Family Network for Deaf Children

and our deaf program

FALL

Deaf Youth Today

Deaf Youth Today

Fall (Sept 2014)

One Early Intervention Program? Or

In August, the BC Government, Ministry of
Children & Family Development (MCFD)
tendered a Request for Proposal (RFP) for bids
to choose only one Deaf & Hard of Hearing
Early Intervention Service Provider. Currently,
in BC, there are three Early Intervention
Programs. The link for the RFP and transcript
of meeting regarding the bid can be found at:
http://www.bcbid.gov.bc.ca
Some background
In the province of BC, we are privileged to
have access to exceptional early intervention
services. Early Intervention Programs work
with families of deaf children from birth (or age
of diagnosis) to age five (or when the child enters
Kindergarten). Early Intervention Programs
provide an opportunity for parents to grieve
and begin to accept their deaf child, as well as
negotiating a place for their child within the
larger family; learn about deafness, educational options, challenges, culture, language,
identity formation; meet deaf/hard of hearing
adults who serve as role models and links for the
parents to their childs future; and perhaps most
importantly, establish networks for parents to
support and educate each other.
In BC, there are three Early Intervention Programs:
BC Family Hearing Resource Society, Childrens
Hearing & Speech Centre of BC and Deaf
Childrens Society of BC. The philosophies and
services of these programs differ. Parents must
make a choice, presumably based on the needs
of their child, and often on the advice of medical
professionals. The advice parents receive from
some professionals can be very biased, contradictory and sometimes in an effort to purport
one method, professionals discourage other
important communication elements. Ironically, parents make one of the most important
decisions at a time when they are in the depths
of intense grief. On most occasions, decisions are
made from an emotional perspective without
being fully aware of the educational, social,
emotional and linguistic ramifications that
may occur later in the childs elementary or high
school educational years.

from FNDCs submission to

Ministry of Education, 2001
Note: Early Intervention Program names
have been updated to current names
Historically and currently, parents of newly
diagnosed deaf and hard of hearing children
must choose in order to begin receiving
government-funded services from the Early
Intervention Programs in BC. Parents while
often in the midst of grief, stress and confusion
get thrown into a hotbed of opinions and are
required to pick one program/philosophy.
Some families, over the years, have had
the privilege of receiving services from
one program, yet secretly receive services
from another. Some families belong to one
program, but dont realize the services that
their child and family may be missing or
benefit from could be offered in a different
Early Intervention Program. In addition, what
looks great on paper or in a brochure may
differ in quality or quantity of service delivery
between the Early Intervention Programs. Its
a very daunting task to be required to choose
while trying to envision the needs of our deaf
and hard of hearing child today and for the
next several years.
FNDC has always believed that families should
NEVER have to choose and that every child
and family should have a full spectrum of
menu options available to them during the
five years of early intervention. Children
change and grow, therefore having a wide
range of options and services should be the
right of every deaf and hard of hearing child
and their family. A one stop shop ie. Centre
of Excellence would make perfect sense.
FNDCs hope has always been that one day all three Early Intervention Programs would sit
down and and create a model where services
and support to families could be delivered
seamlessly and equally. As parents, we want it
ALL for our deaf and hard of hearing children
and our families. Even, if we dont use the
full spectrum of services, we need to know
that additional or alternate services are there

FNDCs primary goal is to gather and share

information with deaf and hard of hearing youth,
their families, as well as the professional and
social communities that support them.
Not all articles and advertisements in the FNDC
newsletter reflect the views of, or are endorsed by,
the FNDC Board, staff, its members or readers.

Headlines & Events

October 25 - FNDC AGM (Pg. 15)
October 25 - DYT FUN DAY (Pg. 6)

For more headlines & events, go to:

http://www.fndc.ca/

www.fndc.ca

Twitter: @FNDCandDYT
Facebook: www.facebook.com/fndc.ca

BEFORE our child needs them. We dont want to have to leave one program for another to trade off services when in fact we might just want
it all! As this model has not been organically created by the three Early Intervention Programs, it appears that a new model may be evolving
soon by way of a BC Government RFP. Will it be status quo or changes?
Prior to newborn hearing screening (Early Hearing Program) being in effect in BC, it was very common for deaf & hard of hearing children
to be diagnosed around the age of two to three or sadly, even later. Thankfully, all babies are screened and diagnosed within the first few
days of life. Several years ago, when a child was diagnosed late (as newborn screening had not yet been implemented), deaf and hard of
hearing children only had about two or three years in an Early Intervention Program to benefit from these services. Now, with babies being
screened and diagnosed early, all deaf and hard of hearing children can benefit from an Early Intervention Program for up to five years. With
the timeframe of early intervention being stretched for all these little ones, this means that in those five years, there may be changes to
hearing levels, communication, recent cochlear implant surgery, or the addition of a special need which could lead to adaptions or additions
in support services. It just makes sense that deaf and hard of hearing children and their families shouldnt have to choose a different program
in order to meet those evolving needs.

Did you know that almost 50% of the deaf and hard of hearing kids that DYT serves have cochlear implants?
I guess that blows everyones theory that kids with implants dont sign?

In the past several years, our Deaf Youth Today (DYT) program has almost doubled in size. While we always have deaf children that use ASL in
our program, we have seen the addition of many hard of hearing signing children (and some beginning to sign). Did you know that almost
50% of the deaf and hard of hearing kids that DYT serves have cochlear implants? I guess that blows everyones theory that kids with implants
dont sign? About 15 years ago, FNDC was given a small contract for two years to provide Summer Sign Language classes for parents. At
the time, I received a phone call from a woman in the Ministry and she said well, this is a one-time grant because we believe with cochlear
implants on the rise, there wont be a need for parents to learn sign language in the future. Yes, that was told to me 15 years ago, but sadly,
many professionals continue to believe this and I have been told the same thing in meetings and phone calls even very recently: with
cochlear implants, sign language wont be needed. Right, Right. So why has the number of deaf and hard of hearing kids in our DYT program
almost doubled?

So why has the number of deaf and hard of hearing kids in our DYT program almost doubled?

Parents are much more relaxed about exposing their children to all kinds of communication. Parents want to meet other parents. We want
our deaf & hard hearing children to form friendships and have their siblings be included too! The parent groups: Guide by Your Side, BC
Hands & Voices, Canadian Hard of Hearing BC Parents Branch and Family Network for Deaf Children have hosted picnics, workshops and
events like Crash Crawlies. Families want to meet everyone and are open to celebrating the diversity when we are all together at places like
the Family Picnic where deaf & hard of hearing children and their families are using all forms of communication and are thrilled to meet and
socialize with Deaf and hard of hearing role models.
As we await the governments decision in regard to which Early Intervention Program will be given the contract, I suppose there could be a
two scenarios:
1. ONE Early Intervention program wins the bid, but *subcontracts to the other two programs; or
2. ONE Early Intervention program wins the bid, shutting out the other two programs.
*In reading the RFP, it seems there is the ability to subcontract.

