Speech, Language,and Hearing Research, notes, “theconventional ‘raise-your-hand-whenyou-hear-the-beep’test can now bedistorted by many things, includinghow tightly the headphones areplaced on people’s heads.”Applying this reasoning to recentstudies that suggest noise-inducedhearing loss among teens is on therise, the researchers conclude that theresults could be false positives and thenumbers an exaggeration of true noiseinducedhearing loss. The researchersrecommend follow-up testing toconfirm the hearing loss before movingforward with possible treatments.However, researchers were careful tostate that “our findings do not meanthat people should not be concernedabout exposure to loud sounds, suchas those from personal stereo devices,live music concerts or gun fire. For allsounds, the risk increases the moreintense the sound and the longer theexposure, particularly from sustained orcontinuous sounds.”National LeadershipConsortium in SensoryDisabilities AcceptingApplications forFellowshipsApplications for the second and finalcohort of the National LeadershipConsortium in Sensory DisabilitiesVOLTA VOICES • NOVEMBER/DECEMBER 2010 9

SOUND BITESPhoto Credit: AG Bell Michigan ChapterCHAPTERSFrom December 11-16, 2010, the AG Bell North Carolina Chapter willhold an online book fair through Barnes & Noble. Money raised will helpfund scholarship programs to support North Carolina families and professionalsseeking listening and spoken language opportunities. During thisweek, supporters can visit www.bn.com/bookfairs and enter the bookfairID 10266294 at checkout. A portion of the proceeds will be donatedto the AG Bell North Carolina Chapter. Going to be in the Raleigh area onSaturday, December 11? Come by the Triangle Town Center Barnes & Nobleand show your support in person. This is a great opportunity to spread theword about literacy and listening and spoken language options. For moreinformation, visit www.ncagbell.org.On August 20, 2010,the AG Bell TexasChapter partneredwith the Hearing LossAssociation of Texas andthe Hearing IndustriesAssociation (HIA) to hostan event honoring Rep.Pete Olson (R-Texas)for his support of theHearing Aid Tax Credit(H. 1646/S. 1019). Inaddition, on September3, 2010, the AG BellMichigan Chapterpartnered with theHearing Loss Associationof Michigan and HIA tohost an event thankingU.S. Sen. DebbieStabenow (D-Mich.)for her support of theHearing Aid Tax Credit.Both events were partof a series of grassrootsefforts promotingSenator Stabenow with children from the AG Bell MichiganChapter.this important piece of legislation, which is currently being considered byCongress. To date, more than 1,500 members of AG Bell, the Hearing LossAssociation of America (HLAA) and HIA have attended similar events withCongressional representatives nationwide. AG Bell has long been a partnerwith HLAA and HIA to support passage of this bill.The AG Bell Ohio Chapter held a series of state-wide picnics onSeptember 19th in Cincinnati, Cleveland and Columbus, Ohio. It was agreat opportunity for families with children with hearing loss to connectand talk. The kids enjoyed playing on the playground and eating a variety ofdesserts, and the beautiful weather was enjoyed by all. The Ohio Chapterwill be holding more family-centered events in the near future. For currentupdates and happenings with the chapter, please follow us on Twitter@OhioAGBell and on Facebook under “The Ohio Chapter of AG Bell.”(NLCSD) are now being accepted.Sponsored by the U.S. Departmentof Education, Office of SpecialEducation Programs, the consortiumconsists of 25 universitieswith doctoral programs that havean emphasis in one or more of thethree sensory impairment areas:blind/visually impaired, deaf/hardof hearing and deaf blindness. Visitwww.salus.edu/nlcsd/index.htmlfor information about the applicationprocess and the application.Applications will be accepted untilDecember 31, 2010.FCC Strengthens Ruleson Hearing Aid/CochlearImplant-Cell PhoneCompatibilityThe Federal CommunicationsCommission (FCC) recently announcedrules that will tighten regulations forcell phone manufacturers, requiringthem to offer at least one device thatis compatible for individuals who usehearing aids or cochlear implants.The agency expanded rules to includephones sold at all retail locations, notjust through service providers. TheFCC also adopted a policy statementthat encourages new technologydevelopers to include hearing aid andcochlear implant considerations earlyin the design process rather than later.A roundtable of industry and disabilitygroup leaders will be convened toensure compliance to the new regulations.Visit www.fcc.gov for moreinformation.Researchers DiscoverWay to Identify SensoryOrgan Formation Insidethe EarResearchers have tracked a cell-tocellsignaling pathway that designatesthe future location of the ear’ssensory organs in embryonic mice.The scientists succeeded in activatingthis signal more widely across the10 VOLTA VOICES • NOVEMBER/DECEMBER 2010

embryonic tissue that becomes theinner ear. Patches of sensory structuresbegan growing in spots where theydon’t normally appear. The structurescontained hair cells, which respondto sound waves and other sensations,and additional nerve cells that amplifyor code sounds for the brain to interpret.The results suggest an avenue forfurther investigation in restoring hearingloss from nerve damage. The researchwas published in the Proceedings of theNational Academy of Sciences.Center for Hearingand CommunicationCelebrates New AuditoryProcessing CenterOn October 7, the Center for Hearingand Communication in New York City,N.Y., celebrated the grand opening ofits new Auditory Processing Center,which will serve as a resource forchildren with listening, learning andauditory challenges. The grand openingwas hosted by center Director LoisHeymann and Rosie O’Donnell, whoworked with Heymann after her son wasdiagnosed with an auditory processingdisorder. Heymann is a noted speechlanguagepathologist who recentlyauthored a book, “The Sound of Hope:Recognizing, Coping with and TreatingYour Child’s Auditory ProcessingDisorder.” For more information aboutthe center, visit www.chchearing.org.sensory, communicative and cognitivedisabilities. For more informationabout The Learning Tower, visitwww.littlepartners.com. To view otherAblePlay-approved products and learnmore about their rating system, visitwww.ableplay.org.New Marketing ProgramLaunched for U.S.-BasedAudiologistsAuDNet, Inc., in partnership withAudiologyOnline, has announced thelaunch of their iMarketing Programspecifically created for U.S.-basedlicensed audiologists. The program willprovide streamlined, digital marketingtools for individual audiologists andprivate practice owners looking tobuild their online presence and reachconsumers searching for audiologycare. The program will offer a hostof benefits including professionallydesigned websites, fresh contentand educational/promotional videosroutinely and automatically added tothe websites, and online practice listingson major search engines such asGoogle, Bing, Yahoo! and MSN. TheiMarketing Program launched October1 and sign-up will be available throughDecember 31, 2010. Visit www.nowihear.com to learn more or sign up.New York Eye and EarInfirmary Awarded Grantfrom NIDCDThe National Institutes of Health/National Institute on Deafness andOther Communication Disorders(NIDCD) has awarded a $2.5 milliongrant to the New York Eye and EarInfirmary to fund research over the nextfive years on how children with cochlearimplants acquire language comparedto peers who have typical hearing. Ifyou have a child between the agesof 7 and 11 with a cochlear implant,live in the New York City area and areinterested in participating in the study,contact Dr. Richard Schwartz with theCity University of New York at (646)438-7838.Oticon Hosts Campsfor Next Generationof Hearing CareProfessionalsOticon recently hosted two camps,in Denmark and the United States,for students and recent graduatesrepresenting the next generationof hearing care professionals. Thecamps combined seminars, discussionsand workshops with opportunitiesto share experiences and networkwith leading researchers, experiencedThe Learning TowerToted as a Great Find byAblePlayThe Learning Tower, a counter-levelstool that can help with everythingfrom parental bonding to increasingself-esteem, motor skills and knowledgethrough participation andpractice, was recently recognized as a“Great Find” by AblePlay, a consumerresource organization that evaluatesplay products for children with specialneeds. The Learning Tower receivedtop marks in four categories: physical,VOLTA VOICES • NOVEMBER/DECEMBER 2010 11

SOUND BITESpractitioners, Oticon staff and othernew hearing care professionals.According to Husmita Ratanjee, anaudiologist and international trainerresponsible for developing the campcurriculum in Denmark, “Oticonsummer camps challenge the newestgeneration of hearing care professionalsto think about and discusshow to use the research, knowledgeand technology we have at ourdisposal.”NTID Awarded $170,000for Research and CulturalAwarenessThe National Technical Institute for theDeaf (NTID), a college of the RochesterInstitute of Technology, was recentlyawarded two grants totaling $170,000to promote research and for a newcultural awareness program at itsCenter on Access Technology. The firstresearch-related grant was awarded toexplore the application and adaptationof the ways in which Cisco productscan benefit communication accessfor individuals who are deaf or hardof hearing. The second grant aims toenhance the cultural understanding ofboth the hearing and deaf communitiesin the United States and Japan for highschool students with hearing loss inboth countries.University of MiamiReceives $5 Million Giftto Establish a CochlearImplant Family ResourceCenterOn August 23, Barton G. Weiss,a Miami-area restauranteur andhotelier, made a $5 million gift to theUniversity of Miami Miller MedicalSchool to establish a cochlearimplant family resource center at theMiami Ear Institute. The resourcecenter emphasizes cochlear implantsand auditory-verbal therapy asa viable option for children withhearing loss to develop spokenlanguage. Weiss’ daughter was bornprofoundly deaf and listens and talkswith the help of cochlear implants.New Course for ParentsInterested in CuedSpeechFrederick S. Berg, Ph.D., has selfpublisheda course for parentsof children who are deaf andhard of hearing. Entitled “SpeechDevelopment Guide for Children with12 VOLTA VOICES • NOVEMBER/DECEMBER 2010

Hearing Loss,” the course combinesa workbook with DVD instructionsand aims to support parents whosechildren are developing listeningand spoken language skills withthe use of Cued Speech guides. Tolearn more, visit www.parentsofdeafchildrentakecharge.com.Technology WatchAdvanced BionicsLaunches Harmony SoundProcessor for All CI UsersAdvanced Bionics announced theavailability of the Harmony SoundProcessor for all users of AdvancedBionics cochlear implants, includingfirst generation users. The advancedsound processor offers improvedPeople in the NewsMichael Seidman, M.D., a long-time AG Bell member andassociate editor of The Volta Review, has been named chair of theAmerican Academy of Otolaryngology-Head & Neck Surgery Boardof Governors. The board of governors identifies issues affecting thespecialty, researches and recommends solutions, and advocates foraction and member involvement. Dr. Seidman is an expert in otologicand neurotologic surgical problems, skull base tumors, cochlearimplants, all surgical ear problems, surgically implantable hearingaids, hearing loss and tinnitus. He is director of the division of otologicand neurotolgic surgery in the department of otolaryngologyheadand neck surgery at Henry Ford Hospital in Detroit, Mich.sound quality, easy to use controls,water-resistant design, quickconnectearhooks for cable-freeconnections to FM systems and acustomizable look. To learn moreabout upgrade opportunities,contact Advanced Bionics at (877)829-0026 or customerservice@advancedbionics.com.Where everychild has a voice.Early Intervention • Preschool • Elementary • On-site Audiology & Speech Language Pathology2860 SE Holgate Boulevard • Portland, Oregon 97203503.235.6551 •WWW.TMOS.ORGVOLTA VOICES • NOVEMBER/DECEMBER 2010 13

Understandinga Child’sAided HearingCharacteristicsAnd How the Desired Sensation Level (DSL) Approach Can Help (Part 1)Photo Credit: Craig Huey PhotographyBy Pamela D. Millett, Ph.D.Whatever happened tothe aided audiogram?Teachers and parents,accustomed to usingthe aided audiogram as an assessment,counseling and programming tool,often wonder why these test resultsare rarely seen. Most clinical audiologistshave replaced aided audiograms,which indicate the child’s hearingthresholds after hearing aid amplification,with real ear measurementtechnology, but teachers and parents/caregivers may not have learned tointerpret and apply these results toeveryday life. The first part of thisarticle will describe why aided audiogramsare no longer considered themeasurement tool of choice by clinicalaudiologists, and the second part willdescribe how parents/caregivers andteachers can interpret a different kindof graph, the SPLogram, to obtain thesame information.An aided audiogram is obtained inessentially the same way as a standardaudiogram. Sounds are presented in thesound suite or booth, and the child’sresponses to increasingly softer soundsare recorded; the main difference is thatthe sounds are presented through speakersbecause the child is wearing his orher amplification. For infants and youngchildren, these responses might be a headturn towards the source of the sound;for older children, these responses mightbe putting a block in a bucket or raisinga hand when sounds are presented.Obtaining a complete aided audiogramrequires a significant amount of timeduring which the child needs to be payingclose attention. Real ear measurementtechnology, on the other hand, allows theaudiologist to measure the characteristicsof the hearing aid in the child’s ear canalvery quickly and accurately. One of themost commonly used software programsfor real ear measurement technology,called the Desired Sensation Level (DSL)program, produces a different type ofaudiogram. This “SPLogram” looks a littledifferent than a traditional audiogram,and with a little practice parents andteachers can use SPLograms to understandwhat a child can be predicted tohear with his or her hearing aids.How do clinical audiologists measure howwell a hearing aid is working without an aidedaudiogram or SPLogram? One way is an electroacousticalevaluation where the hearingaid is connected to a metal container(called a 2 cc coupler), placed in a small,sound proofed chamber and measured.This is often referred to as an “ANSI” test,meaning that the procedures and the measurementshave been standardized by theAmerican National Standards Institute(ANSI, 1996). These results can be comparedto specification sheets from themanufacturers that provide expected valuesfor each hearing aid. The measurementis typically done by clinical audiologists to14 VOLTA VOICES • NOVEMBER/DECEMBER 2010

ensure that the electronic components areworking; however, it cannot be used as anindication of how a child will perform withthis hearing aid.Why not? The values obtained whenmeasuring the hearing aid coupled toa small metal chamber and the valuesobtained when the same hearing aid isplaced in a child’s ear are quite different.Sound behaves very differentlyin a metal chamber than in an earcanal made of skin, cartilage and bone.Therefore, the “ANSI” measurementmay overestimate or, more typically,underestimate the sound levels thechild receives. Aided audiograms, on theother hand, do test hearing aid performanceon the child’s ears. However,they are time consuming, tiring for childrenand yield information about only afew frequencies. With the introductionof real ear measurement systems in thelate 1980s, a more accurate way to measurehearing aid benefit was possible.Real ear measurement systems providea direct measure of sound at an individual’seardrum. Our ear canals actuallyshape sound as it passes through themto the eardrum. A phenomenon called“resonance” causes certain frequenciesin the speech signal to be enhanced oramplified by the ear canal. The amount ofenhancement and the frequency range atwhich it occurs varies from child to adult,and even from age to age (Kruger, 1987;Seewald & Scollie, 1999). This resonancecan be measured using real ear measurementequipment and the resulting graphis referred to as the Real Ear UnaidedResponse. This simply means that itshows what happens to sound in anindividual’s ear canal without a hearingaid. If the way in which each individual’sear shapes sound is unique, a better andmore individualized hearing aid fittingcan be obtained when this data is incorporatedinto the fitting.Using real ear measurement, the hearingaid can be measured directly on thechild’s ear and the ear canal resonancecharacteristics will automatically beincorporated. Alternatively, the audiologistcan do one quick measurementof the child’s ear canal characteristicswithout a hearing aid, ask the computerto compare the child’s ear to a 2 cc metalReal ear measurementsallow the audiologistto obtain informationregarding the hearing aidcharacteristics for manyindividual frequenciescoupler and save the resulting convertedvalues. This is called the Real Ear toCoupler Difference. Once this value isentered, the audiologist does not need tohave the child present to test a varietyof hearing aids since the child’s “virtualear” is saved in the program.Real ear measurement is also crucialbecause the performance of the samehearing aid will differ for different sizedears. For example, we might measure aparticular hearing aid on an adult andfind that the maximum sound outputof the hearing aid is 120 dB. When thesame hearing aid at the same settingsis placed on a child’s ear, the maximumoutput of that same hearing aid might becloser to 130 dB because the child’s earcanal is much smaller than the adult.For the clinical audiologist, real earmeasurements are the clear choice forhearing aid prescription and evaluationbased on accuracy, completeness ofinformation provided and speed. Real earmeasurements allow the audiologist to:•y Obtain information regarding thehearing aid characteristics for manyindividual frequencies.•y Measure the maximum sound outputof the hearing aid (very important toensure that the hearing aid cannotdamage the child’s residual hearing).•y Incorporate the child’s ear canalresonance into the hearing aid fitting,particularly important because thismeasurement will change as the child’sear grows in size and changes in shape.•y Measure the performance of the hearingaid using different sound levels,since many hearing aids responddifferently to soft, medium and loudlevel sounds as well as to differentkinds of sounds.From the clinical audiologist’s perspective,the prescription and evaluation of ahearing aid must be done using the mostaccurate and reliable procedure, preferablyone that can be done quickly giventhe attention spans of children and therealities of clinic schedules. Aided audiogramsare still used by clinical audiologists,most commonly to evaluate resultswith a cochlear implant or bone conductiondevice or as a crosscheck of the realear measurement results. However, ingeneral, aided audiograms do not give asmuch “bang for the buck” for hearing aidevaluation.If aided audiograms are not provided, howcan we know what to expect from a child’shearing aids? It is important for parentsand teachers to know how a child can bepredicted to hear with his or her hearingaid, and interpreting test results is not asdaunting as it appears. The second part ofthis article will discuss the DSL program,a hearing aid prescription and verificationsoftware widely used to evaluatehearing aid benefit for children (Bagatto,Scollie, Hyde & Seewald, 2010; Seewald,Cornelisse, Ramji, Sinclair, Moodie,& Jamieson, 1997). The DSL programwas developed by Richard Seewald andcolleagues at the University of WesternOntario in London, Ontario, specificallyfor children to provide a more accurateway of evaluating hearing aid characteristics.It is widely used across NorthAmerica and internationally, allowing anaudiologist to input the child’s unaidedaudiogram into the software program,measure the characteristics of that child’sindividual ear canals, generate targets foreach frequency for soft, average and loudsounds, assess a variety of hearing aidsVOLTA VOICES • NOVEMBER/DECEMBER 2010 15

Understanding a Child’s AidedHearing CharacteristicsPhoto Credit: Craig Huey Photographyto select the most appropriate model forthe child, and verify the characteristics ofa child’s existing hearing aids to ensurethat they are providing the most appropriateamplification. All of these activitiescan be done more quickly and accuratelyusing real ear measurement equipment incombination with the DSL program thanby measuring aided audiograms. The endresult is a more accurate hearing aid fit,ensuring the child the best opportunity todevelop listening and spoken language.ReferencesAmerican National Standards Institute (ANSI).(1996). American National StandardSpecification of Hearing Aid Characteristics(ANSI S3.22-1996). New York, NY: Author.Bagatto, M., Scollie, S., Hyde, M., & Seewald,R. (2010). Protocol for the provision ofamplification within the Ontario InfantHearing Program. International Journal ofAudiology, 49(1), 70-79.Kruger, B. (1987). An update on the externalear resonances in infants and youngchildren. Ear and Hearing, 8(6), 333-336.Seewald, R.C. & Scollie, S.D. (1999). Infantsare not average adults: Implications foraudiometric testing. The Hearing Journal,52(10), 64-72.Seewald, R., Cornelisse, L., Ramji, K.,Sinclair, S., Moodie, K., & Jamieson, D.(1997). DSL v4.1 for Windows: A softwareimplementation of the Desired SensationLevel (DSLi/o) method for fitting linear gainand wide-dynamic range compressionhearing instruments.Sinclair, S., Moodie, K.S., & Seewald, R.(1996). Case Study: Amplification inChildren. In F. Bess, J. Gravel, & A.M.Tharpe, (Eds.) Amplification for Childrenwith Auditory Deficits. Nashville, TN: BillWilkerson Center Press.We’re ‘Hear’ for the Future!Sunshine Cottage School for Deaf Children is proud toannounce the completion of our new 57,000 square footcampus. On a beautiful hilltop, our one-story multitexturedbuilding, has accents of cypress, skylights andexpanses of glass to usher in light. Twenty classroomsalong three wings are specially insulated from extraneousoutside noises and complimented with dramatic views.We continue to offer the very best programs andcomprehensive educational environment for infantsand school-aged children with hearing impairment.We invite you to visit!Other campus highlights are:• Early Childhood and Elementary Programs• Parent-Infant Cottage• Speech Pathology• Audiology Center with five testing booths• Outdoor and Discovery classrooms• Music and Art classrooms603 E. Hildebrand Ave. • San Antonio, Texas 78212(210) 824-0579 • www.sunshinecottage.orgSunshine Cottage, a listening and spoken language school, is accredited by the Southern Association of Colleges and Schools Council on Accreditation and School Improvement,OPTIONschools International, and is a Texas Education Agency approved non-public school. We accept students of any race, color, national or ethnic origin.Program ad 2010b.indd 17/29/2010 8:42:54 AM16 VOLTA VOICES • NOVEMBER/DECEMBER 2010

Presenting the AG BellListening and SpokenLanguage Workshop SeriesDecember 13-14, 2010Doubletree Hotel Chicago – Oak BrookOak Brook, ILsContinuing Education Credits offered for theAG Bell Academy for Listening and SpokenLanguage and pending for the AmericanSpeech-Language Hearing Association andthe American Academy of Audiology.If you are an early interventionist, teacher of the deaf, classroom teacher, speech-language pathologist, audiologist, program orschool administrator, member of a state EHDI team – or play any role in supporting the education and development of children whoare deaf or hard of hearing – this workshop series is for you. Designed for professionals to build their foundational knowledge abouthearing loss and to develop strategies that will support an infantor child who listens, learns and talks with the help of hearing aids,FM systems and/or cochlear implants, this workshop features four3-hour sessions with the leading experts in the field of listeningand spoken language development in children with hearing loss.Workshop SessionsKeynote presentation by AG BellPresident Kathleen Treni, M.Ed., M.A.Kathleen Treni is the principal of the HearingImpaired Programs of Bergen County SpecialServices District in New Jersey.Listening, Language andLearning for Infants andChildren Who are Deaf orHard of HearingThis workshop will present foundationalinformation on audiology,hearing technology, and the connectionbetween hearing and spokenlanguage so participants can beginto understand the critical role theycan play for infants or children wholisten with hearing aids, cochlearimplants and/or FM systems. We willexplore the exciting opportunitiesfor children who are deaf or hardof hearing as a result of universalnewborn hearing screening, advancedhearing technologies and qualifiedprofessionals.Play it By Ear! Current Trendsin Teaching Children who areDeaf or Hard of Hearing toListen and TalkThis workshop will discuss practicalstrategies and intervention techniquesto develop auditory skills from detectionto conversation. Videotape segmentswill demonstrate strategies for targetingvarious auditory skill levels. Practicalsuggestions for collaboration betweenteam members will be shared andthe needed information exchangebetween audiologists, early interventionists,teachers, speech-languagepathologists, and parents will bespecified. We are in position today todramatically expand the opportunitiesfor children born with hearing loss todevelop exceptional conversationalabilities, literacy skills, academiccompetencies and professionalflexibility – if we play it by ear!Classroom Strategies forHearing Aids, FM’s andCochlear ImplantsInfants and children who listen withhearing aids, FM’s and/or cochlearimplants have access to remarkabletechnology that allows them to hearlike never before. However, technologycontinues to have some limitations.This session will help participantslearn the basics about hearingtechnology and address “repair”strategies that teachers andinterventionists can use withconfidence to make sure a childis listening as best as he or shepossibly can.Literacy Development forStudents Who are Deaf orHard of HearingThis session will address thecomponents of literacy developmentand how to enhance reading andcomprehension for students wholisten with the assistance of hearingaids, cochlear implants and or FMsystems. In addition, we will brieflyaddress some of the federal educationguidelines familiar to all of us – NoChild Left Behind, for example – andlearn how to make sure we includethose guidelines in assessing theprogress of our students who aredeaf or hard of hearing.sPresenter: Donald M. Goldberg,Ph.D., CCC-SLP/A, LSLS Cert. AVTDonald M. Goldberg is a professorof communication at the College ofWooster (Ohio), consultant staff withthe Hearing Implant Program at theCleveland Clinic and past presidentof the AG Bell Academy for Listeningand Spoken Language.For more informationor to register,visit www.agbell.orgor call 866-337-5220.Presenter: Teresa Caraway, Ph.D.,CCC-SLP, LSLS Cert. AVTTeresa Caraway is the co-founderand executive co-director of Heartsfor Hearing in Oklahoma City, Okla.,and founding president of the AGBell Academy for Listening andSpoken Language.Presenter: Rebecca Kooper, Au.D.Rebecca Kooper is an educationalaudiologist who provides consultantservices to New York Eyeand Ear Infirmary’s Ear Institute,Lexington School for the Deaf, aswell as school districts in the NewYork City area.Presenter: Judy Horvath, M.A.,LSLS Cert. AVEdJudy Horvath is an experiencedteacher of the deaf and is directorof the Barton G. Kids Hear NowFamily Resource Center inMiami, Fla.

Early ChildhoodDeafness: A 50-YearPerspectivePhoto Credit: Craig Huey PhotographyBy David Luterman, D.Ed.Istarted my career as a clinicalaudiologist in 1960. After severalyears, I realized that there wasa serious lack of services for theparents of children who are deaf andhard of hearing. Back then, after a childwas diagnosed with a hearing loss, therewas little or no help for the familiesin making the adjustment to having achild with special needs. The parentalrole was often one of a passive observerand recipient of professional expertise.There was seldom any attempt to engagethe parents actively in the therapeuticprocess or to deal with possible familyadjustment issues.To correct this gap in services, in 1965I helped launch the Thayer LindsleyFamily-Centered Nursery in Boston,Mass. Parents of children newly diagnosedwith a hearing loss are enrolled inthe program along with their child. Thereare three aspects to the program: a nursery,individual therapy and a parentalsupport group. Parents are required toobserve their child as he or she interactswith the Nursery personnel as well as inindividual therapy working on developingcommunication. (Through the yearswe have used a variety of communicationstrategies, but always saw our approachwith the child as diagnostic and supportiveof the parent’s wishes. We have neverlet the methodology define the program.)After a period of watching their child,parents become actively involved in boththe Nursery and the therapy, and we seeour relationship with the parents as collaborativerather than dependent.After retiring from Emerson Collegeas a full time professor in 2000, I havecontinued to work in the Nursery. Forthe past 45 years I have been privilegedto be actively engaged with parents ofchildren newly diagnosed with a hearingloss as they come to terms with their newreality. The following are 10 tips I havelearned that will help professionals whoare working with parents of children whoare deaf and hard of hearing.1Technology Is Marvelous;Parental Empowerment Is BetterWith the advent of newborn hearingscreening, digital hearing aids,cochlear implants and hearing assistivedevices (such as FM systems), we havetruly moved into a technological age ofeducating children who are deaf andhard of hearing. The changes wroughtby technology are breathtaking – almostall children coming through the Nurserycan now expect to have clear speech,age-appropriate language skills and entera mainstream educational setting. Thisin marked contrast to the 1960s whenI began my clinical work and the onlyhearing device we had was a cumbersomevacuum-tubed hearing aid that could18 VOLTA VOICES • NOVEMBER/DECEMBER 2010

arely reach a child with a moderatehearing loss, let alone one with a severeor profound loss. Many of those childrenhad limited speech and language skillsand were educated in schools for the deaf.However, the technology is only as goodas the parents’ (and professional’s) abilityto utilize it. Parental empowermenttrumps technology and even in the technologicaldark ages we were able to helpdevelop well-rounded children when wehad empowered, well-informed parents.2Informing Parents Is OK;Listening Is BetterParents do need information and it is theprofessional’s responsibility to provideit. The information needs to be givenwith sensitivity to the parent’s ability toabsorb it and an awareness of the parent’semotional state. Deep listening andreflecting back the emotional state is apowerful clinical tool that needs to be inthe arsenal of every professional. In theearly stages of diagnosis, parental feelingsare very intense and their ability todeal with content limited. They are besthelped by being allowed to share theirfeelings within a supportive relationship.We are dealing with parents whoare emotionally upset, not emotionallydisturbed. As a profession we need togive ourselves permission to access clientemotions and to see this as a necessarystep in helping the child.3Let the Parents (and Child) Setthe Pace – Do Not Rescue ThemImpatience with the grief process maylead the professional to rescue the childfrom the parent’s perceived inadequacy.Parents who have just learned that theirchild has a hearing loss need time toemotionally accept and process the arrayof information being presented to them.Often they employ a denial defense toprevent themselves from becoming overwhelmed.The professional, impatient tobegin therapy, may be tempted to bypassthe parental grief and assume responsibilityfor managing the child’s program.This will almost invariably lead to adependant parent who relies on the professional’swisdom instead of their own,prohibiting the empowerment of theparent. In the beginning, going slowlyand not over helping pays huge dividendslater on. Patience is an enormous virtuethat needs to be cultivated by all successfulclinicians.4A Diversity of CommunicationMethodologies Is Good; A One-Approach-Fits-All Mentality Is NotThe population of children who are deafand hard of hearing is diverse. Somechildren will benefit from a great deal ofvisual input, while others won’t need it.The audiogram is not a good predictorof input preference; some children withsevere hearing losses are able to use theirlimited hearing quite well while otherchildren with seemingly more hearing aremuch more visually oriented. The earlytherapeutic interaction with the childneeds to be diagnostic in nature and thetherapist needs to see the child througha neutral lens. The child will teach us thebest way he or she wants to learn if weobserve carefully; it is then our responsibilityto fit the methodology to the childand the parents’ wishes and not the childto the methodology. Any approach thattries to bypass the parents is doomed tofailure and we all should be wary of anymethodology-driven program. At the endof the day, the parents and child need tobe able to communicate with each other,whatever methodology they choose.5Don’t Ignore the DevelopmentalImperativeFrom the inception of the program, anearly childhood teacher has managed theNursery. The teacher keeps us focusedon the developmental needs of the child.Often, parents and professionals get sofocused on the hearing loss that theyforget there is still a child that needsto develop all the requisite life skillsof an independent adult. The biggestset-backs in child management I haveobserved are in the area of responsibilityassumption. Children with hearing lossmay not be held to the same standard ofbehavior as children who have typicalhearing. Parents may be guilt-driven to“make it up” to the child by not pressuringhim or her, and professionals may bepropelled by the myth that the child isfragile because of the hearing loss. Bothapproaches tend to protect the childfrom failure, limiting the child’s capacityto handle adversity.VOLTA VOICES • NOVEMBER/DECEMBER 2010 19

Early Childhood Deafness:A 50-Year Perspective6Working with the Child Is Good;Working with the Whole FamilyIs BetterMost clinicians are trained to work withthe child and this is where they may feelthe most comfortable. Unfortunately, thisis the least efficient way of developing thechild’s communications skills. Viewingthe parents as the client benefits the childenormously. As clinicians we have the childfor a very limited number of hours perweek; the parent has the child 24/7. We canmore efficiently facilitate language developmentif we make the home conducive tolearning language. Enlisting the family asco-therapists by seeing the parents as theprimary teachers and the clinician as coachand collaborator pays huge dividends. Inthis way we empower the parents andextend our teaching into the every day lifeof the child. Siblings and grandparents alsoneed to be within the clinician’s scope ofpractice as they are often overlooked, tothe detriment of the family.7Early Screening Is Good;Follow-Up Needs ImprovementNewborn screening and early hearingdetection and intervention seem to be themain focus of our profession. Yet for thoseof us who see the aftermath of screening,it does not look nearly as good. Accordingthe Joint Committee on Infant Hearing,“almost half of infants who fail the initialscreening fail to have appropriate followup” (JCIH, 2007). I suspect the failure isboth a systems failure and a function oftrying to communicate with parents ata time when they are least receptive toreceiving and processing information.We often see families enter the Nurserymuch later than the six-month guidelinebecause the hospital personnel had minimizedthe screening failure. In addition,many infants are born with debris in theirear canal as a result of the birth process,causing a temporary conductive hearingloss. If we tested somewhat later thesechildren would pass the screening. InMassachusetts alone there is a 75 percentfalse-positive rate (MDPH, 2004). If wecould test later at well baby clinics, forexample, or at the infant’s medical home,many of these problems may clear up. Isuspect we would have much less falsepositives and much better follow-up.8Cochlear Implants AreMarvelous; Isolating ThisPopulation Is NotThere is a trend to see children withcochlear implants as a separate entityfrom other children with hearing loss.While there may be some psychologicalramifications to having something intheir heads as opposed to something ontheir heads, the educational and socialissues are the same. The net result ofcochlear implantation is a hard of hearingchild. This is a child we know withall the attendant issues that a mild tomoderate hearing loss imposes. It is notin the best interests of these children toMino Digital Personal AmpliierA New and Discrete Way to Improve Your HearingWhether you wear a hearing aid or just have occasional hearingdifficulty—the Mino helps you hear the sounds and words around you.The Mino is as small as a cell phone and weighs only 2.5oz. It is hard tobelieve so many great features could t into something so small!High Deenition Audiodigital signal processing technologySuper Zoompowerful zoom microphoneLong Lasting Powerrechargeable li-ion batteryFirst Class Telecoilfor venues with loop systemsMicrosetintegrated microphone andearphone—a unique anddiscrete accessoryRequest a free catalog! Go online: www.harriscomm.com Call us: (800) 825-6758Sign up for our email newsletter, nd us on Facebook or follow uson Twitter to receive updates on new products and specials.Facebook is a registered trademark of Facebook, Inc. All other brand names, product names or trademarks are the property of their respective holders.20 VOLTA VOICES • NOVEMBER/DECEMBER 2010

separate them from the general populationof children with hearing loss. Weall need community and to limit thepossibilities by restricting a small pool ofpeople even further reduces the chanceof community and may even limit theiraccess to clinical services.9Mainstreaming Is Good;Inclusion of Peers Who HaveHearing Loss Is BetterThe goal of early intervention is to helpchildren with hearing loss develop languageabilities that make them capableof competing with their peers who havetypical hearing in mainstream educationalfacilities. To a large extent we aresucceeding and many children who areprofoundly deaf succeed in mainstreamsettings. However, mainstreaming ascurrently practiced may cause socialisolation. There is a hunger for communitythat is not met by simply sending thechild to the nearest local school. Too oftenthe child is the only one in the school witha hearing loss and because of his or herlimited hearing, fails to connect socially.Many of these children succeed academicallyby dint of hard work, but may beunhappy, stressed or have few friends.We need to expand our notion of successfor these children to include psychosocialissues. A program option I favor is onethat mainstreams a class instead of anindividual; in that way there is a built-inpeer group. Strangely enough, one childwith a hearing loss stands out in the classwhile a group blends in.The Current Challenges of10 Early Childhood Hearing LossAre Apparent; The Solutions are AlsoClear and ObtainableBecause of newborn screening, we havemoved from a parent-initiated model ofdiagnosis to a professional-initiated one.As a result I think we are currently in aneducational gap where the knowledge ofmany professionals in the field needs to beexpanded. Audiologists will need knowledgeand skills to use the most currenttechnology as well as expanded counselingskills to work with parents at a veryvulnerable time. Therapists will need todevelop curricula that are developmentallybased and that are guiding the children tomainstream options. Educators need tobe prepared for the influx of children withhearing loss in the public schools by modifyingclassrooms and providing acoustichelp. If we remain aware and committed,we can solve these problems throughcontinuing education and application ofwhat we already know. This is a very excitingage – so much so that I would love to bearound for another 50 years.Editor’s Note: This article has been adaptedfrom “Ten Considerations for EarlyIntervention Derived from 50 Years in theClinic,” Hearing Journal, 61(5), p 25-28.ReferencesJoint Committee on Infant Hearing (JCIH).(2007). Year 2007 position statement:Principles and guidelines for early hearingdetection and intervention programs.Pediatrics, 120(4): 898-921.Massachusetts Department of Public Health(MDPH). (2004). Massachusetts universalnewborn screening program. Availablefrom www.mass.gov/dph/unhsp. AccessedOctober 12, 2010.VOLTA VOICES • NOVEMBER/DECEMBER 2010 21

CollaborativeEffortsHow AG Bell Promotes Its Mission on a National ScalePhoto Credit: stock.xchngBy Catherine MurphyWhen we talk aboutAG Bell’s mission,“AdvocatingIndependence throughListening and Talking,” we refer to advocatingon behalf of individuals who aredeaf or hard of hearing who listen anduse spoken language to communicate.Examples of AG Bell’s advocacy effortsspecific to its mission include: educatinglegislative and regulatory decisionmakers about the listening and spokenlanguage perspective, including issuessuch as reimbursement and coveragefor hearing aids and cochlear implants;the dire need for qualified professionalstrained to maximize auditory-basedlearning and facilitate spoken languagedevelopment; and classroom acousticsand other accommodations that addressthe specific needs of students with hearingloss who learn through listening.However, AG Bell is also part of thebroader community of individuals whoare deaf or hard of hearing, and ouradult members with hearing loss inparticular express great interest in issuesthat affect the community-at-large.For example, captioning availabilityand quality is always of great concern,particularly in movie theaters and sportand entertainment venues. Another isexpansion of employment opportunitiesand workplace communication access forindividuals who are deaf or hard of hearing.In addition, communications accessin emergency situations, transportationand other public service situations seemto continually fall short for the deaf andhard of hearing community and needsto constantly be addressed with publicpolicy makers.To address the wide variety of advocacyneeds important to the AG Bell community,AG Bell has formulated a two-partapproach to its public affairs efforts thatcontinues to prioritize listening and spokenlanguage but also looks to supportthe community at large in cases that benefitthe broader population of individualswho are deaf or hard of hearing. First,the AG Bell Public Affairs Council, representedby a cross-section of the AG Bellcommunity, meet regularly to discusspublic policy issues with a keen eye tohow those issues might support listeningand spoken language for individuals whoare deaf or hard of hearing. The PublicAffairs Council crafts AG Bell’s positionstatements on key issues such as earlyhearing detection and intervention,reimbursement and coverage of assistivehearing devices, and full funding of theIndividuals with Disabilities EducationAct. The recommendations of the PublicAffairs Council are presented to theAG Bell Board of Directors, who thenconfer and make the final decision on theassociation’s official positions. The staffthen implements those policies into itscommunications and advocacy outreachefforts.22 VOLTA VOICES • NOVEMBER/DECEMBER 2010