FNDC

Fall 2014

Editorial
Written by Cecelia Klassen

The following are my thoughts written by myself (Cecelia Klassen) and this view doesnt necessarily reflect
the opinions or views of board members or members of Family Network for Deaf Children.

A philosophy of we do this first and if it fails, then we do that should never be adopted!

As a parent of a grown deaf daughter, having worked and socialized in this community for over 20 years, I have had the pleasure of watching
many deaf and hard of hearing children grow up and lead fulfilling lives. Sadly though, I have also witnessed children that werent given
language and social opportunities early enough simply because sign language wasnt valued by the professionals that were advising parents.
It doesnt matter what language it is (spoken or signed). Children need to have a full growing language to think, live and be educated in,
feel a sense of belonging, have friends and be active, equal participants. We rely on open-minded professionals to guide our families from
preschool to graduation so that no deaf or hard of hearing child misses out on a rich, full language, a sense of belonging or friendships.
For all of the above reasons, I share with you my hopes for an Early Intervention Program in BC:
 That families never have to choose only program or one philosophy. I would hope that families have an entire menu of options
available to them. Even if ONE Early Intervention program subcontracts to the other two, then families should be able to choose any/
all services. Example: speech therapy or AVT from one program and ASL classes from another.
 That families throughout British Columbia have access to equitable services and dont have to relocate in order to receive quality
services.
 That all communication methods are presented equally and passionately. Example: if you say sign language on paper - BELIEVE in it.
Please dont make it a token statement.
 That ASL be equally used and modelled with high standards, including the hiring of ASL Specialists; providing quality ASL resources,
services, training, ASL curriculum and sign language assessment - equal to the quality we currently expect of Auditory/Verbal Therapy.
 That professionals keep in mind some of the long term issues that face deaf & hard of hearing children ie: language gaps or social
isolation/loneliness.
 That a philosophy of we do this first and if it fails, then we do that should never be adopted.
 That there be more education for families on understanding the difference between speech and language;
 That there is a greater effort made to hire more Deaf and hard of hearing staff and professionals (including hiring at the management/
supervisory level) and on the board of directors. After all, if we believe that our deaf & hard of hearing children CAN succeed, we
should be proving it.
 That diversity be celebrated!
Were all anxiously awaiting the decision and all eyes will be on what the new model looks like. I know that every parent, professional and
community member believes we need to give deaf and hard of hearing children the best possible early intervention services. Lets hope this
model includes EVERYTHING and that parents dont have to CHOOSE!

Cecelia

cecelia@fndc.ca

FNDC

Fall 2014

Parent Workshop:

EDUCATIONAL
EXCELLENCE

Connect with other parents of deaf and

hard of hearing children from 0-18 years of
age. Its never too early and never too late
to learn more about how to encourage
educational excellence for our children!

Saturday October 25, 2014

9:30 am - 3:00 pm
Join us for our fall parent workshop featuring two captivating speakers from the U.S. - Janet
DesGeorges (founding member and executive director of Hands & Voices) and Mark Drolsbaugh
(author of Madness in the Mainstream). We will explore the unique aspects of supporting
children who are deaf/hard of hearing while examining the core components that lead to success
for ALL children. The educational needs of our children vary greatly - but they also have so much
in common. As parents, what information do we need to ensure success for our children?

for your kids

COMMUNICATION

Childcare and DYT Fun Day have limited space & will be
provided on a first come, first served basis. CHILDREN MUST
BE PRE-REGISTERED online - when full, kids registration will be
closed.
Baby to preschool age:
Childcare will be provided onsite for deaf/hard of hearing
children and their hearing siblings up to age 5 (numbers
limited due to capacity restraints).
Kingergarten to grade 7 age:
DYT FUN DAY!
Due to our limited funding and staffing:
We are limiting registration only to deaf & hard of hearing
children who have a parent attending the Parent Workshop
We dont have additional resources for one-to-one workers,
but will work with families to try our best
For more information: contact: fndc@fndc.ca

ASL Interpreters & captioning

will be provided.
Learn from the speakers and
network with other parents
and role models.

REGISTRATION

Cost: $10 per person. Lunch

included for adults and
children in childcare. DYT FUN
DAY doesnt include lunch,
fees go to program costs. RSVP
by October 10 online at www.
chhaparents.com

LOCATION

Douglas College,
New Westminster campus

hosts

FNDC

register today! www.chhaparents.com

4

Fall 2014

info@chhaparents.com

Parent Workshop:
EDUCATIONAL
EXCELLENCE
schedule

9:30am
10-12
12-1
1-2
2-3

bios

Saturday October 25, 2014

9:30 am - 3:00 pm

parent focused
Arrive and get your child
settled in childcare
Educational Excellence
with Janet DesGeorges
Catered lunch with
Deaf/HoH mentors
Madness in the Mainstream
with Mark Drolsbaugh
Breakout sessions:
Choose from:
Educational Advocacy
with Janet DesGeorges
or
Mythbusters 101
with Mark Drolsbaugh

This event is specifically for parents who have deaf/

hard of hearing children or teens. There will be
lots of opportunity for discussion, to ask questions
and share experiences. Deaf and hard of hearing
role models (teens and young adults) will be
participating in our Cafe Style lunch.

Getting there
Douglas College, 700 Royal Ave., New Westminster
Room 1630/1640 - Level 1 South
One block north of the New Westminster SkyTrain
station. The closest access to the room venue is the
8th Street entrance. Underground pay parking is
$8.00 for the day, cash only. ATM onsite.

Janet DesGeorges is a mother to three daughters, including Sara who

is hard of hearing. She is co-founder and Executive Director of Hands &
Voices. Janet has presented internationally about the experiences of
families as they journey through life with a child with deafness or hearing
loss. As an educational advocate, Janet believes in a parent-driven,
professionally-collaborative approach when supporting families in the
educational process. Also an author, Ms DesGeorges lives in Boulder,
Colorado with her husband Joe and family.
Mark Drolsbaugh is an avid writer. His first book, Deaf Again, was first
published in 1997. He has gone on to publish three more books, including
Anything But Silent, On the Fence: The Hidden World of the Hard of
Hearing, and Madness in the Mainstream. On the horizon is a childrens
book, The One Hundred Dollar Hearing Aid Battery. Mark currently lives in
North Wales, Pennsylvania, with his wife Melanie and their three children.
Marks son Darren is early-deafened.

register today! www.chhaparents.com

info@chhaparents.com
FNDC

Fall 2014

DYT FUN DAY

Saturday Oct 25

Deaf Youth Today will be running a program for deaf & hard hearing kids (kindergarten
to Grade 7) for kids who have a parent attending the Oct 25th Parent workshop
(Organized by BC H&V, CHHA, GBYS & FNDC)

Saturday October 25, 2014
9:30 am to 3:00 pm
Douglas College, New Westminster Campus
For deaf and hard of hearing kids Kindergarten to Grade 7
$10.00 per child (does not include lunch)

The DYT FUN Day will include deaf and hard of hearing staff, as well as access to sign language interpreters for
hard of hearing children that dont sign.