Second, AG Bell participates in avariety of coalitions that work on abroader level for the deaf and hard ofhearing community. Coalitions are avery effective way to have an impact onpublic policy by combining efforts withother organizations on issues of commoninterest. They also serve to demonstrateunity and cohesiveness among communityadvocates before key decisionmakers in Congress and officials infederal regulatory agencies. For example,while advocating for passage of the EarlyHearing Detection and Intervention(EHDI) Act, AG Bell participated inCongressional staff briefings alongsiderepresentatives from other nationalorganizations, such as Hands & Voices,the National Association of the Deaf andthe National Cued Speech Association.All these groups know how importantearly identification and intervention isfor infants and children with hearingloss. Therefore, each group has a stakein making sure EHDI programs are wellstructuredand funded appropriately.By combining our efforts we present agreater urgency to Congress to addressnewborn hearing screening and interventionprograms.Some of the community’s public policysuccesses over the last two years include:•y Enactment of the 21st CenturyCommunications and VideoAccessibility Act.•y Reauthorization of the Americanswith Disabilities Act.•y Defeat of a proposed hearing aiddevice tax to pay for health carereform.•y New emphasis on federal employmentof individuals who are deaf and hardof hearing.•y Tremendous grassroots support of afederal hearing aid tax credit.•y Increased Medicare reimbursementfor cochlear implant and implantablehearing aids.•y A decision by the U.S. Access Boardto take up the matter of establishingstandards for classroom acoustics.In addition to these milestones,earlier this year AG Bell hosted a CapitolHill briefing on the “Crisis of Capacity”to urge lawmakers to address theshortage of qualified professionals inthe public system to help children withAG Bell Coalition MembershipsDeaf and Hard of Hearing Alliance (DHHA) was founded by AG Belland the National Association of the Deaf and has grown to include 14 nationalconsumer and professional organizations that advocate on behalf of individualswho are deaf. The DHHA has most recently been the driving organizationbehind efforts to reauthorize the Early Hearing Detection and Intervention Act.Other members include the Hearing Loss Association of America, National CuedSpeech Association, American Speech-Language-Hearing Association, NationalCourt Reporters Association and the Media Access Group at WGBH. For moreinformation, visit www.dhhainfo.com.Deaf and Hard of Hearing Consumer Action Network (DHHCAN)is a coalition of national organizations that works to improve the rights of deafand hard of hearing persons and their quality of life, including affirmation of theirright to consumer leadership, self-representation, and equal access to education,employment, community life, communication and technology. Other membersinclude the Association of Late Deafened Adults, USA Deaf Sports Federation,Gallaudet University Alumni Association and the American Deafness andRehabilitation Association, among others.Coalition of Organizations for Accessible Technology (COAT) isa coalition of more than 300 disability organizations that advocate for legislativeand regulatory safeguards that will ensure full access by people with disabilitiesto high speed broadband, wireless and other Internet Protocol (IP) technologies.Most recently, COAT was instrumental in the enactment of the 21st CenturyCommunications and Video Accessibility Act, which addresses increased accessto Internet programming, hearing aid compatibility with telecommunicationsequipment, and increased communications capability between individuals withvarying disabilities and emergency/911 services. Other COAT members includethe American Foundation of the Blind, Easter Seals and National Council onIndependent Living. For more information about COAT, visit www.coataccess.org.Consortium for Citizens with Disabilities (CCD) is a coalition ofapproximately 100 national disability organizations working together to advocatefor national public policy that ensures the self determination, independence,empowerment, integration and inclusion of children and adults with disabilities inall aspects of society. Areas of legislative interest include education, employmentand training, health care, social security and civil rights. Other members includethe American Association of Retired Persons, American Academy of Pediatrics,Autism Speaks, Council for Exceptional Children and Council of Parent Attorneysand Advocates. For more information, visit www.c-c-d.org.Council on the Education of the Deaf (CED) works to maintain standardsfor professionals working with students who are deaf or hard of hearingin educational settings. Part of its activities is to develop, review and recommendstandards for training and certification of personnel working in educationalprograms that serve students with hearing loss. Other members includethe Association of College Educators of the Deaf and Hard of Hearing and theAmerican Society for Deaf Children. AG Bell is a co-founding organization of CED.For more information, visit www.deafed.net.Joint Committee on Infant Hearing (JCIH) was established in 1969and is composed of organizations representing medical, clinical/therapeutic andconsumer organizations that focus on services and care for infants with hearingloss and their families. The committee’s primary activity has been publication ofposition statements summarizing the state of infant hearing detection, and recommendingthe preferred practice in early identification and appropriate interventionof newborns at risk for or who have hearing loss. Other members include theAmerican Academy of Pediatrics, Directors of Speech and Hearing Programs inState Welfare Agencies, and the American Academy of Otolaryngology-Head andNeck Surgery. For more information, visit www.jcih.org.VOLTA VOICES • NOVEMBER/DECEMBER 2010 23

Collaborative EffortsPhoto Credit: Craig Huey Photographyhearing loss maximize their listeningand spoken language potential. AG Bellis also preparing to distribute its mostrecent monograph edition of The VoltaReview on professional preparationto key Congressional and regulatorydecision makers so they can acquirea further understanding of the growingdemand for a listening and spokenlanguage outcome for children withhearing loss, and what it takes to ensurethey succeed in that effort.As we head into 2011, AG Bell willcontinue to examine opportunities forAG Bell PublicAffairs CouncilJohn Stanton,ChairJoni AlbergRachel ArfaBruce CorwinBen DubinRachel DubinBruce GoldsteinJack Roushit to present the listening and spokenlanguage perspective on issues related toeducation, health care, communicationaccess and employment in the hopes thatwe can continue the momentum we’vegained over the last two years.To learn more about AG Bell’s publicaffairs efforts or to volunteer, contactAG Bell Director of Communicationsand Public Affairs Catherine Murphy atcmurphy@agbell.org.24 VOLTA VOICES • NOVEMBER/DECEMBER 2010

July 24-28, 2011 • Omni ShO reham • WaS hingtO n, D.C.Leadership Opportunitiesfor Teens (LOFT) 2011LOFT is a four-day program designed for participants to develop skillsin individual leadership, teamwork, public speaking and self-advocacy.The program is structured so that participants increase their selfconfidenceand their understanding of their own strengths and abilitiesthrough activities designed to challenge them more each day to pushbeyond their comfort zone in a supportive environment.“Summer camps come and then vanishquickly from your mind, but LOFT is aprogram that is unique. What I learnedduring the program will stay with mefor many years. I made connectionsand friends, and found myself amongothers with the burning desire to makea difference in the world. LOFT is aprogram that has the ability to changelives for the better.”– Teen Participant“Meeting new friends whom Ihope to keep in touch with fora lifetime has been the absolutebest experience I’ve ever gonethrough. Those self-advocacyexercises really put things inperspective for me and I wouldn’thave met the people I did thatinspired me. Without AG Bell,my summer wouldn’t havebeen the same!”– Teen Participant“Who knew that just five days in the LOFTprogram could alter one’s life? Not onlydid my son gain the value of developingleadership and self-advocacy skills, but heestablished deep connections with otherhearing impaired teens in a very shorttime! He’s in constant contact with someof them weeks after he returned home. Iwould highly recommend LOFT to any teenfortunate enough to have the opportunity!”– ParentMore information and an application willbe available on the AG Bell website atwww.agbell.org after December 1, 2010.Application deadline is March 1, 2011.

Endless Possibilities forAG Bell FamiliesPhoto Credit: Russell FamilyBy Melody FelzienCindy Russell and her family pose in front of the Exhibition Hallduring the AG Bell 2010 Biennial Convention in Orlando, Fla.In June 2010, AG Bell continuedits convention family scholarshipprogram by awarding full orpartial scholarships to familiesto attend the AG Bell 2010 BiennialConvention in Orlando, Fla. A total of$8,680 was raised and then donatedto families that otherwise could notafford the costs of convention. AG Belloffered each family one hotel room forfour nights, up to two adult and twochild program registrations, and fourtickets to Family Movie Night. Criteriafor the scholarship included having atleast one child with a bilateral hearingloss who listens and talks, and havingnever before attended an AG BellBiennial Convention. Out of the 65applications received, AG Bell awardedseven families the opportunity toattend, network and learn in Orlando.Three parents from those familiesshared their experiences at theconvention and the impact it had ontheir lives.Volta Voices: What did you enjoymost about attending the AG Bell2010 Biennial Convention?Mitchell Daigle: The sense of communityyou get from all the participants,professionals and families.Mikki Spence: I enjoyed meeting theother families who have been goingthrough the same situations as I havefor the past three years. And seeingthe smiles on their faces regarding thechoices they have made for their child/children with hearing loss.Cindy Russell: It truly would beimpossible to just list one event thatmade the AG Bell convention a milestone,memory making event forour family. This was our first familyvacation outside our home state ofIndiana and it also fulfilled a 10-yearfamily goal to travel to Florida andvisit Disney World, Epcot and NASAtogether as a family. One particularexperience stands out in our minds,however. When we arrived for FamilyMovie Night, we looked around theroom and noticed a woman sittingalone toward the back of the room.When we went to the table, she jumpedup and was excited someone had comeover to meet her. She was a youngmother whose child had just beendiagnosed with a significant hearingloss and was at the convention alone,without her husband or baby. Shecame in hopes of learning more abouthearing loss and how this was goingto affect her child. My husband andI were honored to hear her story andshare our experiences. We came intothe evening thinking we were going tobe encouraged, and left knowing wegave hope to someone else. What anencouragement for us!26 VOLTA VOICES • NOVEMBER/DECEMBER 2010

VV: Why was it important for yourfamily to attend the convention?M.D.: To connect my son and myselfwith other families and professionalswe would not have the opportunity tomeet elsewhere.M.S.: I wanted my children with hearingloss, along with my son who hastypical hearing, to see that life can bevery normal for those who are deaf andhard of hearing. I wanted them to seethat we are not the only family in oursituation. It was an opportunity forall of us to bond as a family with otherfamilies and gather information to usefor a lifetime.C.R.: I believe it was vitally importantfor our family to attend the conventionbecause we have addressed ourdaughter, Abbey’s, hearing loss throughour own efforts. Even though Abbeyhas experienced great successes in heryoung life, we have not met other familiessimilar to ours. This is a changewe needed to make for our family andthe AG Bell convention was the perfectplace to make new friends.VV: How has attending the conventionimpacted your family today?M.D.: It has given me a great senseof support from AG Bell and AG Bellfamilies. It has also made me a moreconfident and versed advocate for myson.M.S.: My children still talk about ourvacation almost daily. They talk aboutthe friends they made and the activitiesthey did with their friends whilethere. It impacted me by gaining andbringing home so much information onhearing loss and what the future holds.I also gained much parent advocacyknowledge to incorporate in my children’severyday life. I have already hadto use this information in my children’sIndividualized Education Programs(IEPs) this year.C.R.: We definitely learned that weare not alone in our family’s hearingloss journey. It was so encouraging forus to meet so many beautiful familiesthat were sharing our privileges as wellas struggles. Even our children whohave typical hearing felt welcome andAG Bell Thanks Supporters of the 2010 FamilyScholarship ProgramMrs. Bonnie AhmedMs. Laura AndrukaitisMr. and Mrs. Paul ArenbergMr. and Mrs. Andrew BanMs. Nancy Bellew ArfaMrs. Thomas BerksonMs. Tracey BlairMrs. Jenna Bollinger-VossMrs. Ellie BorwoskyDr. Tamala BradhamMr. and Mrs. William BuckleyMrs. Lisa CantwellMs. Georgia CorbettMr. David DavisMr. and Mrs. Joseph DiBattistaMr. Michael DickensonMr. and Mrs. Benjamin DubinMs. Rachel DubinMrs. Nan Ellen EastThe Economy FamilyMs. Elfie EismanMs. Marian ErnstMrs. Phyllis FeibelmanMs. Sherri FickenscherMr. Jay FishmanMr. and Mrs. Raymond ForsthoefelMr. and Mrs. Robert GlassmanMr. and Mrs. Thomas GlazeMrs. Beverly GoldMs. Laura GoldMr. and Mrs. Jerry GoldbergMs. Lisa Goldstein and Mr. AaronSteinfieldMs. Raema GreenMr. and Mrs. Barry GrieblerMs. Elizabeth GrunigMs. Marsha Haines and Mr. DavidNicodemoMrs. Mary HaleMs. Sue HallMs. Susan HambrechtMs. Patricia HolderMs. Joo Young HongMs. Karen HoppeMr. and Mrs. Scott HorvathMr. and Mrs. Gregory HubertMr. and Mrs. Michael HunterMr. and Ms. John KearneyMr. and Ms. Bert KellyMs. Suzanne KellyMr. Ken LevinsonMs. Pam LewisMr. Robert LillieMs. Deanna LizasMrs. Charlotte MartinMrs. Elizabeth MayersohnMr. Peter MurphyDr. Pauline NewtonMr. Justin OgdenMr. and Mrs. Andrew OleszczukMr. and Mrs. Steven PartonMs. Caitlin PartonMr. and Mrs. Donald PatersonDr. James RodgersDr. Joseph RosensteinMr. and Mrs. Arthur SakakuraMr. and Mrs. Robert SapersteinMs. Susan Schmidberger andMr. Herbert ArbeiterDr. and Mrs. Alvin SchonfeldMs. Stefanie SeldinMs. and Mrs. Charles ShallbetterMs. Deborah ShafferMr. and Mrs. Merritt ShererMs. Ann ShoreyMs. Judith SimserMr. Edward SmithMr. and Mrs. J. Paul SommerMs. Michael SpenceMrs. Virginia SternMrs. Esther TecklenburgMs. Emmy ThomsonMs. Doris TitsworthMrs. Mary WabekeMs. Julie WeinzapfelMrs. Karen WernerDr. Karen YoudelmanMs. Carla ZimmermanEvery effort has been made to ensure the accuracy of this list. If you see an error, pleasecontact AG Bell Manager of Advertising and Exhibit Sales Gary Yates at gyates@agbell.org.VOLTA VOICES • NOVEMBER/DECEMBER 2010 27

Endless Possibilities for AG BellFamiliesFamily ScholarshipRecipientsDaigle Family (Scarborough,Maine) – Mitchell and Taylor, whois deaf and uses bilateral cochlearimplants.Russell Family (Grabill, Ind.) –Cindy, Joseph, Micah, Bethany,Joel and Abbey, who is deaf anduses hearing aids.Spence Family (Denham Springs,La.) – Mikki, Andrew, Price, who isdeaf and uses a cochlear implantand a hearing aid, and Sophie,who is deaf and uses bilateralcochlear implants.supported by the other attendees of theconvention. We also received valuableinformation by becoming more familiarwith all the equipment availableand even purchased cool hearing aidjewelry for Abbey!VV: What is the most importantinformation you learned fromother AG Bell members? How willthis benefit your family?M.D.: The most important thing Ilearned from other members was howAG Bell and AG Bell families becomepart of your life long journey. This hascaused me to become more involvedwith AG Bell, and the support ispriceless.M.S.: I feel the most important informationI gained was the importance ofparent advocacy. It has already benefitedme this year with my children’sIEPs and will continue to help mein the years to come regarding theireducation.C.R.: Every session was filled with valuableinformation. We learned hair cellregeneration is a future possibility. Theteen panel had life stories and experiencessimilar to my pre-teen daughter’sexperiences. One of the highlights for myhusband and I was meeting the membersof the Cochlear Americas booth at theconvention. Their willingness to openlyshare their life experiences as individualsand professionals was valuable to us asparents of our own very special girl. It wasthere that we met four individuals withthe same syndrome as Abbey. How excitingto meet happy, successful individualswith a bright future!VV: What advice do you havefor other families with limitedresources who are seekinginformation and support servicesfor their child/children withhearing loss?M.D.: To become a member, utilizethe free six-month trial and connectwith other AG Bell members. The com-Consonants are more important than vowels.Consonants are more important than vowels.Consonants are more important than vowels.Consonants are more important than vowels.Consonants are more important than vowels.For understanding speech (and for speech development), consonants playa huge role, and as it turns out, consonants are high frequency sounds.Moisture on a microphone and/or receiver damps high frequency sounds.If there were a product that could help restore high frequencies by removing that moisture,wouldn’t you want your child to have that benefit?The good news is that there IS such a product, and it’s called Dry & Store.®Used regularly, Dry & Store removes damaging moisture, so your child’s hearing instruments operate atpeak performance, every day. Plus, it’s the only drying appliance that also kills germs that reside on hearing instruments.Learn more at www.dryandstore.com or by calling Ear Technology at 1-888-327-1299.Remember: Consonants are more important than vowels.Remember: Dry & Store®. Better hearing through better hearing aid care .28 VOLTA VOICES • NOVEMBER/DECEMBER 2010

munity of knowledge and support isunmatched.M.S.: My advice is to keep on seekingmore and more information. It isour responsibility as parents, regardlessof our resources, to become moreknowledgeable of our children’s needsand to guide them through their life,especially through their education.The Internet was my way of gatheringall the information I could. If there isno Internet at home, go to your locallibrary. There is so much informationavailable online related to hearing lossand the support services we parentsneed to get our children equipped tothrive in our communities.C.R.: Remembering back to the timewhen Abbey was first diagnosed webegan by building a team to help ushelp our daughter. We first began byinterviewing a respected preschool inour area and asked if they were willingto work with us and our daughter (theywere). Next we contacted the localpublic school district where Abbey wasevaluated and support services wereoffered. It was, and still is, within thisschool system that we found professionalsupport and individuals dedicatedto the independent success andself-advocacy of Abbey. Our team consistsof three adults and Abbey. Theirbond has been our family’s greatestasset! Another valuable tool is learningour child’s equipment. By meeting withour audiologists and equipment manufacturerrepresentatives, we are able tostay current with Abbey’s equipment.Also, wearing her hearing aid helpsus as parents better understand whatand how she hears. We’ve worn it whilewatching TV and even going for a drivein our van! Of course, the ultimate giftwas the AG Bell Family ScholarshipAward....what a dream come true!VV: If possible, will youattend future AG Bell BiennialConventions?M.D.: I knew the second day of theconvention that I want to continue toattend conventions in the future andwill do my best to see that happen.M.S.: We would love to attend futureAG Bell conventions. I met someextraordinary people whom I wouldlove to come in contact with againone day. It was a great experience allaround. Thank you, AG Bell!C.R.: Yes, we are planning to attendconventions in the future, all six ofus. The new technology, contacts andresearch information are the tops.I also see many benefits for Abbey,who is now 13 years old, to become anactive member of the teen program.VOLTA VOICES • NOVEMBER/DECEMBER 2010 29

VOICES FROM AG BELLIrecently visited the Los Angelesarea for meetings with AG Bellsponsors and listening andspoken language programs,including Oralingua, the John TracyClinic and the Echo Horizon School(I’ll share more about my fun visitto a fifth grade class at Oralingua ina future column). In addition, I metwith leaders of AG Bell’s CaliforniaChapter, including Michelle Nemetz.Michelle serves as the current treasurerfor the chapter. Here’s moreabout my conversation with Michelle.Alex Graham: How did you first getinvolved with AG Bell?ConversationsWith Alex GrahamMichelle Nemetz: This took a fewminutes to think about becauseof how far back it was. I first gotinvolved with my local deaf andhard of hearing section chapter inearly 1980s when I was still in highschool. The 1984 AG Bell Conventionin Washington, D.C., was my firstnational convention. I had a blastmeeting new friends and attendingworkshops. In addition, meetingparents who have a child with hearingloss was a great experience forme to share my experiences growingup, and show them that they are notalone and that there is support outthere. I now have friends all over thecountry and am very grateful to AGBell for those long-time friendships.A.G.: Do you have a favorite AG Bellevent?M.N.: I have many great memories ofpast AG Bell events. One sticks out inmy mind the most and that would bedeaf and hard of hearing section retreatin San Antonio, Texas, in 2003. We allworked hard planning for the future.Those memories will never fade for me.Speaking of conventions, the banquetdinner event in Pittsburgh, Penn., in2006 was wonderful with food anddancing into the late evening and hangingout with other members afterwards.30 VOLTA VOICES • NOVEMBER/DECEMBER 2010

A.G.: What is the biggest issue thatyou think faces the deaf communitytoday in your home state ofCalifornia?M.N.: Some of the major issuesinclude funding for education andhearing aids as well as supportservices both in K-12 schools andin higher education. The Californiastate budget is now facing many cutsin the near future to reduce deficit.Today’s generation of children withhearing loss is very different thenduring my younger years thanks tocochlear implants and better hearingaid technology. We still need toeducate parents and educators becausethe environment continues to change,including technological advances,captioning and legal issues.A.G.: How do you think AG Bellcan remain relevant in the lives ofadults who are living with hearingloss?M.N.: This can be done by maintainingsocial networks, keeping bothcurrent and potential members inthe loop of future events. This caninclude networking or sharing stories.Possibly planning a retreat ora long weekend for the adults withhearing loss in the years betweenthe national conventions would bebeneficial. This would allow manymembers to reconnect and build onrelationships, both professionally andpersonally. Adults with hearing losswould like to see more workshops orevents in the national convention todraw their attention. Another idea ishaving a social event for mentoring,allowing parents to socialize withadults with hearing loss and ask questionsor express concerns they mayhave. This may have been done on asmall scale in the past but can alwaysbe implemented in a larger scale inthe future.A.G.: What’s the one piece of adviceyou would like to give a young personliving with hearing loss?M.N.: My advice is to never giveup and know you are not alone. It’simportant to meet others like youwho share similar experiences orhave a hearing loss. You may need towork harder than others but it willeventually pay off. There is no rush.For teens, attending the AG BellLeadership Opportunity for Teensprogram is a great start. For youngadults I encouraged involvement inthe convention and local chapterevents.Meet Michelle NemetzMichelle is an accountingtechnician with the City ofWest Hollywood. Recentlyshe completed a Master’sin Business Administrationwith a concentration inmanagement from ArgosyUniversity. She also holdsa certificate in accountingfrom University ofCalifornia, Los Angeles.Michelle has a profoundhearing loss and usesbilateral cochlear implantsand attended mainstreamschools as a child. Sheenjoys traveling abroad,photography, Pilatesand her latest toy, aKindle reader.Photo Credit: Michelle NemetzVOLTA VOICES • NOVEMBER/DECEMBER 2010 31

Arithmetic and Language DevelopmentLearning the Language ofElementary ArithmeticBy Rob Madell, Ph.D., and Jane R. Madell, Ph.D., CCC A/SLP, LSLS Cert. AVTVolta Voices would like to introducea 5-part column focusingon how arithmetic word problemscan aid in the developmentof listening and spoken language for childrenwho are deaf and hard of hearing.Professionals may not recognize thatlearning to solve arithmetic word problemsinvolves language learning. Somechildren learn such language informally,either from parents or peers, but manydo not. In the case of children who aredeaf or hard of hearing, parents, teachers,speech-language pathologists andlistening and spoken language specialists(LSLSs) should be prepared to help.Through this series, we will show thatthere is a connection between learningarithmetic and learning language. Thisarticle will show you that, in general,word problems incorporate importantlanguage distinctions. In the articles tofollow we will examine more thoroughlythe language of addition, subtraction,multiplication and division.Arithmetic word problems offer a largearray of language development opportunities.Here is an example involving achild, Lynn, who has a profound hearingloss and uses bilateral cochlear implants.She is trying to solve an arithmetic wordproblem and it should be clear that herdifficulty is as much about language as itis about arithmetic.It is Halloween and Jessica and Lynnhave collected way too much candy,including lots of candy corn. As it happens,Jessica has collected 4 pieces of candy cornand Lynn has collected 9.Rob (Jessica and Lynn’s teacher): Jessica,how many pieces of candy corn do youhave there?The unique language of arithmetic word problems provide unique opportunities for developinglistening and spoken language.Jessica: (She takes a quick look at thesmall pile of candy and, without counting,answers.) I’ve got 4.Rob: Lynn, it looks like you have morethan Jessica has. How many pieces ofcandy corn do you have?Lynn: (Counting the candies) 1, 2, 3, 4, 5,6, 7, 8, 9.Rob: Lynn, how many more pieces ofcandy do you have than Jessica has?Lynn: (She seems to think that Rob isrepeating himself. She looks at him likeshe doesn’t understand why and repeatsher previous answer.) I have 9.Rob: Right, you do have 9, but I wantto know how many more you have thanJessica has.Lynn: (No response.)Rob: Well how about this, who hasmore…you or Jessica?Lynn: I have more.Rob: We need to figure out how manymore you have. Let’s match up Jessica’s 4candy corns with 4 of yours. (Rob helpsher to do that.)Rob: (Points to Lynn’s additional candies.)These are the extra candies that you have.How many extra ones do you have?Lynn: 1, 2, 3, 4, 5.Rob: Right, you have 5 more candy cornsthan Jessica. Here are your 9 (pointing),here are Jessica’s 4 (pointing), here areyour 4 that match Jessica’s (pointing)and here are your 5 extras (pointing).In trying to help, we show Lynn what tocount and use that language over andover again, always relating the wordsback to the physical candies. We talkabout “matching up” some of Jessica’scandies and about Lynn’s “extra ones.” Atthe end of the conversation we use thewords of the problem: “You have 5 morecandies than Jessica has” and we essentiallyre-state the problem and the solution.We are trying to teach her what thewords of the problem mean with respectto how the candies must be manipulatedand what must be counted.Photo Credit: Craig Huey Photography32 VOLTA VOICES • NOVEMBER/DECEMBER 2010

Here is an example involving a multiplicationword problem. The child, Mike,has a moderately severe hearing loss anduses bilateral hearing aids. In this case,it is not that Mike does not understand.Rather, he has misunderstood. Onceagain his difficulty is as much aboutlanguage as it is about arithmetic.Jane (Mike’s teacher): I have a very hardproblem for you to try to solve. Supposethat your dog, Punch, has 3 collars.Mike: She only has 2.Jane: OK. But just suppose that she had3 collars. And suppose also that she had4 scarves.Mike: (He has been building with somewooden blocks and picks out 3 blocks torepresent the collars and, in a separatepile, 4 blocks to represent the scarves.Without even knowing what the questionis, Mike knows that it will be helpful tomake a physical model of it.)Jane: OK. Good. Now when Punchgets dressed up for something special,she likes to wear a scarf and a collar. Sohere is what I want to know. How manyoutfits does Punch have? So if she wantsto wear a scarf with a collar, how manydifferent outfits can she make?Mike: (Matching 1 “collar” with 1“scarf”), here is 1 outfit.Jane: OK.Mike: (Matching a second “collar” witha second “scarf,” and then the third “collar”with a third “scarf.”) She can make 3outfits.Mike: (He pauses and then looks at thefourth scarf.) But what should I do withthis?Mike’s misunderstanding is not unreasonable.Punch can in fact only assemble3 outfits at any one time. Althoughthe words of the problem don’t make itexplicitly clear, the intent is to ask forall possible combinations. You mightwant to think about how to help Mikerepresent those combinations so that hecan count them.Examples like these illustrate threethings about elementary arithmetic:1. Every word problem can be representedby a physical model of theproblem. In Lynn’s candy problem(essentially 9 2 4 5 ), we used theactual candies that the words of theproblem referred to. In Mike’s outfitproblem (essentially 3 3 4 5 ), herepresented his understanding ofthe problem with the blocks that hehappened to be building with.2. For each word problem, the physicalmodel that represents the problemcan be manipulated so that togetherwith appropriate counting, theproblem can be solved.Mathematics educators agree thatbefore children start to memorize“facts,” such as 9 2 4 5 5 and 33 4 5 12), they should first learnto solve word problems by makingphysical models of them andcounting.3. If you pay careful attention to theactual words of mathematical wordproblems, you see that problems,which may seem similar, requiredistinct models, manipulation andcounting. As a consequence thereare more types of word problemsthan you might think.For example, we could have asked Lynnthe following:You have 9 candy corns. Suppose that yougave 4 of them to Jessica. How many wouldyou have left?Like Lynn’s original problem, this onecan also be represented by 9 2 4 5 .But the words describe an entirely differentsituation. The two problems requirevery different models.And here is a problem that, like Mike’s,can also be represented by 3 4 5 .But it is much easier to model.There are 3 shelves of books in your room.There are 4 books on each shelf. How manybooks do you have altogether?Mathematics educators disagree aboutthe number of different word problemmodels. But by our count and for thepurposes of this series, there are twoaddition models, three subtraction models,three multiplication models and twodivision models.Some children learn how to modelsome word problems without direct,explicit instruction. But very few children(with or without typical hearing)learn to model them all in this way.Parents, teachers, speech-languagepathologists and LSLSs should makethemselves familiar with all the differentmodels. They should systematicallyintroduce lots of different wordproblems and help children understandthe language of those problems so thatthey can model and solve them as wellas develop better listening and spokenlanguage skills.In the articles to follow we willexamine addition problems, subtractionproblems, multiplication problemsand division problems. Altogether, 10different word problem models willbe discussed. Collectively the articlespresent all of the word problem modelsthat children are likely to see in schooland will provide suggestions for helpingchildren with hearing loss develop thelanguage of arithmetic.Editor’s Note: Also available in Spanish atwww.t-oigo.com / También disponible enespañol en la página web, www.t-oigo.com.VOLTA VOICES • NOVEMBER/DECEMBER 2010 33

tips for parents10 Ideas for Parenting a Childwith Hearing LossBy David Luterman, D.Ed.For the past 45 years I havebeen privileged to work withparents of newly diagnosedchildren with hearing loss.In 1965, I began a family-centered,early intervention program, the ThayerLindsley Family-Centered Nursery inBoston, Mass., that featured a nurseryand individual therapy for the child aswell as a support group for the parents.The parents were required to activelyparticipate in all aspects of the Nurseryand I have been facilitating the supportgroup since its inception. Parents havetaught me much over the years, as havemy four children who have typical hearing.Now on the eve of retirement I wantto share what I have learned. Here is the“Luterman 10” for parenting a child withhearing loss.1. Parenting IsInherently ConflictualThe parents’ job is to teach their childthe rules of their culture, both the macrosociety and the micro culture of the family.These rules are learned; children haveno inborn knowledge and they learn bytesting limits imposed by their parents.Therefore, as the child tests boundaries,there is conflict. It is the parents’ responsibilityto set limits for their child, butover the long haul they must give groundto accommodate the child’s growth,eventually ceding full control to the child/adult. I often tell parents, “if you are notfighting with your child, you are not doingit right.” I usually get the response, “not toworry, we are doing it right.”2. Making MistakesThere are many crucial decisionsparents must make. Trying to raise aParental involvement is key for children who are deaf or hard of hearing who are learning to listenand talk.child with a hearing loss mistake-freeis an exercise doomed to failure. Forme, it is only a “mistake” if you do ita second time; the first time throughit is data. Parents do not owe theirchild error-free decisions. What theyowe their child is to make a decisionon the best available data and changethe course of action if it is not workingout. The “mistake” parents of childrenwith hearing loss often make is tostay with a program longer than theyshould for fear of admitting that theywere wrong or alienating the professionals.Parents need to be monitors oftheir own decisions and advocates fortheir child.3. Teaching FailureChildren need to learn how to copewith adversity and, therefore, needto experience failure while growingup. Parents of children who havespecial needs tend to over-protectand shield them from failure, but thechild must experience failure in orderto grow. Growing up without copingskills limits a child severely becausethe adult experience is that we don’talways succeed in what we do. It is theovercoming of frustration that enablesus to grow, so mild frustration is anincentive to growth. One of the hardestthings for any parent to do is to standback and let his or her child experiencefailure. We need to be judicious aboutit because if we let the child experiencetoo much failure, they becomerisk averse and not enough failure,they become frustration intolerant.Parents of children who are deaf orhard of hearing have thin margins toPhoto Credit: Craig Huey Photography34 VOLTA VOICES • NOVEMBER/DECEMBER 2010

work with, and recognizing when tolet go and when to protect is the art ofparenting.4. DevelopmentalIssues versus HearingLoss IssuesIt is always hard for parents to distinguishbetween behavior that is dueto the hearing loss and behavior thatis developmental in nature. Parentsusually err in the direction of givingtoo much credit for the deafness andnot holding their child to the samestandard of conduct as a child who hastypically hearing. A child must learnto take responsibility for their ownchoices and they must experience theconsequences of their own behavior– if the child spills the milk, he or sheneeds to help clean it up! This is whywe have always kept an early childhoodteacher as well as a child who has typicalhearing in the Nursery. The teacherand the child are there to remind us ofthe developmental prerogatives. At the2-year-old level, almost all behavior isdevelopmental in nature; 2-year-oldchildren with all levels of hearing areprone to ignore their parents.5. Hearing Loss Is aFamily AffairFamily therapists tell us that thefamily is a system in which all theparts are intricately linked, meaningthat when one part of the system isdamaged, all parts of the system, evenseemingly remote ones, are affected.Siblings and grandparents alsodeserve professional attention. Oneof the first topics that usually emergein a parent group is the imbalance ofattention paid to siblings who havetypical hearing. Within the Nurserywe always try to have siblings participatein the nursery and therapyif the activities are age appropriate.Grandparents also deserve attention.For them, it is a double wound as theyare concerned for their child as well asfor their grandchild. They seldom geta chance to talk about their feelings;within the Nursery, we try to havea grandparent-only support group.These are usually the most emotionallyintense groups that I facilitate.6. Tending to thePrimary RelationshipParenting any child, but especially onewith a hearing loss, is a very demandingjob. It is a 24/7 responsibilitythat requires vigilance and, at times,difficult decisions that demand a lotof thought and attention. This is ajob that is best done within a supportiverelationship where ownershipand responsibility can be shared.Single parents can and do turn outwell-rounded children. Those thatdo it best have found other places ofsupport other than a marital partner.It is absolutely necessary that timeand attention be paid to the primaryrelationship. It is easy to damage arelationship because too much energyis devoted to the parenting and notenough to marital maintenance. Ioften tell parents that the parenting,though very intense, is a relativelyshort-term proposition; the partnershipis long term and therefore needsongoing attention.7. Good Parenting/GoodSelf CareIt is often hard for parents to see thatthey are the lynchpin of the family. Theparent is the most important familymember and therefore requires care.Leadership is what you have left overafter you have taken care of one’s self.Often the best thing a parent cando for their child is to take time forthemselves; running on empty won’tcut it. A long walk or a cup of tea cango a long way in the parenting process.Happy parents usually turn out happychildren.8. The Bottom LineSome parents are motivated to try toovercome their child’s hearing loss. Tohave a child that speaks typically andintegrated into mainstream settingcan become the main goal. However,the child may see this as a denial of thehearing loss and a rejection of who thechild is. This can lead to an unhappychild who rejects their parents’ goals.In my opinion, the bottom line shouldbe to have a child who is comfortablein his or her skin and is interpersonallyhappy. The listening and spokenlanguage skills, while important, aresecondary and children need to beaccepted for who they are, not for whothey might become. Parents need to beable to distinguish between what thechild’s needs are and what is in the bestinterests of their child.9. Letting GoThe parents’ job is to create an independentadult who no longer needsthem. To that end, parents mustgradually cede control of their child’slife to the child. This must start earlyand be ongoing. There is nothing moreimportant than teaching a child to takeresponsibility for the choices he or shemakes. Parents must set the boundariesfor their child at a very early ageand within that universe, give the childreal choices and allow the child to sufferthe consequences of their choices.Eventually, the parent should give upall control. If the parent becomes soembedded within the parenting, to theextent that the primary relationshipis negatively impacted and the parentneglects other aspects of his or herlife to do the parenting, then lettinggo becomes very hard. Many parentscan hardly wait for their child to leavehome so they can devote more energyto other aspects of their lives.10. The GiftThere is a great deal of pain, anxietyand sheer hard work in the process ofsuccessfully raising a child who has ahearing loss. Yet within that travail,strange as it may seem, there is muchopportunity for joy and growth. Wegive to life what life demands andhearing loss can become a powerfulteacher, helping parents develop skillsand capacity that otherwise mightlay latent. I am always struck at theresiliency of parents and children. Theystretch to do what needs to be doneand in that stretching they grow. Thisis the gift the child brings. My wishfor all parents is that in the course ofraising their child, they find the gift.For me it has been a marvelous lifework, and the families I’ve worked withhave brought to me a great gift of givingdirection and meaning to my life’swork.VOLTA VOICES • NOVEMBER/DECEMBER 2010 35