The kids will be travelling by bus and will be divided into two age groups:
Kindergarten to Grade 3 will be at Going Bananas
Grade 4 to Grade 7 will be at Extreme Air Park (both of these venues are in close proximity to each other)

Due to our limited funding and staffing:
Registration is only for deaf & hard of hearing children who have a parent attending the Parent Workshop.
We currently have staffing for 30 children only. Registration will be first come, first served.
We dont have additional resources for one-to-one workers, but will work with families to try our best.

For more details on the Parent Workshop and to register your child for the DYT FUN DAY, go to:
www.chhaparents.com
For questions regarding DYT, please contact fndc@fndc.ca
An email will be sent to you before October 21st with a detailed schedule of the DYT FUN DAY.

Note: For parents who will attend FNDCs Annual General Meeting at 3:00 pm after
workshop, you may pick your kids up from DYT right after the AGM.

FNDC

Fall 2014

Deaf Youth Today

Program
DID YOU KNOW?

Approximately 40 deaf & hard of hearing campers each year attend Hornby Island Deaf Kids Camp,
and our Staff to camper ratio is more than 1:2 (one staff per two campers). The approximately cost
for each camper is $1,200, but we charge only 15% of that cost to families.

Variety The Childrens Charity is a big supporter of our camp! We are very thankful!

DYT Hornby Kids Camp began because the Camp Director at Tribune Bay Outdoor Education Centre
had a deaf son (Granger Campbell). Their family began Family Deaf Camp 21 years ago. The first
year they had approx 15 people that attended. This year Family Deaf Camp had over 160 people!

DYT runs approximately 7 weekly programs throughout the summer. We provide a great staff to
camper ratio for all weeks, and try to keep our program fee costs for all our program weeks as low as
possible as we know families have to commute to Burnaby!

In the past 3 years, our enrollment in our summer programs has doubled!

Of all the deaf & hard of hearing kids in our summer program almost 50% have cochlear implants.

Our program is for kids that use sign language or are beginning to learn sign language.

Our Federal Government Canada Summer Jobs Program has provided us with grants for the past
several years to hire our summer staff. Again so thankful!

Our BC Provincial government provides FNDC with our contract for the Deaf Youth Today summer
program to enhance language development and social opportunities for deaf children! Another big
thanks for this!

We try to provide at least one week for siblings of deaf/hard of hearing children as well as children
who have deaf parents.

Every year there is much surprise and mystery surrounding the T shirt design and colour. Yeah Erin
Pranzl Bentley for her wowing designs!

Our Counsellor in Training Program is a training opportunity for our future DYT staff.

Our #1 priority for staff is to hire deaf and hard of hearing youth (college/university students).

All our staff, contract staff, interpreters, student interpreters and our DYT Coordinator and Hornby
Coordinators go above and beyond their job to provide an awesome summer for deaf & hard of
hearing kids. We are so thankful for such a dedicated and passionate community of people!

We rely on many donations and grants!

Yes, it really does take a community to raise a child!

FNDC

Fall 2014

DEAF YOUTH TODAY

SUMMER 2014
HORNBY ISLAND
DYT KIDS CAMP

FNDC

Fall 2014

FNDC

Fall 2014


A HUGE SHOUT OUT and THANK YOU to

Variety The Childrens Charity

for their support of
Deaf Youth Todays Kids Camp
At Hornby Island !!!

FNDC

10

Fall 2014

Family and
Community Services
A program offered by Provincial Deaf and Hard of Hearing Services

Calendar of Events

Fall 2014

Programs for D, HH, DB individuals and their families!

LEVEL ONE SWIMMING LESSONS - BURNABY
For: D/HH/DB kids and their siblings ages between 5-11.
Parents/Guardians: We will have sign language classes for you while your kids swim!
Location: Edmonds Community Centre
Dates: Tuesdays September 30th October 21st (We will probably continue the classes until December)
Cost: $40.45- Bring your payment for the swim lessons at the first day of class.
Deaf Coffee Group @ Provincial Deaf and Hard of Hearing Services
This weekly event is for deaf and hard of hearing parents of school-aged children. Thursdays, October
2nd November 27th (no session on November 20th)from 12:30-1:30PM. This is an opportunity to learn
new resources for your child, share and learn strategies for raising your child.
Storytelling in Sign Language and English @ Vancouver Public Library
September 13th, October 11th, November 15th & December 6th from 2:00-3:00PM.
Come enjoy stories, songs, rhymes, felt stories and crafts at the Library. Suitable for children of all ages
and abilities to enjoy and learn together along with their siblings, parents & caregivers. Cost: Free.
To Register for the above programs, please go to our website at: http://www.mcf.gov.bc.ca/pdhhs/
or contact Front Desk at 604-660-1800v or 604-660-1807 TTY.
An update from the FCS:
We are currently fulfilling our individual service requests within the next few weeks. If you have
not made a request or feel the above programs do not suit your needs, you can make an
individual request. Our services include (but are not limited to): ASL classes or individual
sessions, parent support, family meetings, support with access issues, children and youth
workshops, youth mentoring or transition support, et cetera. Please contact Program
Coordinator, Linda Ramsey at Linda.Ramsey@gov.bc.ca or 604-660-1800 to make a request or
inquiries.
Please note: Melissa Mykle will be on her maternity leave starting early in October.

Want to learn more about FCS or request for services?

Like us on Facebook! Our Page is with Provincial Deaf and
Hard of Hearing Services.
FNDC

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Fall 2014

University of Regina, University of Alberta (Peikoff Chair of Deaf Studies) and

Saskatchewan Deaf and Hard of Hearing Services present

The State of the Art in Language and Literacy Education

for Deaf and Hard of Hearing Students

It is with great pleasure that we invite you to attend the American Sign Language (ASL) and
English Bilingual Education conference which will be held at the University of Regina, Regina, Saskatchewan
on October 17, 2014. The theme of the conference will be "The State of the Art in Language and Literacy
Education for Deaf and Hard of Hearing Students." Guest speakers include Jim Cummins (OISE, University of
Toronto), Robert Hoffmeister, (Boston University, Kristin Snoddon (Carleton University), and Charlotte Enns
(University of Manitoba). This conference is sponsored by the University of Regina, the David Peikoff Chair of
Deaf Studies and the Western Canada Centre for Deaf Studies at the University of Alberta and the
Saskatchewan Deaf and Hard of Hearing Society (SDHHS).
Despite current advances in technology such as hearing aids, cochlear implants, and assistive listening devices
literacy rates continue to remain problematic for many DHH children and youth. Current research on the use
of ASL in a bilingual bicultural context will be explored with a view to implementing a culturally responsive
approach to language and literacy development of DHH students. Scholars in the field have recognized that
research based knowledge should underpin any and all initiatives in the education for DHH students. The
conference will provide directions, approaches and resources that are defined as cutting edge and reflect best
practices.
Important Dates:
Events
Early Bird Registration