Consejos Para Padres10 ideas para criar un niño conpérdida de audiciónPor David Luterman, D.Ed.En los últimos 45 años he tenidoel privilegio de trabajar conpadres de niños a los que se lesha diagnosticado recientementela pérdida de audición. En 1965, empecéun programa de intervención tempranacentrado en la familia, el Thayer LindsleyFamily Centered Nursery en Boston,Massachusetts, que contaba con unaguardería y terapia individual para elniño, así como un grupo de apoyo para lospadres. Los padres tenían la obligaciónde participar de forma activa en todos losaspectos de la guardería y desde su creaciónyo facilitaba el grupo de apoyo. Los padresme han enseñado mucho durante todosestos años, ya que mis cuatro hijos oyen.Ahora a punto de jubilarme quiero compartircon vosotros lo que he aprendido.Aquí tenéis “Los 10 consejos de Luterman”para criar un niño con pérdida de audición.1. Criar hijos esintrínsecamenteconflictivoEl trabajo de los padres es enseñar a su hijolas reglas de su cultura, tanto de la macroculturade la sociedad como la microculturade la familia. Estas reglas se aprenden,es decir, que los niños no nacen sabiéndolasy las aprenden probando los límites que suspadres les imponen. Por lo tanto, a medidaque el niño va probando los límites, se vancreando conflictos. La responsabilidadde los padres es establecer límites para suhijo, pero a la larga deben dejar espaciopara acomodar el crecimiento del niño, yal final cederle el control completo al niño/adulto. A menudo les digo a los padres, “sino estáis peleando con vuestro hijo, es queno lo estáis haciendo bien”. Por lo generalme contestan, “no se preocupe, lo estamoshaciendo bien”.La participación de los padres es fundamental en los niños sordos o con dificultades de audiciónque están aprendiendo a escuchar y hablar.2. Cometer erroresHay muchas decisiones cruciales que lospadres deben tomar. Tratar de criar unniño con pérdida de audición sin cometererrores es un ejercicio que está destinadoa fracasar. Para mí, sólo es un “error” sise comete dos veces; la primera vez sondatos. Los padres no tienen la obligaciónde proporcionar a su hijo decisioneslibres de errores. Lo que le deben a suhijo es tomar decisiones basadas en lamejor información disponible y cambiarel rumbo si las cosas no funcionan. Confrecuencia, el “error” que cometen lospadres de niños con pérdidas auditivases permanecer en un programa durantemás tiempo del necesario por temor aadmitir que estaban equivocados o dejarfuera a los profesionales. Los padresnecesitan ser los monitores de sus propiasdecisiones y defensores de su hijo.3. Enseñar el fracasoLos niños necesitan aprender cómo manejarla adversidad y, por lo tanto, necesitanexperimentar el fracaso mientras crecen.Los padres de niños con necesidadesespeciales tienden a ser sobreprotectoresy protegen a sus hijos del fracaso, peroel niño necesita experimentar el fracasopara poder crecer. Crecer sin habilidadespara sobrellevar los fracasos limita severamenteal niño, ya que la experienciacomo adultos nos enseña que no siempretenemos éxito en lo que hacemos. Superarla frustración es lo que nos permite crecer,así que un poco de frustración es un incentivopara crecer. Una de las cosas másduras para cualquier padre es hacerse a unlado y permitir que su hijo experimente elfracaso. Necesitamos ser juiciosos porquesi permitimos al niño experimentardemasiados fracasos, tendrán aversión alriesgo y si no experimentan suficientes,no tolerarán la frustración. Los padres deniños sordos o con dificultades para oírtienen un margen de acción muy limitado,y reconocer cuándo hay que dejarlos hacery cuándo hay que protegerlos forma partedel arte de la crianza.Photo Credit: Craig Huey Photography36 VOLTA VOICES • NOVEMBER/DECEMBER 2010

4. Problemas dedesarrollo versusproblemas de pérdidade audiciónLos padres siempre tienen dificultadespara distinguir entre el comportamientoocasionado por la pérdida de audición y elcomportamiento que se debe al desa rrollo.Los padres a menudo se equivocan en ladirección de darle demasiado crédito ala sordera y no hacer que su hijo tengaque seguir los mismos estándares deconducta que los niños que oyen. El niñodebe aprender a ser responsable de suspropias elecciones y debe experimentarlas consecuencias de su propia conducta,es decir, si el niño por ejemplo tira la leche,necesita ayudar a limpiarla. Es por eso quesiempre hemos tenido en la guardería unmaestro de educación infantil así comoun niño que oye. Tanto el maestro comoel niño están allí para recordarnos lasprerrogativas del desarrollo. A la edad de2 años, casi todos los comportamientosforman parte del desarrollo; los niños de2 años de todos los niveles de audicióntienden a ignorar a sus padres.5. La pérdida de laaudición es un asuntofamiliarLos terapeutas familiares nos dicen quela familia es un sistema en la que todaslas partes están íntimamente ligadas, esdecir, que cuando una parte del sistemaestá dañado, todas las partes del sistema,incluso las que parecen más remotas, seven afectadas. Tanto los hermanos comolos abuelos también merecen una atenciónprofesional. Uno de los primeros temasque con frecuencia surge en un grupo depadres es el desequilibrio en la atenciónque se les presta a los hermanos que oyen.Dentro de la guardería siempre tratamosque los hermanos participen y en las terapiassi las actividades son adecuadas parasu edad. Los abuelos también se merecenque les presten atención. Para ellos, es unaherida doble ya que su preocupación noes sólo por su hijo o hija sino también porsu nieto o nieta. Es muy poco frecuenteque ellos tengan la oportunidad de hablarsobre sus sentimientos; dentro de laguardería tratamos de tener un grupo deapoyo especial para los abuelos. Por lo generalestos son los grupos emocionalmentemás intensos que facilito.6. Cuidar la relaciónprincipalCuidar a cualquier niño, en especial a unocon una pérdida de audición, es un trabajomuy exigente. Es una responsabilidad quedura las 24 horas del día, los 7 días de lasemana, y que requiere vigilancia y, algunasveces, atención y la toma de decisionesdifíciles que necesitan meditarse mucho.Este es un trabajo que se hace mejor dentrode una relación comprensiva en la que sepueden compartir las responsabilidades.Los padres solteros pueden y crían niñoscentrados. Aquellos que mejor lo hacen, sonlos que han encontrado otros lugares deapoyo aparte de la pareja. Es absolutamentenecesario que se le preste atención y tiempoa la relación principal. Es muy fácil dañaruna relación cuando se le dedica demasiadaenergía a la crianza de los hijos y no a lapareja. A menudo les digo a los padres quela crianza de los hijos, aunque sea muyintensa, es un trabajo de relativamentecorta duración; la relación es a largo plazo ypor lo tanto necesita atención continúa.7. Buenos padres/buenos cuidadospersonalesCon frecuencia los padres tienen dificultadespara darse cuenta de que son el ejede la familia. Los padres son los miembrosmás importantes de la familia y por lotanto necesitan cuidados. El liderazgo eslo que os queda después de que os hayáiscuidado a vosotros mismos. A menudo lomejor que un padre o madre pueden hacerpor su hijo es tener tiempo para ellosmismos, ya que padres agotados no son demucha ayuda. Salir a caminar o tomarseuna taza de té puede hacer maravillas enel proceso de crianza. Por lo general lospadres felices crían hijos felices.8. El resultado finalAlgunos padres están motivados a intentarsuperar la pérdida de audición de suhijo. Hacer que un niño hable bien y seintegre en un entorno normal pueden serlos objetivos principales. Sin embargo, elniño podría ver esto como una negaciónde la pérdida de audición y un rechazohacia su persona. Esto puede llevar a unniño infeliz que rechaza los objetivos desus padres. Yo pienso que el resultadofinal debería ser tener un niño que sesienta cómodo en su propia piel y estéfeliz interpersonalmente. Las habilidadesde escuchar y hablar, aunque seanimportantes, son secundarias y los niñosnecesitan ser aceptados por quienes son,y no por quienes podrían llegar a ser. Lospadres necesitan ser capaces de distinguirentre lo que el niño necesita y lo quemás le convenga a su hijo.9. Dejar irEl trabajo de los padres es crear un adultoindependiente que ya no los necesita. Conese fin, los padres deben ceder de formagradual el control de la vida de su hijoal niño. Esto debe empezar pronto y sercontinuo. No hay nada más importanteque enseñarle a un niño a ser responsablede las elecciones que hace. Los padresdeben establecer límites para su hijo desdeuna edad muy temprana, y dentro de eseuniverso, darle al niño elecciones reales ypermitirle que sufra las consecuencias delas mismas. Al final, los padres deberánentregarle todo el control. Si el padre o lamadre están demasiado inmersos en lacrianza de los hijos, hasta el punto que larelación principal se ve afectada negativamentey descuidan otros aspectos desu vida por cuidar a los hijos, dejarlos ires muy duro. Muchos padres no ven lashoras en las que su hijo se vaya de casapara poder dedicar más energía a otrosaspectos de sus vidas.10. El regaloExiste una gran cantidad de dolor,ansiedad y puro trabajo duro en el procesode criar con éxito a un niño con pérdidade audición. Pero dentro de esas tribulaciones,por más raro que parezca, hayalegrías y oportunidades para crecer.Nosotros le damos a la vida lo que ella nosdemanda, y la pérdida de audición puedeser un maes tro muy poderoso, ayudandoa los padres a desarrollar habilidades ycapacidades que de otra forma permaneceríandormidas. Siempre me sorprendela elasticidad de los padres y niños. Seestiran para hacer lo que se necesita yestirándose crecen. Este es el regalo que elniño trae. Mi deseo es que todos los padresque estén en el curso de criar a un hijoencuentren el regalo. Para mí ha sido untrabajo de toda la vida maravi lloso, y lasfamilias con las que he trabajado me handado un gran regalo al darle dirección ysignificado a la obra de mi vida.VOLTA VOICES • NOVEMBER/DECEMBER 2010 37

Hear Our VoicesTwo Tales of Language andArts CreativityParlez-vous Français?by Lesley MillerIam currently a sophomore in amainstream high school. When Iwas first diagnosed at age 3 witha moderate-to-severe hearingloss, the audiologist told my parentsit was unlikely I’d ever speak well andI’d probably never go to a “normal”school. Instead of listening, my parentschanged audiologists, purchasedhearing aids and enrolled me inauditory-verbal therapy. I remained inmy mainstream school, even gettinginto the gifted and talented program,and have always been successful withthe use of my hearing aids and an FMsystem. I’m also stubborn and there’s nogreater pleasure than proving someonewrong who doubted you!When I was in sixth grade, my hearingloss took a turn for the worse andI chose to get a cochlear implant. Twomonths after it was activated I begana new school year. This included newteachers and new classes – one ofwhich was French. I couldn’t help butwonder if I was the slightest bit naïvein believing I could begin learning aforeign language so soon after gettinga cochlear implant, but I wasblessed with a wonderful teacher. Inever needed any extra assistanceand French soon became one of myfavorite classes.When I reached high school, mostof the listening and speaking activitieswere done using pre-recordedtapes, which I sometimes have troubleunderstanding with my (now bilateral)cochlear implants. While I facedsetbacks in getting the accommodationsI needed in most of my otherclasses, my French teacher was morethan cooperative. We agreed that IPhoto Credit: Lesley Millerwould come in before or after schoolon the day of all quizzes and tests, andshe would read the listening portionsaloud to me. I didn’t get any extrarepeats, just a natural voice, the optionto lip-read and a teacher willing to offeraccommodations.Towards the end of my freshmanyear, all of the students were given theopportunity to take the National FrenchExam. The exam is about 1/2 to 1/3listening and, as the name suggests, isgiven to French students around thecountry. I chose to take it, figuring itcouldn’t hurt to see how I ranked amongother French students at my level.Imagine my excitement when I foundout that not only did I do well on thisexam, but I ranked ninth overall in thenation! It was an amazing feeling, andwalking across the stage to receive amedal in front of hundreds of peoplewas pretty cool too.I am sometimes asked by parents ifthey’re expecting too much of theirchildren who have hearing loss by askingthem to learn to speak and listen,play a musical instrument or evenspeak a foreign language. While noteveryone is the same, I truly believeI wouldn’t be where I am today if mymom hadn’t persevered and set highexpectations of me, and instilled thatsame confidence in myself.Lesley Millerwrites a blogat cacophonytosymphony.blogspot.com, and alsohelped createthe websitedeafteens.orgwhere teenswith hearing loss can connect with eachother. She’s from Dallas, Texas, and wasdiagnosed with a hearing loss at age 3from unknown causes. She received herfirst cochlear implant at age 12 and herbilateral implant at age 14. She hopes toone day go to medical school and becomea neurologist.“A Day in a Dog’s Life”by Hailey WalkerEver since I was a little girl, I lovedart – from drawing horses at theage of 6 to currently making moviesabout my dog. I enjoy pencil drawing,oil painting, photography, ceramics,sculpting, making movies andam now learning how to work withPhotoshop. This past March, I tookan art course at The Rhode IslandSchool of Design about how to makemovies. I love movies and have alwaysbeen very curious about how to makethem! I always thought it would bereally neat to go behind the scenesof an actual movie to see how theyare created. So I took this opportunityto learn about how movies aredeveloped.In this class, my teacher first taughtme and my classmates about the basicsof movie making. We watched a fewmovies and discussed the techniquesthat were used afterwards. When wewere ready, he took us out for our firstmovie shoot at a park. We were given theassignment to create a montage, whichis a series of rapid and fast shots withmusic. We worked individually on thisproject and once we were finished, weshowcased the montages to our classmates.It was very interesting to see themany different ideas that were used tocreate amazing one-minute montages.38 VOLTA VOICES • NOVEMBER/DECEMBER 2010

Our next assignment was to createa documentary. For this project wewere split into groups. My group wasonly girls and we decided to makea documentary about the beauty ofdowntown Providence. It was great towork with these girls to create a moviewe were all passionate about.Our final assignment was to createa movie about a topic of interest.At first I decided to create a filmabout hearing loss but realized thatthere was not enough time availableto address that topic. After a lot ofthinking, I decided to create a filmabout my dog. I had an idea to createa short comedy about the human-likeactivities that my dog would do wheneveryone was gone from home. I shotBella, my dog, watching a movie,reading and so much more! I had funcreating this film and it was totallydifferent from what I thought my filmwould be. I decided to name this shortmovie “A Day in A Dog’s Life.” I wasvery pleased with the results of thisfilm and I received great marks frommy teacher.During this experience, I madesure that I told my teacher about myhearing loss. There were no problemswith not understanding my teacherand when I had questions he wouldalways answer them. In this class Iactually felt at ease for once and I wasprobably the most talkative studentin the class, which is very unlike me.It was a small class and it was easyto make new friends. I enjoyed thisclass both academically and socially.Academically, I learned a cool newdigital movie-editing program calledFinal Cut Pro. This is the same programthat professional editors use.And, as a result of taking this class,I gained more experience working ingroups, which is sometimes difficultfor me. I was able to work on strategiesto help me gain self-confidence ingroup work environments.Photo Credit: Hailey WalkerHaileyWalker wasborn witha profoundhearing loss.She receivedher firstcochlearimplant atage 2 andher secondat age 11. Hailey was the first child inRhode Island to receive a cochlear implant.She is currently in the eleventh grade ina mainstream program at Lincoln Schoolin Providence, R.I. Hailey received anAG Bell Arts and Sciences scholarship toattend the film-making class.Providing children who are deaf and hardof hearing with the listening, learning andspoken language skills they need to succeed.• Birth to 3• Preschool/Kindergarten• School Programs• Summer Programs• Professional Developmentand Trainings• Audiological Services• Mainstreaming Services• EducationalEvaluationsclarkeschools.orgBoston Jacksonville New York Northampton PhiladelphiaVOLTA VOICES • NOVEMBER/DECEMBER 2010 39