Registration Fee
$100

Date
31 July 2014

Regular Registration

$150

1 Sept 2014

Parents and Deaf community

$25

1 Sept 2014

University Students (U of R, U of S)

Free

17 Oct 2014

ASL English Bilingual Conference 2014

FNDC

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Fall 2014

17 Oct 2014

Reprinted with Permission Laurent Clerc National Deaf Education Center

The Power of

Laurene E. Simms,
PhD, is a professor in
the Deaf Education
program at Gallaudet
University. After
graduating from the
Indiana School for the
Deaf in Indianapolis,
she earned her
bachelors degree in
elementary education
from the University of
Nebraska, Lincoln; her
masters degree in deaf
education from Western
Maryland College (now
McDaniel College) in
Westminster, Maryland;
and her doctorate in
language, reading, and
culture from the
University of Arizona in
Tucson. She is an expert
on using American Sign
Language and English
as the languages of
instruction in the
classroom. Simms
welcomes questions and
comments about this
article at Laurene.Simms
@gallaudet.edu.

Right: As a child,
Simms attended the
Indiana School for the
Deaf.

14

Expectations:
Two Stories
By Laurene E. Simms

I remember very well as a girl in school feeling the condescension of my

elders. I was poor, black, and deaf, and I could tell the teachers feelings
and their beliefs about me from their facial expressions. They would
hand me worksheets. I knew it was busy work, but I did it anyway. I
was seen as having a low IQ and even being mentally retarded. I could
seeand feeltheir expressions of pity.
A part of me must have believed those teachers were right, and I might still believe
they were right if not for the impact of a single teacher in seventh grade. He was Jesse
Smith, a white, deaf man who taught math at the Indiana School for the Deaf. Mr.
Smith said to me one word that made all the difference and changed my life. I cant
remember the first time he used the word, but I remember how that word
reverberated through my soul. That word was CAN. I saw that word and woke up.
Until that moment, I had been written off. Then Mr. Smith challenged me with his
high expectations and firm belief in my potential. You can! he told me, and I was
transformed. After seventh grade, holding firm to a growing belief in my own ability,
I began to earn good grades. I studied as hard as I could and did the best I could in
every class. I would graduate as valedictorian.
However, there was a chemistry class and its teacherand from these, thanks to my
father, I would learn something, too. Even as I look back, I find that teacher was
simply, forthrightly, and manifestly lousy. He was not interested in teaching us. He
had us memorize the names of the elements, never bothering to tell us what any of the
elements were or what they did. Of course we figured out that oxygen was the
element that we breathed in the air, and that two hydrogen atoms and one oxygen
atom equaled a molecule of water. However, that was only accidently because of him.
He rarely answered our questions, and when he did, we couldnt figure out what he
said. Equally inexcusable, he dressed sloppily in soiled clothingand he had rotten
breath. The man should not have been in a classroom. Still there he was, and despite

Photo courtesy of Laurene E. Simms

ODYSSEY

2014

FNDC

13

Fall 2014

Reprinted with Permission Laurent Clerc National Deaf Education Center

my efforts, I got a C in his class. I had done the best I

could, but there it was among my As and Bs.
My father always insisted upon good grades. Good
grades meant success, success meant survival, and
perhaps a ticket out of the cycle of poverty. Education
was of supreme importance, and he had to be strict. We
all had to work very hard. The last of seven children and
the only deaf child in the family, I understood. I knew
my father would be upset when he saw that C. My
father was very tall, around 6-and-a-half feet. I was 5
feet 2, a very short high school kid who trembled in his
shadow. I had fallen short of his expectations, and I was
terrified. Before I approached him, I wrote out an
explanation for that C. I argued that the teachers style
of teaching was vague, and that his indifference made
the material difficult to absorb. I had tried hard, I
wrote, but inadequate teaching had resulted in my lessthan-stellar performance. My father took the note,
looked it over, and then set it aside. Even though I

2014

FNDC

14

Fall 2014

believed I posed some good points,

the quality of the teachers
performance didnt seem to matter
to him in the least.
My father, like so many of his
generation, had been instructed not
to use sign language, but we had
some home gestures and I could
read his lips and read his face. I
understood what he said next just
fine. There will always be bad
teachers, just as there will always
be good teachers. There will always
be bad police officers and good
police officers. There will always be
lousy doctors and good doctors, and
so on. This would be the case for
my entire life, my father said, so
what happened was up to me. I had
to make the decision to double my
efforts in the face of someone elses
inadequacy. Its up to you, he told
me. In my fathers eyes, it didnt
matter if my teacher was good or
not, just as it didnt matter
whether I was deaf or not, a female
or not; it was my job to study, read,
and write, always to the full extent
of my ability, regardless of whether
or not I had a good teacher.
My father taught me that there will always be those
who look down on us and oppress us, and there will
always be those whose incompetency and indifference
make our lives more difficult. Regardless, it is up to us
to decide to overcome those obstacles and fight for our
success. I had to decide to read and study hard; I had to
make the decision to refuse to allow a lousy teacher to
control my grade. I had to control my destiny. I had to
determine my future.
Today, I am grateful for the faith and strictness of my
father and for that first teacher who looked at me and
said, You can! In their different ways, those two men
enabled me to fulfill my potential and stand up to those
who had so misclassified me. Thanks to them, because
of the high expectations of a father and a teacher, I
worked as hard as I could to learn and grow into the
person I am today. Thanks to them, I knew I could be
successful. I am forever indebted.

ODYSSEY

15

FAMILY NETWORK FOR DEAF CHILDREN

NOTICE OF ANNUAL GENERAL MEETING

NOTICE IS HEREBY GIVEN that the Annual General Meeting of Members of The
FAMILY NETWORK FOR DEAF CHILDREN (the Society) will be held on Saturday October 25, 2014 at
3:15 pm at Douglas College, New Westminster Campus (Room 1803 to be announced). Note: Meeting will
begin right after the Parent Workshop at Douglas College.
The purpose of the meeting will be to transact the following business:
1.

To receive and consider the Report of the Directors and the financial statements of the Company
for the fiscal year end March 31, 2014 together with the report of the Auditors thereon;

2.

To determine the number of Directors at nine;

3.

To elect Directors of the Company to hold office until the close of the next annual general meeting.

4.

To appoint Auditors.

DATED this 18th day of September, 2014.