Directory of ServicesDirectory of ServicesThe Alexander Graham Bell Associationfor the Deaf and Hard of Hearing is notresponsible for verifying the credentials ofthe service providers below. Listings do notconstitute endorsements of establishmentsor individuals, nor do they guarantee quality.n AlabamaAlabama Ear Institute, 300 Office Park Drive, Suite210, Birmingham, AL 35223 • (205-879-4234 – voice)• (205-879-4233-fax) – www.alabamaearinstitute.orgAEI Auditory-Verbal Mentoring Program - Training inspoken language development utilizing the A-V approachw/ continuing education workshops & mentoring byLSLS Cert AVTs. AEI Summer Institute in Auditory-Verbal Therapy- two-week immersion in A-V approach- Workshops and practicum experience w/instructionand coaching by LSLS Cert AVTs. The Alabama Schoolfor Hearing: pre-school utilizing auditory/oral classroomapproach - Auditory-Verbal therapy also provided. AEI:Education, research and public policy.n ArizonaDesert Voices, 3426 E. Shea Blvd., Phoenix, AZ85028 • 602-224-0598 (voice) • 602-224-2460 (fax)• info@desertvoices.phxcoxmail.com (email). EmilyLawson, Executive Director. Oral school for deaf andhard-of-hearing children from birth to nine years ofage. Programs include Birth to Three therapy, ToddlerGroup, and full day Educational Program. Otherservices include parent education classes, speech andlanguage evaluations, parent organization and studentteacher placements. Desert Voices is a Moog Curriculumschool.n CaliforniaAuditory-Verbal Services, 10623 EmersonBend, Tustin, CA 92782 • 714-573-2143 (voice) •email KarenatAVS@aol.com • Karen Rothwell-Vivian,M.S.ED. M.A. CCC-A. LSLS-Cert.AVT. Listening andSpoken Language Specialist - Certified Auditory-VerbalTherapist providing Auditory-Verbal Therapy andboth audiological and educational consultation forchildren from infancy through college age. AuditoryRehabilitation is also provided for adults. Extensiveexpertise with amplification, cochlear implants, andFM systems.Children’s Choice for Hearing and Talking,CCHAT Center – Sacramento, 11100 ColomaRoad, Rancho Cordova, Ca 95670 • 916-361-7290(voice). Laura Turner, Principal. An auditory/oral dayschool educating children and their families from birththrough early elementary grades. Other programsinclude adult cochlear implant support, parentinfantprogram, on-site audiological services andmainstreaming support services. The school is staffedwith credentialed teachers, licensed speech-languagepathologists and a licensed audiologist.Echo Center/Echo Horizon School, 3430McManus Avenue, Culver City, CA 90232 • 310-838-2442 (voice) • 310-838-0479 (fax) • 310-202-7201 (tty)• vishida@echohorizon.org (email) • www.echohorizon.org (website) • Vicki Ishida, Echo Center Director.Private elementary school, incorporating an auditory/oral mainstream program for students who are deafor hard of hearing. Daily support by credentialedDHH teachers in speech, language, auditory skills andacademic follow-up.HEAR Center, 301 East Del Mar Blvd., Pasadena,CA 91101 • 626-796-2016 (voice) • 626-796-2320 (fax)• Specializing in audiological services for all ages.Auditory-Verbal individual therapy, birth to 21 years.HEAR to Talk, 547 North June Street, Los Angeles,CA 90004 • 323-464-3040 (voice) • Sylvia@hear2talk.com (e-mail) • www.hear2talk.com • Sylvia Rotfleisch,M.Sc.A., CED, CCC, Certified Auditory-VerbalTherapist®, LSLS Cert. AVT, Licensed Audiologist,California NPA Certified. Trained by Dr. Ling. Extensiveexpertise with cochlear implants and hearing aids.Jean Weingarten Peninsula Oral School forthe Deaf, 3518 Jefferson Avenue, Redwood City,CA 94062 • 650-365-7500 (voice) • jwposd@jwposd.org (e-mail) • www.oraldeafed.org/schools/jwposd(website) Kathleen Daniel Sussman, Executive Director;Pamela Musladin, Principal. An auditory/oral programwhere deaf and hard of hearing children listen, thinkand talk! Cognitive based program from birth throughmainstreaming into 1st or 2nd grade. Students developexcellent language, listening and social skills withsuperior academic competencies. Cochlear ImplantHabilitation, mainstream support services and FamilyCenter offering special services for infants, toddlersand their families.John Tracy Clinic, 806 West Adams Blvd., L.A.,CA 90007 • 213-748-5481 • 800-522-4582 (parents)• www.jtc.org • Since 1942, free worldwide ParentDistance Education Program and onsite comprehensiveaudiological, counseling and educational services forfamilies with children ages birth thru 5 years. Intensive3-week Summer Sessions (ages 2-5) with SiblingProgram. Online and on-campus options for accreditedMaster’s and Credential in Deaf Education.Lets Talk About It 207 Santa Anita Street, #300,San Gabriel, CA • 91776 • 626-695-2965 (voice) bklaus.avt@gmail.com (email) • Bridgette Klaus, M.S.Ed.,LSLS Certified Auditory-Verbal Therapist. ProvidingAuditory-Verbal therapy for children with a hearingloss and their families. Services for individuals withhearing aids and/or cochlear implants, infancy throughadulthood.Listen and Learn, 4340 Stevens Creek Blvd., Suite107, San Jose, CA 95129 • 408-345-4949 • Marsha A.Haines, M.A., CED, Cert. AVT, and Sandra HamaguchiHocker, M.A., CED • Auditory-verbal therapy for thechild and family from infancy. Services also includeaural habilitation for older students and adultswith cochlear implants. Extensive experience andexpertise with cochlear implants, single and bilateral.Mainstream support services, school consultation andassessment for children in their neighborhood school.California NPA certified.No Limits Performing Arts Academy andEducational Center, 9801 Washington Boulevard,2nd Fl, Culver City, CA 90232 – 310.280.0878,800.948.7712 • www.kidswithnolimits.org. •Providesfree speech, language, literacy and support servicesto dhh children and their families between the agesof 3 and 18 through its No Limits Educational Center.Additionally, No Limits offers a national performing artsprogram for schools and the community that builds theself confidence and communication skills of childrenwith a hearing loss.Oralingua School for the Hearing Impaired,North Campus – 7056 S. Washington Avenue, Whittier,CA 90602 – 562-945-8391 (voice) 562-945-0361 (fax)info@oralingua.org (email) www.oralingua.org (website)South Campus – 221 Pawnee Street, San Marcos, CA92078 – 760-471-5187 (voice) 760-591-4631 (fax)Where Children are Listening and Talking! An auditory/oralprogram serving children from infancy to 11 years old.Audiological, Speech, Itinerant, AVI Therapy, and otherrelated Designated Instructional Services available.Contact Elisa J. Roche, Executive Director.Training and Advocacy Group for Deaf & Hardof Hearing Children and Teens (TAG), 11693 SanVicente Blvd. #559, Los Angeles, CA 90049, 310-339-7678,tagkids@aol.com, www.tagkids.org. Leah Ilan, ExecutiveDirector. Offers free group meetings for ddh childrenand teens from 5th grade through high school to providesocialization and advocacy training. Half-day workshopsfor high school seniors are given to prepare students forcollege or employment. Groups are held in schools duringweekdays and in the community during the weekends. Thesessions are each two hours long with 8-12 participants.Parent workshops and special extracurricular outings arealso offered throughout the school year.n ColoradoBill Daniels Center for Children’s Hearing,The Children’s Hospital – Colorado,Department of Audiology, Speech Pathologyand Learning Services, 13123 East 16th Avenue,B030 Aurora, CO 80045. www.thechildrenshospital.org (website) – 720-777-6531(voice) - 720-777-6886(TTY) or BillDanielsCenter@tchden.org (e-mail) Weprovide comprehensive audiology and speech-languageservices for children who are deaf or hard-of-hearing(ages birth through 21 years). Our pediatric teamspecializes in family-centered care and includesaudiologists, speech-language pathologists, a deafeducator, family consultant, and clinical social worker.Individual, group and parent educational support andprograms are designed to meet each family desire fortheir preference of communication needs. We alsoprovide advanced technology hearing aid fitting andcochlear implant services.40 volta VOICES • NOVEMBER/DECEMBER 2010

Directory of ServicesRocky Mountain Ear Center, P.C. • 601 EastHampden Avenue, Suite 530, Englewood, CO 80113• 303-783-9220 (voice) • 303-806-6292 (fax) • www.rockymountainearcenter.com (website). We provide afull range of neurotology and audiology services for allages, ranging from infants to seniors. Using a multidisciplinaryapproach, our board-certified otologistand doctors of audiology test and diagnose hearing,balance, facial nerve and ear disorders and we providefull-service hearing aid, cochlear implant and BAHAservices. We offer medical and surgical treatment aswell as language therapy and support groups, and areactively involved in various research studies.n ConnecticutCREC 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 foroptimal auditory access and listening in educationalsettings and at home, development of spoken language,development of self advocacy – all to support eachindividual’s realization of social, academic andvocational potential. Birth to Three, Auditory-VerbalTherapy, integrated preschool, intensive day program,direct educational and consulting services in schools,educational audiology support services in all settings,cochlear implant mapping and habilitation, diagnosticassessments, and summer programs.New England Center for HearingRehabilitation (NECHEAR), 354 HartfordTurnpike, Hampton, CT 06247 • 860-455-1404(voice) • 860-455-1396 (fax) • Diane Brackett. Servinginfants, children and adults with all degrees ofhearing loss. Speech, language, listening evaluationfor children using hearing aids and cochlear implants.Auditory-Verbal therapy; Cochlear implant candidacyevaluation, pre- and post-rehabilitation, and creativeindividualized mapping. Post-implant rehabilitation foradults with cochlear implants, specializing in prelingualonset. Mainstream school support, including onsiteconsultation with educational team, rehabilitationplanning and classroom observation. Comprehensiveaudiological evaluation, amplification validation andclassroom listening system assessment.n FloridaBolesta Center, Inc, 7205 North Habana Avenue,Tampa, FL 33614 • 813-932-1184 (voice) • 813-932-9583 (fax) • jhorvath@bolestacenter.org (email) • www.bolestacenter.org (website) • Non-profit Listening andSpoken Language Center dedicated to teaching childrenwho are deaf and hard of hearing to listen and speak.No family turned away based on ability to pay. Servicesprovided to families, professionals, and school districts.Specializing in auditory-verbal therapy, educationaloutreach, and professional development programs.Kids and professionals immersion and summerprograms available. Talk to us about our success withlate implanted children! Contact Judy Horvath, LSLCert. AVEd.Clarke Schools for Hearing and Speech/Jacksonville, 9857 St. Augustine Rd., Jacksonville,FL 32257 • 904/880-9001 (voice/TTY)• info@clarkeschools.org, • www.clarkeschools.org • SusanG. Allen, Director. Serving families with childrenwith hearing loss, services include early intervention,toddler, preschool, PreK/kindergarten, primary,parent support, individual listening, speech andlanguage services, and cochlear implant habilitationand mainstream support.n GeorgiaAtlanta Speech School – Katherine HammCenter, 3160 Northside Parkway, NW Atlanta,GA 30327 - 404-233-5332 ext. 3119 (voice/TTY)404-266-2175 (fax) scarr@atlspsch.org (email) http://www.atlantaspeechschool.org (website) A Listeningand Spoken Language program serving childrenwho are deaf or hard of hearing from infancy toelementary school age. Children receive languagerichlessons and highly individualized instruction ina nurturing environment. Teachers and staff workclosely with parents to instill the knowledge andconfidence children need to reach their full potential.Early intervention programs, audiological supportservices, auditory-verbal therapy, mainstreamingopportunities, and independent educationalevaluations. Established in 1938.Auditory-Verbal Center, Inc - Atlanta, 1901Century Boulevard, Suite 20, Atlanta, GA 30345,404-633-8911 (voice) • 404-633-6403 (fax) • listen@avchears.org (email) • www.avchears.org (website).Auditory-Verbal Center, Inc - Macon, 2720 SheratonDrive, Suite D-240, Macon, GA 31204 • 478-471-0019(voice). A comprehensive Auditory-Verbal program forchildren with hearing impairments and their families.Home Center and Practicum Site programs provideintensive A-V training for families and professionals.Complete audiological services for children and adults.Assistive listening devices demonstration center.Georgia Relay, 866-787-6710 (voice) • garelay@hamiltonrelay.com (email) • www.georgiarelay.org(website). Georgia Relay provides services that enablepeople who are deaf, hard of hearing, deaf-blind andspeech impaired to place and receive calls via a standardtelephone. Free specialized telephones are availableto applicants who financially and medically qualifythrough the Georgia Telecommunications EquipmentDistribution Program (TEDP). Georgia Relay is easilyaccessed by dialing 7-1-1 and is overseen by the GeorgiaPublic Service Commission.n IdahoIdaho Educational Services for the Deaf andthe Blind, 1450 Main Street, Gooding, ID 83330 •208 934 4457 (V/TTY) • 208 934 8352 (fax) • isdb@isdb.idaho.gov (e-mail). IESDB serves birth to 21 year oldyouth with hearing loss through parent-infant, on-site,and outreach programs. Options include auditory/oralprograms for children using spoken language birththrough second grade. Audiology, speech instruction,auditory development, and cochlear implanthabilitation is provided.n IllinoisAlexander Graham Bell Montessori School(AGBMS) and Alternatives in Education forthe Hearing Impaired www.agbms.org (website)• info@agbms.org (email) • 847-850-5490 (phone) •847-850-5493 (fax) • 9300 Capitol Drive Wheeling,IL 60090 • AGBMS provides challenging academicprograms in a mainstream environment for deafchildren ages 0-12 years. Teach of the Deaf, Speech/Language Pathologist, and Classroom Teachers utilizeCued speech to provide complete access to Englishand enable development of age-appropriate languageand literacy skills. Speaking and listening skills areemphasized by staff with special training in auditory/verbal therapy techniques. AEHI provides Cued Speechtraining and other outreach services to families andprofessionals in the Great Lakes area.Child’s Voice School, 180 Hansen Court, WoodDale, IL 60191, (630) 595-8200 (voice) (630) 595-8282(fax) - info@childsvoice.org (email) http://www.childsvoice.org (website). Michele Wilkins, Ed.D.,LSLS Cert. AVEd., Executive Director. A Listening andSpoken Language program for children birth to age 8.Cochlear implant (re) habilitation, audiology servicesand mainstream support services provided. Earlyintervention for birth to age three with parent-infantand toddler classes and home based services offered.Parent Support/Education classes provided. Child’sVoice is a Moog Curriculum school.n IndianaSt. Joseph Institute for the Deaf -Indianapolis. 9192 Waldemar Road,Indianapolis, IN 46268 • (317) 471-8560 (voice)• (317) 471-8627 (fax) • www.sjid.org; touellette@sjid.org (email) • Teri Ouellette, M.S. Ed., LSLS Cert.AVEd, Director. St. Joseph Institute for the Deaf -Indianapolis, a campus of the St. Joseph Institutesystem, serves children with hearing loss, birth to agesix. Listening and Spoken Language programs includeearly intervention, toddler and preschool classes,cochlear implant rehabilitation, mainstream therapyand consultation and daily speech therapy. Challengingspeech, academic programs and personal developmentare offered in a nurturing environment. (See Kansasand Missouri for other campus information.)n KansasSt. Joseph Institute for the Deaf - KansasCity, 8835 Monrovia, Lenexa, KS 66215 • 913-383-3535 • www.sjid.org • Jeanne Fredriksen, M.S.,Ed., Director • jfredriksen@sjid.org. St. JosephInstitute for the Deaf - Kansas City, a campus of theSt. Joseph Institute system, serves children withhearing loss, birth to age eight. Listening and SpokenLanguage programs include: early intervention,toddler playgroups, preschool to second grade classes,cochlear implant/hearing aid rehabilitation and dailyspeech therapy. Challenging listening/speech andlanguage therapy, academic programs and personaldevelopment opportunities are offered in a nurturingenvironment. (See Missouri and Indiana for othercampus information.)n MarylandThe Hearing and Speech Agency’s Auditory/Oral Center, 5900 Metro Drive, Baltimore, MD21215 • (voice) 410-318-6780 • (TTY) 410-318-6759 •(fax) 410-318-6759 • Email: hasa@hasa.org • Website:www.hasa.org. Jill Berie, Educational Director, OlgaPolites, Clinical Director, Heather Eisgrau, Teacherof the Deaf/Director. Auditory/Oral education andtherapy program for infants and young children whoare deaf or hard of hearing. Self-contained, state-ofthe-artclassrooms located in the Gateway Schoolapproved by the Maryland State Department ofEducation. Additional services include speech-languagetherapy, family education and support, pre- andpost-cochlear implant habilitation, collaborationand support of inclusion, audiological managementand occupational therapy. The Hearing and SpeechAgency’s Auditory/Oral preschool program, “LittleEars, Big Voices” is the only Auditory/Oral preschoolin Baltimore. In operation for more than five years, itfocuses on preparing children who are deaf or hard ofhearing to succeed in mainstream elementary schools.Applications for all Auditory/Oral Center programs areaccepted year-round. Families are encouraged to applyfor scholarships and financial assistance. HASA is adirect service provider, information resource centerand advocate for people of all ages who are deaf, hard ofhearing or who have speech and language disorders.VOLTA VOICES • NOVEMBER/DECEMBER 2010 41

Directory of Servicesn MassachusettsClarke Schools for Hearing and Speech/Boston Area, 1 Whitman Road, Canton, MA 02021• 781-821-3499 (voice) • 781-821-3904 (tty) • info@clarkeschools.org, www.clarkeschools.org. CaraJordan, Director. Serving families of young childrenwith hearing loss, services include early intervention,preschool, kindergarten, parent support, cochlearimplant habilitation, and mainstream services(itinerant and consultation).Clarke Schools for Hearing and Speech/Northampton, 47 Round Hill Rd, Northampton, MA01060 • 413-584-3450 (voice/tty) • info@clarkeschools.org, www.clarkeschools.org. Bill Corwin, President.Early intervention, preschool, day and boarding schoolthrough 8th grade, cochlear implant assessments,summer programs, mainstream services (itinerant andconsultation), evaluations for infants through highschool students, audiological services, and graduateteacher-educationprogram.SoundWorks for Children, 18 South MainStreet, Topsfield, MA 01983 • 978-887-8674 (voice) •soundworksforchildren@verizon.net (e-mail) • Jane E.Driscoll, MED, Director. A comprehensive, non-profitprogram dedicated to the development of auditoryverbalskills in children who are deaf or hard-of-hearing.Specializing in cochlear implant habilitation and offeringa full continuum of inclusionary support models frompreschool through high school. Early Intervention servicesand social/self-advocacy groups for mainstreamedstudents are offered at our Family Center. Summerprograms, in-service training, and consultation available.n MichiganMonroe County Program for HearingImpaired Children, 3145 Prairie St., Ida, MI 48140-9778 • 734-269-3875 (voice/TTY) • 734-269-3885 (fax) •whitman@ida.k12.mi.us (e-mail) • www.misd.k12.mi.us •Kathleen Whitman, Supervisor. Auditory/oral program,full continuum of services, birth to 25 years. Staff: 21.Redford Union Oral Program for Childrenwith 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 80center students/250 teacher consultant students. Birthto 25 years of age.n MinnesotaNorthern Voices, 1660 W. County Road B,Roseville, MN, 55113-1714, 651-639-2535 (voice),651-639-1996 (fax), darolyng@northernvoices.org(email), Darolyn Gray, Executive Director. NorthernVoices is a non-profit early education center focusedon creating a positive environment where childrenwith hearing loss and their families learn tocommunicate through the use of spoken language.Our goal is for students to become fluent oralcommunicators and to join their hearing peers in atraditional classroom at their neighborhood schools.Northern Voices is a Moog Curriculum School. Pleasevisit www.northernvoices.org.Northeast Metro #916 Auditory/OralProgram, 3375 Willow Ave., Rm 109, White BearLake, Minnesota 55110; 651.415.5546, • emailauditory.oral@nemetro.k12.mn.us. • Providingoral education to children who are Deaf or Hard ofHearing. Services strive to instill and develop receptive(listening) and expressive (speaking) English languageskills within each student. Well-trained specialistscarry the principles of this program forward usingsupportive, necessary, and recognized curriculum.The program’s philosophy is that children who areDeaf or Hard of Hearing can learn successfully withina typical classroom environment with typical hearingpeers. This can be achieved when they are identifiedat an early age, receive appropriate amplification,and participate in an oral-specific early interventionprogram. Referrals are through the local school districtin which the family live.n MississippiDuBard School for Language Disorders, TheUniversity of Southern Mississippi, 118 College Drive#5215, Hattiesburg, MS 39406-0001 • 601.266.5223(voice) · dubard@usm.edu (e-mail) • www.usm.edu/dubard · Maureen K. Martin, Ph.D., CCC-SLP, CED,CALT, Director • The DuBard School for LanguageDisorders is a clinical division of the Departmentof Speech and Hearing Sciences at the University ofSouthern Mississippi. The school serves children frombirth to age 13 in its state-of-the-art facility. Workingcollaboratively with 20 public school districts, theschool specializes in coexisting language disorders,learning disabilities/dyslexia and speech disorders,such as apraxia, through its non-graded, 11-monthprogram. The Association Method, as refined, andexpanded by the late Dr. Etoile DuBard and thestaff of the school, is the basis of the curriculum.Comprehensive evaluations, individual therapy,audiological services and professional developmentprograms also are available. A/EOE/ADAIMagnolia Speech School, Inc. 733 Flag ChapelRoad, Jackson, MS 39209 – 601-922-5530 (voice), 601-922-5534 (fax) – anne.sullivan@magnoliaspeechschool.org –Anne Sullivan, M.Ed. Executive Director. MagnoliaSpeech School serves children with hearing loss and/or severe speech and language disorders. Listeningand Spoken Language instruction/therapy is offeredto students 0 to 12 in a home based Early InterventionProgram (free of charge), in classroom settings and inthe Hackett Bower Clinic (full educational audiologicalservices, speech pathology and occupational therapy).Assessments and outpatient therapy are also offered tothe community through the Clinic.n MissouriCID – Central Institute for the Deaf, 825 S.Taylor Avenue, St. Louis, MO 63110 314-977-0132(voice) • 314-977-0037 (tty) • lberkowitz@cid.edu (email)• www.cid.edu (website) Lynda Berkowitz/Barb Lanfer,co-principals. Child- and family-friendly learningenvironment for children birth-12; exciting adaptedcurriculum incorporating mainstream content; FamilyCenter for infants and toddlers; expert mainstreampreparation in the CID pre-k and primary programs;workshops and educational tools for professionals; closeaffiliation with Washington University deaf educationand audiology graduate programs.42 volta VOICES • NOVEMBER/DECEMBER 2010

Directory of ServicesThe Moog Center for Deaf Education, 12300South Forty Drive, St. Louis, MO 63141 • 314-692-7172 (voice) • 314-692-8544 (fax) • www.moogcenter.org (website) • Betsy Moog Brooks, Director of Schooland Family School, bbrooks@moogcenter.org. Servicesprovided to children who are deaf and hard-ofhearingfrom birth to 9 years of age. Programs includethe Family School (birth to 3), School (3-9 years),Audiology (including cochlear implant programming),mainstream services, educational evaluations, parenteducation and support groups, professional workshops,teacher education, and student teacher placements.The Moog Center for Deaf Education is a MoogCurriculum School.The Moog School at Columbia, 3301West Broadway, Columbia, MO 65203 • 573-446-1981(voice) • 573-446-2031 (fax) • Judith S. Harper,CCC SLP, Director • jharper@moogschool.org (e-mail).Services provided to children who are deaf and hard-ofhearing from birth to kindergarten. Programs includethe Family School (birth to 3). School (3 years tokindergarten). Mainstream services (speech therapy/academic tutoring) ,educational evaluations, parenteducation, support groups, and student teacherplacements. The Moog School—Columbia is a MoogCurriculum School.St. Joseph Institute for the Deaf - St. Louis,1809 Clarkson Road, Chesterfield, MO 63017 • (636)532-3211 (voice/TYY) • www.sjid.org; Mary Daniels,MAEd, LSLS Cert. AVEd, Director of Education •mdaniels@sjid.org • An independent, Catholic schoolserving children with hearing loss birth throughthe eighth grade. Listening and Spoken Languageprograms include early intervention, toddler andpreschool classes, K-8th grade, I-Hear internet therapy,audiology clinic, evaluations, mainstream consultancy,and summer school. Challenging speech, academicprograms and personal development are offered in asupportive environment. ISACS accredited. Approvedprivate agency of Missouri Department of Educationand Illinois Department of Education. (See Kansas andIndiana for other campus information.)n NebraskaOmaha Hearing School for Children, Inc.1110 N. 66 St., Omaha, NE 68132 402-558-1546 ohs@hearingschool.org An OPTIONschools AccreditedProgram offering auditory/oral education for birth tothree, preschool and K – 3rd grades. Serving Omahaand the surrounding region.n New JerseyHIP and SHIP of Bergen County SpecialServices - Midland Park School District, 41E. Center Street, Midland Park, N.J. 07432 • 201-343-8982 (voice) • kattre@bergen.org (email) • KathleenTreni, 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, andEducational Audiological services. Consulting teacherservices are available for mainstream students inhome districts. Early Intervention services providedfor babies from birth to three. SHIP is the state’s only7-12th grade auditory oral program. CART (ComputerReal Time Captioning) is provided in a supportive,small high school environment.The Ivy Hall Program at Lake Drive, 10 LakeDrive, Mountain Lakes, NJ 07046 • 973-299-0166(voice/tty) • 973-299-9405 (fax) • www.mtlakes.org/ld.• Trish Filiaci, MA, CCC-SLP, Principal. An innovativeprogram that brings hearing children and children withhearing loss together in a rich academic environment.Auditory/oral programs include: early intervention,preschool, kindergarten, parent support, cochlearimplant habilitation, itinerant services, OT, PT andspeech/language services. Self-contained to full rangeof inclusion models available.Speech Partners, Inc. 26 West High Street,Somerville, NJ 08876 • 908-231-9090 (voice) • 908-231-9091 (fax) • nancy@speech-partners.com (email). NancyV. Schumann, M.A., CCC-SLP, Cert. AVT. Auditory-Verbal Therapy, Communication Evaluations, Speech-Language Therapy and Aural Rehabilitation, SchoolConsultation, Mentoring, Workshops.Summit Speech School for the Hearing-Impaired Child, F.M. Kirby Center is an exclusionayauditory-oral/auditory-verbal school for deaf and hardof hearing children located at 705 Central Ave., NewProvidence, NJ 07974 • 908-508-0011 (voice/TTY) •908-508-0012 (fax) • info@summitspeech.org (email) •www.summitspeech.org (website) • Pamela Paskowitz,Ph.D., CCC-SLP, Executive Director. Programs includeEarly Intervention/Parent Infant (0-3 years), Preschool(3-5 years) and Itinerant Mainstream Support Servicesfor children in their home districts. Speech and language,OT and PT and family support/family education servicesavailable. Pediatric audiological services are availablefor children birth-21 and educational audiology andconsultation is available for school districts.n New MexicoPresbyterian Ear Institute – Albuquerque,415 Cedar Street SE, Albuquerque, NM 87106 • 505-224-7020 (voice) • 505-224-7023 (fax) • Contact: DawnSandoval, Co-Lead Teacher. A cochlear implant center,auditory/oral school for deaf and hard-of-hearingchildren and parent infant program. Exists to assistpeople with hearing loss to better listen and speak andintegrate into mainstream society.n New YorkAnne Kearney, M.S., LSLS Cert. AVT, CCC-Speech Language Pathology, 401 LittleworthLane, Sea Cliff, Long Island, NY 11579 • 516-671-9057(voice).Auditory/Oral School of New York, 2164 RalphAvenue & 3321 Avenue “M,” Brooklyn, NY 11234 •718-531-1800 (voice) • 718-421-5395 (fax) • info@auditoryoral.org (e-mail) • Pnina Bravmann, ProgramDirector. A premier auditory/oral early intervention andpreschool program servicing hearing impaired childrenand their families. Programs include: StriVright EarlyIntervention (home-based and center-based), preschool,integrated preschool classes with children with normalhearing, multidisciplinary evaluations, parent support,Auditory-Verbal Therapy, complete audiologicalservices, cochlear implant habilitation, central auditoryprocessing (CAPD) testing and therapy, mainstreaming,ongoing support services following mainstreaming.Center for Hearing and Communication(formerly the League for the Hard ofHearing), 50 Broadway, 6th Floor, New York, NY 10004• 917 305-7700 (voice) • 917-305-7888 (TTY) • 917-305-7999 (fax) • http://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 centerfor hearing and communication services for people ofall ages who are hard of hearing or deaf. Comprehensivearray of services include: audiology, otology, hearingaid evaluation, fitting and sales, communicationtherapy, cochlear implant training, assistive technologyconsultation, emotional health and wellness, publiceducation, support groups and Mobile Hearing TestUnits. Visit http://www.chchearing.org to access our vastlibrary of information about hearing loss and hearingconservation. For more information or to make anappointment, contact us at info@chchearing.org.Clarke Schools for Hearing and Speech/New York, 80 East End Avenue, New York, NY 10028 •212/585-3500 (voice/tty) • info@clarkeschools.org, www.clarkeschools.org Meredith Berger, Director. Servingfamilies of children with hearing loss, services includeearly intervention, preschool, evaluations (NY stateapproved Committee on Preschool Education Services;early intervention, Audiology, PT, OT and speech),hearing aid and FM system dispensing and relatedservices including occupational and physical therapy in asensory gym and speech-language therapies.Long Island Jewish Medical Center: Hearing& Speech Center, 430 Lakeville Road, New HydePark, NY 11042 • 718-470-8910 (voice) • 718-470-1679(fax). Long Island Jewish Medical Center: Hearing& Speech Center. A complete range of audiologicaland speech-language services is provided for infants,children and adults at our Hearing and Speech Centerand Hearing Aid Dispensary. The Center participatesin the Early Intervention Program, PhysicallyHandicapped Children’s Program and accepts Medicaidand Medicare. The Cochlear Implant Center providesfull diagnostic, counseling and rehabilitation servicesto individuals with severe to profound hearing loss.Support groups for parents of hearing impairedchildren and cochlear implant recipients are available.Mill Neck Manor School for the Deaf -GOALS (Growing Oral/Aural LanguageSkills) PROGRAM, 40 Frost Mill Road, Mill Neck,NY 11765 • (516) 922-4100 (Voice) Mark R. Prowatzke,Ph.D., Executive Director. State-supported schoolmaintains Infant Toddler Program with focus oneducation, parent training, family support and speech/language/audiological services.Collaborates withEarly Intervention Services. Preschool/Kindergarten(ages 3 - 6) Auditory/Verbal program serves Deaf /HoH students and typical peers to facilitate academicgoals meeting NY Standards. Teachers/therapists inthis certified literacy collaborative program integrateliteracy, listening and oral language skills throughoutschool day. Art, library, audiological services, dailymusic/speech/language therapies, related services andfamily-centered programming included.Nassau BOCES Program for Hearing andVision Services, 740 Edgewood Drive, Westbury,NY 11590 • 516-931-8507 (Voice) • 516-931-8596 (TTY)• 516-931-8566 (Fax) • www.nassauboces.org (Web) •JMasone@mail.nasboces.org (Email). Dr. Judy Masone,Principal. Provides full day New York State standards -based academic education program for children 3-21within district-based integrated settings. An auditory/oral or auditory/sign support methodology with a strongemphasis on auditory development is used at all levels.VOLTA VOICES • NOVEMBER/DECEMBER 2010 43

Directory of ServicesItinerant services including auditory training andaudiological support are provided to those students whoare mainstreamed in their local schools. Services areprovided by certified Teachers of the Hearing Impairedon an individual basis.The Infant/Toddler Program provides centerandhome-based services with an emphasis on thedevelopment of auditory skills and the acquisition oflanguage, as well as parent education and support.Center-based instruction includes individual and smallgroup sessions, speech, parent meetings and audiologicalconsultation. Parents also receive 1:1 instruction withteacher of the Deaf and Hard of Hearing on a weeklybasis to support the development of skills at home.Comprehensive audiological services are providedto all students enrolled in the program, utilizing stateof the art technology, FM assistive technology tomaximize access to sound within the classroom, andcochlear implant expertise. Additionally, cochlearimplant mapping support provided by local hospitalaudiology team will be delivered on site at the school.New York Eye & Ear Cochlear Implant AndHearing & Learning Centers, 380 SecondAvenue at 22nd Street, 9th floor, New York, NY 10010• 646-438-7801 (voice). Comprehensive diagnosticand rehabilitative services for infants, children andadults including audiology services, amplification andFM evaluation and dispensing, cochlear implants,auditory/oral therapy, otolaryngology, and counseling,early intervention services, and educational services(classroom observation, advocacy, and in-servicesession).Rochester School for the Deaf, 1545 St. PaulStreet, Rochester, NY 14621; 585-544-1240 (voice/TTY), 866-283-8810 (Videophone); info@RSDeaf.org, www.RSDeaf.org. Harold Mowl, Jr., Ph.D.,Superintendent/CEO. Serving Western and CentralNew York State, RSD is an inclusive, bilingual schoolwhere deaf and hard of hearing children and theirfamilies thrive. Established in 1876, RSD goes aboveand beyond all expectations to provide quality Pre-Kthrough 12th grade academic programs, supportservices and resources to ensure a satisfying andsuccessful school experience for children withhearing loss.The Children’s Hearing Institute, 380 SecondAvenue at 22nd Street, 9th floor, New York, NY10010 • 646-438-7819 (voice). Educational OutreachProgram – provides continuing education coursesfor professionals to maintain certification, withaccreditation by American Speech-Language-HearingAssociation (ASHA), American Academy of Audiology(AAA), and The AG Bell Academy for Listening andSpoken Language. Free parent and family programs forchildren with hearing loss. CHI’s mission is to achivethe best possible outcome for children with hearingloss by caring for their clinical needs, educating theprofessionals that work with them, and providing theirparents with the pertinent information needed forin-home success.n North CarolinaCASTLE- Center for Acquisition of SpokenLanguage Through Listening Enrichment,5501-A Fortunes Ridge Drive, Suite A, Durham, NC27713 • 919-419-1428 (voice) • www.uncearandhearing.com/pedsprogs/castle An auditory/oral center forparent and professional education. Preschool and Earlyintervention services for young children includingAuditory Verbal parent participation sessions. Hands-ontraining program for hearing-related professionals/university students including internships, two weeksummer institute and Auditory Verbal Modules.n OhioAuditory Oral Children’s Center (AOCC),5475 Brand Road, Dublin, OH 43017 • 614-598-7335(voice) • auditoryoral@columbus.rr.com (email) • http://auditoryoral.googlepages.com (website). AOCC is anon-profit auditory and spoken language developmentprogram for children with hearing loss. We offer a blendedapproach by combining an intensive therapy-basedpre-school program integrated into a NAEYC preschoolenvironment. Therapy is provided by an Auditory-VerbalTherapist, Hearing–Impaired Teacher, and Speech-Language Pathologist. Birth to three individual therapy,toddler class, and parent support services also available.FreedomWithin ReachImagine making as many calls as you want, as oftenas you want, for as long as you want—all withouthaving to rely on hearing friends and family members.Sorenson Video Relay Service ® (SVRS ® ) does justthat. It gives you the freedom and independence toconverse with friends, family, co-workers, businessesand more—on your time, at any time, 24/7/365. Andbecause Sorenson Communications ® is one of theworld’s largest employers of deaf individuals, you cancount on us to continually develop new and excitingways to improve your daily communication. Simplyput, you’ll love life with SVRS.For more information visit www.sorensonvrs.com© 2009 Sorenson Communications, Inc. All rights reserved. For more information about local10-digit numbers and the limitations and risks associated with using Sorenson’s VRS or IP Relayservices to place a 911 call, please visit Sorenson’s website at: www.sorenson.com/disclaimer.44 volta VOICES • NOVEMBER/DECEMBER 2010

Directory of ServicesMillridge Center/Mayfield Auditory OralProgram, 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 witha ful continuum of services, birth to 22 years of age.Serving 31 public school districts in northeast Ohio.Early intervention; preschool with typically developingpeers; parent support; individual speech, language,and listening therapy; audiological services; cochlearimplant habilitation; and mainstreaming in the generaleducation classrooms of Mayfield City School District.Ohio Valley Voices, 6642 Branch Hill Guinea Pike,Loveland, OH 45140513-791-1458 (voice) • 513-791-4326 (fax) • mainoffice@ohiovalleyvoices.org (e-mail)www.ohiovalleyvoices.org (website). Ohio Valley Voicesteaches children who are deaf and hard of hearing howto listen and speak. The vast majority of our studentsutilize cochlear implants to give them access to sound,which in turn, allows them to learn and speak whencombined with intensive speech therapy. We offerbirth-to-age three program, a preschool through secondgrade program, a full array of on-site audiologicalservices, parent education and support resources.n OklahomaHearts for Hearing, 3525 NW 56th Street,Suite A-150, Oklahoma City, OK. • 73112 • 405-548-4300 • 405-548-4350(Fax) • Comprehensivehearing healthcare program which includes pediatricaudiological evaluations, management and cochlearimplant mapping. Auditory-Verbal therapy, cochlearimplant habilitation, early intervention, pre-school,summer enrichment services and family supportworkshops are also provided. Opportunities for family,professional education and consultations are provided.www.heartsforhearing.orgINTEGRIS Cochlear Implant Clinic at theHough Ear Institute, 3434 NW 56th, Suite 101,Oklahoma City, OK 73112 • 405-947-6030 (voice) • 405-945-7188 (fax) • Amy.arrington@integris-health.com(email) • www.integris-health.com (website) • Our teamincludes board-certified and licensed speech-languagepathologists, pediatric and adult audiologists, as wellas neurotologists from the Otologic Medical Clinic.Services include hearing evaluations, hearing aid fittings,cochlear implant testing and fittings, newborn hearingtesting, and speech/language therapy. The HearingEnrichment Language Program (HELP) provides speechservices for children and adults who are deaf or hardof hearing. Our speech-language pathologists respectadults’ and/or parents’ choice in (re) habilitation optionsthat can optimize listening and language skills.n OregonTucker-Maxon Oral School, 2860 S.E. Holgate,Portland, OR 97202 • 503-235-6551(voice) • 503-235-1711 (TTY) • tminfo@tmos.org (e-mail) • www.tmos.org (website) • Established in 1947, Tucker-Maxonis an intensive auditory-oral school that co-enrollschildren with hearing loss and children with normalhearing in every class. Each class is taught by a regulareducator or early childhood specialist and a teacherof deaf children. Programs for children with hearingloss start at birth and continue through 5th grade.Tucker-Maxon provides comprehensive pediatricaudiology evaluations, cochlear implant management,habilitation and mapping, early intervention, andspeech pathology services.n PennsylvaniaBucks County Schools Intermediate Unit#22, Hearing Support Program, 705 NorthShady Retreat Road, Doylestown, PA 18901 • 215-348-2940 x1240 (voice) • 215-340-1639 (fax) • kmiller@bucksiu.org • Kevin J. Miller, Ed.D., CCC-SP, CED,Supervisor. A publicly-funded program serving localschool districts with deaf or hard of hearing students(birth -12th Grade). Services include itinerant support,resource rooms, audiology, speech-language therapy,auditory-verbal therapy, C-Print captioning, andcochlear implant habilitation.Does your child struggle withunderstanding conversationson the telephone?If turning up the volume on the phone is just not enough foryour child anymore, Sprint’s Captioned Telephone Service(CapTel ® ) could be the answer you are looking for to help themunderstand their telephone conversations!CapTel ® enables individuals with hearing loss to read what theircaller says, while they speak and listen on the telephone.$99. 00Special priceRetail value $595. 00CapTel ® 800iLimited to one (1) device per householdfor qualified individuals only.Coupon Code forFree Shipping!AGBellSprintSprint CapTel ® 800iBuy one todaywww.sprint800.com1-800-233-9130> High speed internet anda phone line are required.Although CapTel can be used for emergency calling, such emergency calling may not function the same as traditional 911/E911 services. By using CapTel foremergency calling, you agree that Sprint is not responsible for any damages resulting from errors, defects, malfunctions, interruptions or failures in accessing orattempting to access emergency services through CapTel; whether caused by the negligence of Sprint or otherwise. Sprint reserves the right to modify, extendor cancel offers at any time without notice. Other restrictions apply. ©2010 Sprint. Sprint and logos are trademarks of Sprint. CapTel is a registered trademarkof Ultratec, Inc. Other registration marks are the property of their respective owners.VOLTA VOICES • NOVEMBER/DECEMBER 2010 45