BY ORDER OF THE BOARD OF DIRECTORS
FAMILY NETWORK FOR DEAF CHILDREN
Per:
COLLEEN PETERSON
President and Director
NOTE:
Members in good standing are all members who have paid their annual membership for
2014/2015. Voting members are parents or legal guardians that have been a parent or foster
parent of a deaf or hard of hearing child, youth or adult.

All members of the Family Network for Deaf Children are encouraged to attend this important
meeting.

Interpreters will be provided.

Homeshare opportunity:
We are looking for an energetic home placement for a 20 yr. old young man. This individual is has CP (but is ambulatory and has a power chair to use for long distances),
scoliosis, a developmental delay, epilespy and is Deaf. Fluency in ASL is mandatory. No behavior issues, but training in the field of Special Education would be an asset
as boundaries need to be reinforced. He is happy, pleasant, funny, kind, and loves to be involved in social activities. Successful applicant needs to be aware that mobility
is slower and patience is needed for all activities. The home would need to have space for him to move around, open floor plans are ideal. He needs assistance with all
self care: bathing, teethbrushing, dressing. Although independent in a lot of areas and capable of learning new tasks, this person is full-time care and requires 24 hour
supervision. He loves fast cars, trucks, planes, video games, camping, boating and movies (action). He is currently living in Port Hardy BC, but has attended South Slope
Elementary and Burnaby South Secondary for the past 11 years. The plan is for him to move back to the Lower Mainland so that he can access the Deaf community and have
employment, social and recreational activities more readily available to him.
If you feel this person would be a match for your home, please contact Sharon Magee at 250 949-6052.

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Confessions of a Hearing Sibling

Submitted by Annie Klassen
Annie is a teacher and currently completing her studies at UBC to become a Teacher of the Deaf & Hard of Hearing. Annie
shares her experience of growing up with her deaf sister, Mari in a family that tried to balance a deaf and hearing world
(sometimes successfully and sometimes not).

Hi. My name is Annie Klassen. Im a hearing 25 year old sister to Mari, age 23, the only deaf
person in our family. Shortly after Mari was born, my family learned sign language and was
immersed in the Deaf community. Mari and I also have a younger brother who is 21 years old.
Each family is different so I know my experience might not be the same for everyone, but I
hope that reading a bit of my story gives you a glimpse into the life of a hearing sibling!
Sign please! was possibly the most commonly used phrase that was signed or spoken in my
house - around the dinner table, playing a game or in the backseat of the car. As much as I
hated it, I always understood why it was important. A child at any age can pick up when
another child is feeling left out or hurt. I was never oblivious to the feelings of loneliness
experienced by my sister. Never. The issue was always there. I usually dealt with it by
crying, having a tantrum, ignoring my sister or retreating to my room. I wasnt able to actually
put into words or explain that I was in a constant state of guilt and the feeling that I wasnt a
good enough sister for Mari. The guilt was always there. Yes, even at the young age of 8, I
was constantly feeling guilty for not being able to provide the optimal communicative
environment for my ASL-using sister.

I couldnt explain it at the time, but building friendships with other hearing siblings of deaf kids was a
way of equipping me to journey back into the hearing world. THEY GET IT!

Of course, as a young child, I was completely unaware of all that was going on inside of me. What I did know was that all
of those communication-guilty painful moments I experienced in the hearing world would be temporarily forgotten when
I was immersed in the Deaf world. Events like Hornby Island Family Deaf Camp, DYT (although it was called Deaf Youth
Program back then), Learning Vacation Experience (LVE) were all wonderful memories and positive, guilt free
experiences for me. It was like in those moments, my family got to experience normalcy. It was an even playing field.
Everyone was included and no one was crying. I couldnt explain it at the time, but building friendships with other hearing
siblings of deaf kids was a way of equipping me to journey back into the hearing world. THEY GET IT! They understand
the joys as well as the struggles of having a deaf sibling. I have come to learn that one of the most powerful relationships
you can have in life is having someone that gets it. There is no substitute for that.
In talking with deaf people and reading Facebook posts, a constant struggle and source of pain is the dreaded big family
get-togethers where everyone talks and no one signs. Of course, I will never truly understand the hurt and loneliness of
these situations for a deaf person, however I have to say, family get-togethers presented some pain and stress on the
hearing siblings as well. Someone has to be the interpreter and if you are the interpreter, forget being included in the
conversation. On top of that, the cousins see you moving your hands and think all is well in the world, but the reality is: I
have only interpreted 10% of what they just said because everyone is talking at once, they keep changing topics, and I am
only ten years old. Oh and that joke they just told is simply not funny in ASL.
Ironically, one of the best investments my parents made was in a Nintendo 64 gaming system! The visual aspect of video
games allowed for conversation to temporarily cease. It was no longer about who could talk the loudest, but it was about
who could drive the fastest. Everyone had an equal chance and more often than not, Mari came out on top. Little did
everyone else know, that was also a win for me and my brother as well!
I honestly could go on and on. Having a deaf sister is not just one part of my life, it
is who I am and it affects everything I do. I struggle to watch movies without
captioning because that is what I have always known. Even when I am not
signing, I am excessively using my hands to talk. I have a fondness for the Mr.
Bean TV show and I like the interior lights on in the car for conversation when
travelling at night.
I am so thankful for the families and friends I have in the Deaf community. My past
experiences have shaped who I am today and I would not trade that for anything.

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27889_ODYSSEY SPRING 2004** 4/22/14 1:00 PM Page 90

Reprinted with Permission Laurent Clerc National Deaf Education Center

James E. Tucker,
is superintendent of the
Maryland School for the
Deaf. He is also the
president-elect of the
Conference of Educational Administrators of
Schools and Programs
for the Deaf and will
become president in
July. He welcomes
questions and comments
about this article at
James.Tucker@ msd.edu.

Above and right: Students

need to read and write
extensively and daily from a
young age and all through
school.