Directory of ServicesCenter for Childhood Communication atThe Children’s Hospital of Philadelphia, 3405Civic 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 offerssupport through CATIPIHLER, an interdisciplinaryprogram including mental health and educationalservices for children with hearing loss and theirfamilies from time of diagnosis through transitioninto school-aged services. In addition to servingfamilies at our main campus in Philadelphia, satelliteoffices are located in Bucks County, Exton, King ofPrussia, and Springfield, PA and in Voorhees, MaysLanding, and Princeton, NJ. Professional Preparationin Cochlear Implants (PPCI), a continuing educationtraining program for teachers and speech-languagepathologists, is also headquartered at the CCC.Clarke Schools for Hearing and Speech/Pennsylvania, 455 South Roberts Rd., BrynMawr, PA 19010 • 610-525-9600 (voice/tty) • info@clarkeschools.org, www.clarkeschool.org. JudithSexton, Director. Serving families with young childrenwith hearing loss, services include early intervention,preschool, parent support, individual auditory speechand language services, cochlear implant habilitation,audiological services, and mainstream services(itinerant and consultation).Delaware County Intermediate Unit # 25,Hearing and Language Programs, 200 YaleAvenue, Morton, PA 19070 • 610-938-9000, ext. 2277610938-9886 (fax) • mdworkin@dciu.org • ProgramHighlights: A publicly funded program for children withhearing loss in local schools. Serving children from birththrough 21 years of age. Teachers of the deaf provideresource room support and itinerant hearing therapythroughout Delaware County, PA. Services also includeaudiology, speech therapy, cochlear implant habilitation(which includes LSLS Cert. AVT and LSLS Cert. AVEd),psychology and social work.DePaul School for Hearing and Speech,6202 Alder Street, Pittsburgh, PA 15206 • (412)924-1012 (voice/TTY) • ll@depaulinst.com (email) • www.speakmiracles.org (website). Lillian r. Lippencott,Outreach Coordinator. DePaul, western Pennsylvania’sonly auditory-oral school, has been serving familiesfor 101 years. DePaul is a State Approved PrivateSchool and programs are tuition-free to parents andcaregivers of approved students. Programs include:early intervention services for children birth to 3years; a center-based toddler program for childrenages 18 months to 3 years; a preschool for childrenages 3-5 years and a comprehensive academic programfor grades K-8. Clinical services include audiology,speech therapy, cochlear implant mapping/habilitationservices, physical and occupational therapy,mainstreaming support, parent education programsand support groups. AV services are also available.Western Pennsylvania School for the Deaf,300 East Swissvale Avenue, Pittsburgh, PA 15218 •412-244-4207 (voice) • 412-244-4251 (fax) • vcherney@wpsd.org (email) • www.wpsd.org (website). TheWestern Pennsylvania School for the Deaf (WPSD)is a non-profit, tuition-free school with campusesin Pittsburgh and Scranton, PA. Founded in 1869,WPSD provides quality educational services and acomplete extracurricular program in an all inclusivecommunication environment to over 320 deaf andhard-of-hearing children from birth through twelfthgrade. WPSD is the largest comprehensive center fordeaf education in Pennsylvania serving 138 schooldistricts and 53 counties across the state.n South CarolinaThe University of South Carolina Speech andHearing Research Center, 1601 St. Julian Place,Columbia, SC 29204 • (803) 777-2614 (voice) • (803) 253-4143 (fax) Center Director: Danielle Varnedoe, daniell@mailbox.sc.edu. • The center provides audiology services,speech-language therapy, adult aural rehabilitationtherapy, and Auditory-Verbal Therapy. Our audiologyservices include comprehensive diagnostic evaluations,hearing aid evaluations and services, and cochlearimplant evaluations and programming. The Universityalso provides a training program for AVT therapy andcochlear implant management for professional/universitystudents. Additional contacts for the AVT or CI programsinclude 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).“With professional support,GradSchool gave me theflexibility to combine family,work, travel and study.”GABRIELLEHj 1363A Smart ChoicePostgraduate study marks the start of a new chapterin your professional life. The choice you make willdefine your future career path!GradSchool has over ten years experience in theindustry of online postgraduate study. Therefore, youcan be confident that we will match you with the beststudy option relevant to your immediate professionalneeds, and one that will allow the juggle betweencareer, study and family to remain balanced.When considering our extensive industry experience,together with the backing of a world class institutionoffering a comprehensive range of globallyrecognised programs – The choice is simple!To find out more go to www.GradSchool.com.auTHE MASTERS OF ONLINE LEARNING46 volta VOICES • NOVEMBER/DECEMBER 2010

Directory of Servicesn South DakotaSouth Dakota School for the Deaf (SDSD),2001 East Eighth Street, Sioux Falls, South Dakota57103, 605-367-5200 (phone) or Video Relay or605-367-5209 (Fax) www.sdsd@sdbor.edu (website).South Dakota School for the Deaf (SDSD) serveschildren with hearing loss by offering services onsitefor the Bilingual Program, with the Auditory OralProgram located at Fred Assam Elementary andBrandon Elementary with the Brandon Valley SchoolDistrict, and through its Outreach Program. Academicoptions include a Bilingual Program offering AmericanSign Language with literacy in English preschoolthrough sixth grade and an Auditory/Oral Programfor students using listening, language and speechfor preschool through fifth grade. SDSD utilizescurriculum specific to meeting the needs of individualstudents with the goal of preparing students to meetstate standards. Instructional support in other areasis available as dictated by the IEP, speech-languagepathology, auditory training, dual enrollment andspecial education. Outreach Consultants providessupport to families across the state with newbornsand children through the age of three while continuingto work with the families and school district personnelof children through age 21 who may remain intheir local districts. Any student in South Dakotawith a documented hearing loss may be eligible forservices through Outreach, Bilingual or AuditoryOral Programs including complete multidisciplinaryassessments.n TennesseeMemphis Oral School for the Deaf, 7901Poplar Avenue, Germantown, TN 38138 • 901-758-2228 (voice) • 901-531-6735 (fax) • www.mosdkids.org(website) • tschwartz@mosdkids.org (email). TeresaSchwartz, Executive Director. Parent-infant program,auditory/oral day school (ages 2 to 6), speech-languageand cochlear implant therapy, mainstream services.Vanderbilt Bill Wilkerson Center - NationalCenter for Childhood Deafness and FamilyCommunication, Medical Center East South Tower,1215 21st Avenue South, Nashville, TN 37232-8718 • 615-936-5000 (voice) • 615-936-1225 (fax) •nccdfc@vanderbilt.edu (email) • www.mc.vanderbilt.edu/VanderbiltBillWilkersonCenter (web). TamalaBradham, Ph.D., Director. The NCCDFC ServiceDivision is an auditory learning program servingchildren with hearing loss from birth through 21years. Services include educational services at theMama Lere Hearing School at Vanderbilt as well asaudiological and speech-language pathology services.Specifically, the Service Division includes audiologicalevaluations, hearing aid services, cochlear implantevaluations and programming, speech, language, andlistening therapy, educational assessments, parentinfantprogram, toddler program, all day preschoolthrough kindergarten educational program, itinerant/academic tutoring services, parent support groups,and summer enrichment programs.n TexasBliss Speech and Hearing Services, Inc.,12700 Hillcrest Rd., Suite 207, Dallas, TX 75230 • 972-387-2824 • 972-387-9097 (fax) • blisspeech@aol.com(e-mail) • Brenda Weinfeld Bliss, M.S., CCC-SLP/A, Cert.AVT®. Certified Auditory-Verbal Therapist® providingparent-infant training, cochlear implant rehabilitation,aural rehabilitation, school visits, mainstreamingconsultations, information, and orientation to deaf andhard-of-hearing children and their parents.Callier Center for CommunicationDisorders/UT Dallas - Callier-Dallas Facility1966 Inwood Road, Dallas, TX, 75235 • 214-905-3000(voice) • 214-905-3012 (TDD) • Callier-RichardsonFacility: 811 Synergy Park Blvd., Richardson, TX,75080 • 972-883-3630 (voice) • 972-883-3605 (TDD)• cpiloto@utdallas.edu (e-mail) • www.callier.utdallas.edu (website). Nonprofit Organization, hearingevaluations, hearing aid dispensing, assistive devices,cochlear implant evaluations, psychology services,speech-language pathology services, child developmentprogram for children ages six weeks to five years.The Center for Hearing and Speech, 3636West Dallas, Houston, TX 77019 • 713-523-3633(voice) • 713-874-1173 (TTY) • 713-523-8399 (fax) -info@centerhearingandspeech.org (email)www.centerhearingandspeech.org (website) CHSserves children with hearing impairments from birthto 18 years. Services include: auditory/oral preschool;Audiology Clinic providing comprehensive hearingevaluations, diagnostic ABR, hearing aid and FMevaluations and fittings, cochlear implant evaluationsand follow-up mapping; Speech-Language PathologyClinic providing Parent-Infant therapy, Auditory-Verbal therapy, aural(re) habilitation; family supportservices. All services offered on sliding fee scale andmany services offered in Spanish.Denise A. Gage, M.A., CCC, Cert. AVT©- Certified Auditory-Verbal Therapist,Speech-Language Pathologist, 3111 WestArkansas Lane, Arlington, TX 76016-0378 • 817-460-0378 (voice) • 817-469-1195 (metro/fax) • denise@denisegage.com (email) • www.denisegage.com • Over25 years experience providing services for childrenand adults with hearing loss. Services include cochlearimplant rehabilitation, parent-infant training,individual therapy, educational consultation, onsite andoffsite 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 languageschool promoting early identification of hearing loss andsubsequent intervention teaching children with hearingimpairment (infants through high school.) State-ofthe-artpediatric audiological services include hearingaid fitting, cochlear implant programming, assessmentof children maintenance of campus soundfield and FMequipment. Programs include the Newborn HearingEvaluation Center, Parent-Infant Program, HearingAid Loaner and Scholarship Programs, EducationalPrograms (pre-school through fifth grade on campus andin mainstream settings), Habilitative Services, SpeechLanguage Pathology, Counseling, and AssessmentServices. Pre- and post-cochlear implant assessmentsand habilitation. Accredited by the Southern Associationof Colleges and Schools Council on Accreditation andSchool Improvement, OPTIONschools International, andis a Texas Education Agency approved non-public school.For more information visit www.sunshinecottage.orgn U tahSound Beginnings of Cache Valley, UtahState University, 1000 Old Main Hill, Logan, UT84322-1000 • 435-797-0434 (voice) • 435-797-0221(fax) • www.soundbeginnings.usu.edu • lauri.nelson@usu.edu (email) • Lauri Nelson, Ph.D., Sound BeginningsDirector • todd.houston@usu.edu (email) • K. ToddHouston, Ph.D., CCC-SLP, LSLS Cert. AVT, GraduateStudies Director. A comprehensive auditory learningprogram serving children with hearing loss and theirfamilies from birth through age five; early interventionservices include home- and center-based services,parent training, a weekly toddler group, pediatricaudiology, and Auditory-Verbal Therapy. The preschool,housed in an innovative public lab school, providesself-contained Auditory-Oral classes for children agedthree through five, parent training, and mainstreamingopportunities with hearing peers. The Department ofCommunicative Disorders and Deaf Education offers aninterdisciplinary graduate training program in Speech-Language Pathology, Audiology, and Deaf Educationthat emphasizes auditory learning and spoken languagefor young children with hearing loss.Utah Schools for the Deaf and the Blind(USDB), 742 Harrison Boulevard, Ogden, UT 84404- 801-629-4712 (voice) 801-629-4701 (TTY) • www.usdb.org (website) • Jennifer Howell EdD, AssociateSuperintendent for the Deaf, jenniferhow@usdb.org(email). USDB is a state funded program for children withhearing loss (birth through high school) serving studentsin various settings including local district classes anddirect educational and consulting services throughoutthe state. USDB language and communication optionsinclude Listening and Spoken Language. USDB hasa comprehensive hearing healthcare program whichincludes an emphasis on hearing technology for optimalauditory access, pediatric audiological evaluations, andcochlear implant management. Services also includeEarly Intervention, full-day preschool and Kindergarten,intensive day programs, and related services includingspeech/language pathology and aural habilitation.n WashingtonThe Listen For Life Center at VirginiaMason, 1100 9th Ave. MS X10-ON Seattle, WA98111 - 206-223-8802 (voice) 206-223-6362 (TTY)206-223-2388 (fax) lsnforlife@vmmc.org (email)http:// www.vmmc.org/listen (website) Non-profitorganization offering comprehensive diagnostic andrehabilitation services from infancy through senioryears. Audiology, Otolaryngology, hearing aids,implantable hearing aids, cochlear implants, assistivelistening devices, Aural Rehabilitation, counseling,support groups, school consultations, professionaltraining workshops, community days, library. Threesites: Seattle, Federal Way, Issaquah.n WisconsinCenter 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.,CC-A, LSLS Cert.AVT, as well as five LSLS Cert. AVEds.Nonprofit agency located in the Milwaukee area providescomprehensive auditory programming to individualswith hearing loss, from infants to the elderly. The Birthto Three program serves children from throughoutSoutheastern Wisconsin, including education in thehome, toddler communication groups, and individualspeech therapy. AV Therapy is also provided to schoolage children locally as well as through an interactivelong-distance therapy program. Pre- and postcochlearimplant training is provided for adults andcommunication strategies and speech reading is offeredto individuals as well as in small groups.VOLTA VOICES • NOVEMBER/DECEMBER 2010 47

Directory of ServicesINTERNATIONALn AustraliaTelethon Speech & Hearing Centre forChildren WA (Inc), 36 Dodd Street, WembleyWA 6014, Australia • 61-08-9387-9888 (phone) •61-08-9387-9888 (fax) • speech@tsh.org.au • www.tsh.org.au • Our oral language programs include: hearingimpairment programs for children under 5 and schoolsupport services, Talkabout program for children withdelayed speech and language, audiology services, EarClinic for hard to treat middle ear problems, VarietyWA Mobile Children’s Ear Clinic, newborn hearingscreening and Cochlear Implant program for overseaschildren.University of Newcastle, Graduate School.GradSchool, Services Building, University of Newcastle,Callaghan, NSW, 2308, Australia • 61-2-49218856(voice) • 61-2-49218636 (fax) • gs@newcastle.edu.au(email) • www.gradschool.com.au (website). Masterof Special Education distance education through theUniversity of Newcastle. Program provides pathwaysthrough specialisations in Generic Special Education,Emotional Disturbance/Behaviour Problems, SensoryDisability, Early Childhood Special Education. TheMaster of Special Education (Sensory DisabilitySpecialisation) is available through the Renwick Centreand is administered by the Australian Royal Institutefor Deaf and Blind Children. Program information andapplication is via GradSchool: www.gradschool.com.au,+61249218856, or email gs@newcastle.edu.au.n CanadaMontreal Oral School for the Deaf, 4670St. Catherine Street, West, Westmount, QC, CanadaH3Z 1S5 • 514-488-4946 (voice/ tty) • 514-488-0802(fax) • info@montrealoralschool.com (email) • www.montrealoralschool.com (website). Parent-infantprogram (0-3 years old). Full-time educational program(3-12 years old). Mainstreaming program in regularschools (elementary and secondary). Audiology,cochlear implant and other support services.Children’s Hearing and Speech Centre ofBritish Columbia (formerly, The Vancouver OralCentre 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). Our auditory-oralprogram includes: on-site audiology, cochlear implantmapping, parent-infant guidance, auditory-verbaltherapy, music therapy, preschool, K, Primary 1-3;itinerant services.n EnglandThe 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) • info@speechlang.org.uk (email) •www.speech-lang.org.uk (website) • Assessment,nursery school and therapeutic centre for childrenunder 5 with hearing impairment, speech/language or communication difficulties, includingautism. • We have a Child Psychologist and a ChildPsychotherapist. • Auditory-Verbal Therapy is alsoprovided by a LSLS Cert. AVT.List of AdvertisersAdvanced Bionics...................................................................................... Back CoverAuditory-Verbal Center, Inc. (Atlanta)......................................................................... 5Central Institute for the Deaf .................................................................................... 30Clarke Schools for Hearing and Speech ................................................................ 39DuBard School for Language Disorders .................................................................. 6Ear Technology Corporation..................................................................................... 28Fontbonne University ................................................................................................ 24Harris Communications............................................................................................. 20Jean Weingarten Peninsula Oral School for the Deaf............................................ 11Moog Center for Deaf Education....................................................................... 29, 42National Cued Speech Association ........................................................................ 33National Technical Institute for the Deaf/RIT......................................................... 4, 7Oticon Pediatrics .............................................................................Inside Front CoverSt. Joseph Institute for the Deaf......................................................................... 12, 31Sorenson Communications ..................................................................................... 44Sophie’s Tales ........................................................................................................... 19SoundAid Hearing Aid Warranties .......................................................................... 21Sprint CapTel ..............................................................................................................45Sunshine Cottage School for Deaf Children........................................................... 16Tucker-Maxon Oral School....................................................................................... 13University of Newcastle ............................................................................................ 46AG Bell – LOFT............................................................................................................25AG Bell – LSL Symposium 2011.....................................................Inside Back CoverAG Bell – LSL Workshop Series .............................................................................. 1748 volta VOICES • NOVEMBER/DECEMBER 2010

AG BellJuly 21-232011Omni Shoreham Hotel2500 Calvert Street, NWWashington, D.C.W H AT T O E X P E C T: Short courses and presentations onthe latest advances in intervention forinfants and children who are deaf orhard of hearing. CE credits towards professionalcertification. Public policy briefings about the growingdemand of families seeking a listeningand spoken language outcome and theneed for policy to support that outcome. Learn how your clinical and educationalskills can effect change far beyond yourown practice. Interact with providers of hearingtechnology and hearing assistivedevices for classroom/therapeuticsettings.W H O S H O U L D AT T E N D : Listening and Spoken LanguageSpecialists (LSLS Cert. AVEds andLSLS Cert. AVTs) Educators of the Deaf Speech-Language Pathologists Audiologists Early intervention and special educationspecialists and administrators Parents of children who are deaf orhard of hearing, and adults withhearing loss Public policy professionals concernedwith early intervention and educationof individuals who are deaf andhard of hearingThe premier professional development opportunity for teachers,therapists and early interventionists who support listeningand spoken language for children with hearing loss.

AB has Answers for Your Child’s Hearing Loss“We were worried about Ryland’s futurewithout hearing. Now with AB, she’s hearingjust like other children her age.Her future is so bright!”—Jeff Whittington, father of Ryland,bilaterally implanted at age 19 monthsReal People Choose the Real Performance LeaderJeff is a hero. He fights fires and saves lives. He’s also a dad and demands the best for his daughter. As a firefighter focused onsafety, Jeff needs a reliable, high-performing cochlear implant system that will help his daughter hear sirens, horns, and alarms,which is why he chose AB.If your child failed a newborn screening test or isn’t benefiting from hearing aids, then it’s time to consider a cochlear implantfrom Advanced Bionics, the Real Performance Leader. At home, in school, and on the playground, many children hear theirbest with AB’s Harmony HiResolution Bionic Ear System, the world’s most advanced cochlear implant system.Contact AB for a FREE Bionic Ear Kit!Published studies available upon request.866.844.HEAR (4327)hear@AdvancedBionics.comAdvancedBionics.com©2010 Advanced Bionics, LLC and its affiliates. All rights reserved. 3-01467