Academic
Rigor
By James E. Tucker

The field of K-12 deaf education today continues to be fractured by

ideological camps. A newcomer to the field quickly learns that the
controversies related to language, communication, and instructional
approaches continue to rage after almost 200 years of contentious
debate. Much attention is given to auditory and speech development
as well as sign language development. Emphasizing academic rigor is
often lost in this fog of polemic war between dueling philosophies. Also
missing is the importance of the students attainment of linguistic,
cognitive, and social competence.
When deaf education is mentioned, there is too much emphasis on deaf and not
enough emphasis on education. Deaf and hard of hearing students everywhere deserve
academic rigor. They deserve demanding academic instruction that leads to fluency
in English reading and writing as well as acquired knowledge of mathematics,
sciences, and social studies.
Googling deaf education brings out much material related to audiology, English
speech and language, American Sign Language, hearing levels, cochlear implants,
dormitories, and manualism vs. oralism. Connecting deaf students to academic
rigor seems a rare concept in the field of deaf education and on the Internet. When
the subject of curriculum comes up, often the curriculum is described as being
adapted for deaf students. Adapt is a euphemism for watered down curricula.
No wonder many deaf students continue to be shortchanged. If their respective
academic programs do not focus on or demand academic rigor, then deaf students
will continue to flounder. Students everywhere, whether they are deaf or hearing,
deserve teachers who know their content area and are passionate about teaching.
Students also deserve to be nurtured, inspired, and challenged by their teachers.
The field of deaf education is approaching its 200th anniversary in the Western
Photos by John T. Consoli

90

ODYSSEY

2014

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27889_ODYSSEY SPRING 2004** 4/22/14 1:00 PM Page 91

Reprinted with Permission Laurent Clerc National Deaf Education Center

Hemisphere. The American School for the Deaf was

established in Hartford, Connecticut, in 1817, and from this
first school the field grew into a national system of schools for
the deaf and public school programs. After almost 200 years,
one would believe that the field should have already perfected
the instruction of students who happen to be deaf or hard of
hearing. However, achievement test scores, by and large, still
show deaf students lagging behind their hearing peers.
Success stories of deaf individuals are plenty. There are
deaf doctors, lawyers, engineers, filmmakers, carpenters,
computer programmers, writers, teachers, and entrepreneurs.
If there are so many success stories, then why do we have too
many students reading and writing below grade level? Can
the field of deaf education work together to increase
academic rigor for all students?
The path to academic rigor begins with the childs parents
and the quality of resources and support available to the
family from early on. First, early language acquisition and
family involvement are a must for infants and toddlers.
Children need to meet cognitive and language benchmarks
throughout the first five years of their lives. High
expectations for the childs academic achievement is the next
step in pursuing academic rigor. And, finally, a quality
curriculum. Students need to read and read and read. There

2014

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is no substitute for reading. Students need to write and write

and write. There is no substitute for writing. Interacting
daily with the English text is a must, even more so for deaf
students.
If pre-kindergarten students are delayed in language
fluency or have cognitive delays, will they be able to handle
academic rigor as they progress through their elementary
years and beyond? The field must believe they can catch up
with specialized instruction and intervention, hard work,
and with full, clear, and direct linguistic access to academic
instruction.
The State of Maryland and states across the nation have
adopted the Common Core State Standards. This has raised
the bar for academic rigor for all students, including those
who are deaf or hard of hearing. Young students are
naturally curious about the world around them, and it is up
to parents and teachers to work together to cultivate this
curiosity into a lifetime quest for knowledge in all academic
disciplines.
Academic rigor is the way. The only way.
This article first appeared in the Winter 2012-2013 issue of The
Maryland Bulletin, a publication of the Maryland School for the
Deaf. It is reprinted here with permission.

ODYSSEY

91

University of British Columbia adds ASL to its prerequisites

Masters Degree in Education/Special Education with specialty in education of deaf and hard of
hearing students (commonly known as Teachers of the Deaf & Hard of Hearing

From: UBCs website - http://ecps.educ.ubc.ca/special-education/sped-graduate-programs/sped-ma-programs/sped-ma-deaf-and-hard-of-hearing/

Please note new prerequisites for December 2014 applications.

Full standing is granted to those applicants who have a) completed the prerequisite courses shown below; b) have attained teacher
certification, and c) met the sign language requirement. In addition, prior work with individuals who are deaf or hard of hearing is a
strong asset. Teacher certification is required. When applying, please specify DEAFNESS on your application.

Program Prerequisites
Full standing at admission is granted to those applicants who have completed the courses listed below or their equivalents. Students
without one or both prerequisites may be admitted but will be required to complete the missing course(s) as part of the graduate
program.

In addition, candidates must have successfully completed 2 courses in American Sign Language (ASL) at a recognized
college/university or community organization. (Each ASL course is approximately 30 hours of class time.)

EPSE 312 (3)

Introduction to the Study of Exceptional Children
OR

EPSE 317 (3)
Development and Exceptionality in the Regular Classroom
EPSE 481 (3)
Introduction to Research in Education
AND

EPSE 482 (3)
Introduction to Statistics for Research in Education

Below is an example of course sequence for the program:
Year One
Summer: On Campus (July 4 weeks, 6 credits)
EPSE 518 (3)
Speech Development of Deaf and Hard of Hearing Students
EPSE 519 (3)
Development of English Language Skills of Deaf and Hard of Hearing

Winter Term 1: Distance Web-based (6 credits)
EPSE 521 (3)
Psychosocial Aspects of Hearing Loss
EPSE 525 (3)
Studies in Sign Language

Winter Term 2: Distance Web-based (5 credits)
EPSE 522 (3)
Designing English Language Programs for Deaf and Hard of Hearing Students
EPSE 565A (3)
Fundamentals of Audiology for Teachers of the Deaf and Hard of Hearing

Year Two
Summer: Term 1: Distance Web-based (3 credits) Studies in Sign Language
EPSE 517 (2)
Acoustic Environments & Amplification in the Classroom (Part 1)
EPSE 520 (1)
Curriculum Development in the Education of Deaf and Hard of Hearing Students (Part 1)

Summer Term 2: On Campus (July 4 weeks, 6 credits)
EPSE 517 (1)
Acoustic Environments & Amplification in the Classroom (Part 2)
EPSE 520 (2)
Curriculum Development in the Education of Deaf and Hard of Hearing Students (Part 2)
EPSE 565A (3)
Special Topic: Aural Habilitation / Cochlear Implants

Winter Term: Practicum (10-week, full-time placement, 9 credits)
EPSE 598G (9)
Field Experiences
EPSE 512 (3)
Critical Issues in Special Education (on campus)

Approved Elective (3)

Research Course (3)
One of EPSE 592, 593, 595 or other research course related to the students thesis (on campus)
Thesis Requirement (6 credits)
EPSE 599 (6)
Masters thesis

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Linking the Two

By Eileen Edinger
Eileen is a Deaf mom with two grown daughters, one Deaf and one hearing. Eileen received a cochlear implant several years ago
and has written this article sharing her experiences after reading Madness in the Mainstream and attending a recent conference.

Reading Marks book brought back many painful memories because his experiences are very similar to mine.
As many of you may have heard about or read the
book that FNDC been highly recommending in the
past few months: Mark Drolsbaughs book, Madness in
the Mainstream. It is a gut-wrenching honest account
of Marks experiences growing up in a mainstream
classroom, being the only deaf student among his
hearing peers. He writes very straightforward as it is
of various situations where it became clear that Mark
himself is different just because he is deaf. Yet, so
many teachers, so-called professionals, and some wellmeaning parents all think deaf children would do fine
in a mainstreamed setting because they are so smart at
reading lips and can do academic work just like anyone
else. Yet, a core issue, overlooks it all- socialization and
a sense of well being behind the mask of many deaf
and hard of hearing students in the education system.
Much of his stories are a bit sad and others rip-roaring
funny. The core themes of this book are clear:
wanting to fit in so badly with peers
harsh lessons of friendship building skills gone
haywire
always pretending to please everyone
constant confusion within the world around
For many parents and students alike, the educational
decisions to place students with any kind of hearing
loss: whether it be profoundly Deaf and signing, deaf
with cochlear implants or hearing aids and others with
additional challenges. The decision is never an easy
one and with so much planning and thinking comes
into what best suits each individual student within the
context of what is available out there.
Reading Marks book brought back many painful
memories because his experiences are very similar to
mine. I spent part of my childhood with the oral deaf
from preschool (self-contained classes) route up to fifth
grade. I had good memories being around my deaf
friends and are in contact with many of them still today
through Facebook. Starting in sixth grade, without any
discussion, I was placed in a mainstream classroom
away from my familiar deaf friends at a different school.
I had to survive in a hearing classroom for 7 years by only
listening and talking. I was in for a brutal shockwave.
Although, I behaved well in school and even well
academically. With becoming age thirteen, hormones,
and all, I rebelled big time at home, falling apart in
the nightmare of chaos that went on for six years until
I went to Gallaudet University where I learned to sign

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for the first time. The specifics are not important here.
Middle school was an environment that was mean in
my eyes and I was bullied often. High school was more
tolerable though. The whole thing had made me feel
more of an introvert and as a result, I had always felt
more comfortable in Deaf social circles. Even with my
cochlear implant use in past ten years, my trust is still
always still building. I have come to terms that many
people with normal hearing simply didnt know better
back then. Todays community is more accepting of
diversity. There is always room for improvement and this
story will continue.
The irony is, I now work as an educational aide in a
mainstreamed school setting with teenagers who are
uniquely different. I have the deepest respect for them
and they also understood that too.
To tie this all together with this theme of FRIENDSHIP,
I had attended the recent conference: Creating the
Future; Partnerships For Inclusive Learning at UBC.
One of the Keynotes: Making Friends, Keeping Friends:
One Familys First Hand Experience with Making and
Keeping friends in school. by Kathy Bromley, a trained
teacher of the deaf and worked with children in Langley
for over 21 years and now works in the New Westminster
School district. On her two year break, she worked at
PLAN (Planned LifeTime Advocacy Networks) educating
parents re: future planning and emphasizing importance of networks of support. One of her daughters,
Shannon, has significant disabilities requiring the use of
wheelchair, personal care, and communication devices
for her daily life. Kathys story of how she assisted her
daughter, Shannon with the friend making process is
just remarkable and heart-warming. She shared many
ideas. Kathy knew that everyone would first look at
her daughter, Shannon, will get people thinking. Huh
? with awkwardness and so on. People often forget,
that there is a person inside a body regardless of any
disability, skin colour, cognitively delayed, mentally
ill and or any sort of difference. The person has a spirit
of love, wanting to be accepted, be part of the world
around them, and have the same needs just everyone
else.
In Shannons Moms eyes, Shannon is simply a daughter
with a huge megawatt smile that cheers everyone
around her. Kathy knew that Shannon needed an
extra hand in supporting her daughter from the very
beginning in kindergarten. Kathy provided a brochure

with Shannons picture with the things that she can DO

and LIKES. One of her favourite activities is swimming.
Also putting down that Shannon has been to Disneyland
and many other places around Canada and the US. She
handed it to the teachers and aides. It made them to
look at Shannon more closely. Kathy made an extra
effort to always invite Shannons classmates over to
their house for pizza parties, birthdays and so on. One
of her classmates had remarked that Shannons birthday
parties were the BEST. From kindergarten, there were
four girls that grew up with Shannon all the way to high
school. Now young women gave kind remarks via video
about Shannon of how she inspired them all. Kathy also
explained some strategies in supporting her academic
environment and admits, that there are some unknowns
today of how much Shannons really understands
around her because of her limited ability to express
outward in English language. She expressed far more
via body language and facial expressions. Still, Shannon
had been exposed to everything: TV, movies, many
conversations, and music. One of Shannons favourite
classes in high school was dancing. A lot of people at
first wondered how it would be possible to include
her in dances. It was doable and that was incredible to
watch a video as proof. Shannon is now a young adult
participating along with her peers at SFU and enjoying
it completely.
The bottom-line to tie this all, the common denominator is FRIENDSHIP and how it links to the well being
of children. How could it be done in mainstreamed
classrooms and in schools for the deaf schools too?
What are ways that a deaf student with ASL skills be
in a mainstream classroom connect with others? And
what about hard of hearing students? How can bridges
be tied together? In mainstreamed schools with selfcontained classrooms, how can that also be done? How
to build quality friendships rather than tokenism is
another thing to ponder.
Kids who have Cochlear Implants or use hearing aids
also want to be friends with others like themselves and
within the hearing community too. Residential schools
for the Deaf also experience challenges of friendship
building too. Adults and educators can overlook everything yet, having friends is all what make us human.

Interveners 'bringing the world' to deaf-blind students

Posted September 21, 2014 on www.deafcanada.com

Original story: www.courierpostonline.com/story/life/wellness/2014/09/19/interveners-bringing-world-deaf-blind-students/15899127/

(Photo: Chris LaChall/Courier-Post Chris LaChall/Courier-Post)

More than simply a sign language interpreter or Braille instructor, an intervener works with
deaf-blind students to adapt activities and materials to their specific needs.

Lauri Wendel watched her 6-year-old student claw up the rock wall at Liberty Lakes Camp
in Bordentown, as other campers called out instructions he could not hear. Over and over,
the boy managed to get partway up before losing his grip only to attack the wall again.
Born deaf and now nearly blind, Henry Norton was guided only by touch, unable to sense
whether he was 10 feet or 10 inches from ringing the bell at the summit. The next day, he accomplished his goal. "He was
exhausted," marveled Wendel, who is specially trained to assist the deaf-blind. "He just would not give up." It's the kind of
determination experts say the Mount Laurel boy will need to become a successful adult. Diagnosed with a congenital disease
called Usher syndrome, Henry's field of vision has narrowed at an alarming speed, about 90 to 95 percent since last summer.

He's part of an exceedingly small group of New Jersey students. In 2011, there were 269 deaf-blind children in the state,
according to the National Consortium on Deaf-Blindness. Most of those kids have other disabilities, including cognitive delays
or serious health problems. But not Henry, who started first grade at Springville Elementary School in Mount Laurel.
"He's really smart," Wendel insisted.

And that's why such children present special challenges to educators, explained Linda Alsop, director of the deaf-blind
program at Utah State University's SKI-HI Institute. Generally, she said, there is "a lack of expectation for these children,
because they don't communicate." "Their needs are very high and people aren't prepared to teach them," Alsop added.
"Educators don't have the information they need to teach them. They are basically underserved." Without proper supports,
deaf-blind children can fall behind academically, or act out in frustration because they can't communicate. As Henry's vision
loss accelerated during his kindergarten year, Kim and Philip Norton watched their
active son become sullen and withdrawn.

Henry Norton, 6 of Mount Laurel, who was born deaf and is now nearly blind from
a rare genetic disease called Usher syndrome, is assisted by deafblind intervener
Lauri Wendel as Norton practices using a braille writer to spell words at Liberty
Lake Day Camp in Bordentown

(Photo: Chris LaChall/Courier-Post, Chris LaChall/Courier-Post)

Deaf children rely more on their vision, Alsop explained, and blind children rely more on their hearing. Without either sense, a
child's learning needs shift dramatically. Henry has two cochlear implants to help him access sound. Experts say it takes time
and practice for the brain to interpret the signals they send. Though the Mount Laurel school district had a sign language
interpreter and other professionals to work with Henry, he wasn't thriving. Meanwhile, his world was shrinking.

"It wasn't our Henry anymore," recalled Kim Norton. "The school district didn't see it. They just moved him around where they
wanted him to go." The Nortons sought advice from Alsop, whose program trains interveners people who assist the deaf-
blind, just as Annie Sullivan interpreted the world for Helen Keller. More than simply a sign language interpreter or Braille
instructor, an intervener works with deaf-blind students to adapt activities and materials to
their specific needs.
But because there are so few deaf-blind children mainstreamed in the nation's schools, the
intervener certification is not widely recognized. The N.J. Department of Education does not
include interveners among its certified educational services personnel.
Henry Norton, 6 of Mount Laurel, who was born deaf and is now nearly blind from a
rare genetic disease called Usher syndrome is assisted by deafblind intervener Lauri
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Wendel works on a math worksheet with raised markers used to teach counting, at Liberty Lake Day Camp in
Bordentown.

(Photo: Chris LaChall/Courier-Post, Chris LaChall/Courier-Post)

The Nortons hired a lawyer to persuade their school district to find an intervener for Henry. Through a mediated agreement
brokered just before spring break, the district hired one trained through Alsop's program. To supplement Henry's summer
instruction, the Nortons used some money donated through their annual fundraiser for their new nonprofit, Help Henry See
and Hear. They hired Wendel to assist him at camp, teach him Braille and work on his math facts. "It's a whole different way
to teach," noted Wendel, who describes intervening as getting into the "bubble with them and bringing the world to them."
She works with a deaf-blind student at a different school. "For a deaf-blind person, the world ends as far as they can stretch
their hands. Whatever's beyond their touch doesn't exist. We have to bring it to them."

With an intervener at his side in first grade, Henry is happy, though self-conscious about his cane, his mom said. Still, the
Nortons believe his educational struggles persist. They say he isn't receiving daily, intensive Braille instruction, for example,
though consultants hired by the family have recommended it. They want him to use a Braille keyboard at his desk instead of a
pencil.

Kim Norton worries that's a problem for other blind children across New Jersey. "It's frustrating," she admitted. Federal and
state law protects children with disabilities and entitles them to special education services tailored to their needs. Those
services and educational goals are laid out in a child's IEP, or Individualized Education Program. That plan is designed by a
team of educators, a child's parents and sometimes the child himself, explained Dr. Antoinette Rath, superintendent of the
Mount Laurel School District. It can be complex.
Henry Norton, 6 of Mount Laurel, who was born deaf and is now nearly blind
from a rare genetic disease called Usher syndrome gets fist bumped by
deafblind intervener Lauri Wendel after Norton successfully completed an
exercise of spelling words with a braille writer at Liberty Lake Day Camp in
Bordentown.

(Photo: Chris LaChall/Courier-Post, Chris LaChall/Courier-Post)

While she could not speak to Henry's case specifically, Rath explained, the district
relies on a team of professionals to provide services to children with disabilities. They include a case manager, a teacher for
the deaf, a teacher for the visually impaired, a speech language therapist, an audiologist, an occupational therapist, a physical
therapist, an orientation-and-mobility specialist, a sign language interpreter, an intervener and other instructional aides.
The district provides whatever services are outlined in a child's IEP, Rath said. If parents disagree with the team's
recommendations, they have the right to appeal. "Every child who walks through our doors must be provided with a free and
appropriate education," Rath added. "We open our arms to do it." Even so, because there are so few deaf-blind students,
Alsop explained, there is little research on what works. Without communication, they aren't able to demonstrate what they
are thinking or let teachers know what they can do.

When expectations are lowered, kids aren't challenged to work at their potential. "Everywhere in the country it's an issue,"
Alsop said.

From July 2013: Mount Laurel's Henry Norton was born deaf and is now losing his
vision.

Henry has plenty of potential, she believes. This summer, the Nortons asked their son
what he'd like to see before he loses his vision completely. Disney? A favorite
superhero? No, Henry told them, Abraham Lincoln. So, on Labor Day weekend, they
visited the Lincoln Memorial in Washington, D.C.

"There's really nothing he can't do,"said Kim Norton. "He just needs the right support."

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And they Grew Up!!!!

Submitted by Charlie Coyle
Charlie shares her experience as a young teen working at a camp where several deaf children attended. At the time,
Charlie had no idea that she would one day become the mom a deaf child herself and how that summer experience
impacted her life. Now, she is watching those same deaf children (grown up), working as DYT staff with her own deaf
son!
When I was in high school I got a summer job working at a camp in the
Okanagan. It was an amazing experience for so many reasons and each
week brought new kids, and new memories. One week in particular stands
out for me though, and its incredible how five days in my teens affected the
rest of my life.
Our kids typically showed up Sunday evening, would say goodbye to their
parents and find their cabins before heading down to the mess hall for
dinner. This particular week we had two interpreters joining our team as
three of our campers were deaf.
Two of the three ended up in my cabin. I had learned a little ASL in
elementary school and could sign things like MOM, FOOD, and NO so clearly I was equipped to explain to 8 year olds
why they needed to actually go to sleep!
The interpreters had their own cabins so while they were around during the day, bed time was a different story. I
remember the first night the two girls were under their blankets with a flashlights chatting away and giggling and me
racking my brain how to ask two deaf girls to be quiet. I really made it a mission to get to know these kids throughout the
week. They were so kind, and creative and always laughing.
When the summer was over and I went home I started taking ASL lessons from a woman
in my community, and later looking for classes in University. I never much had an
opportunity to use the vocabulary I learned but it had sparked something in me that I just
couldn't shake.
Several years later, the nurses in the delivery room told me my first born son most likely
had a hearing loss and would require hearing aids. I think a lot of parents in that moment
don't even know where to start processing the news. Often times their child is the first deaf
person they have ever met and when faced with any sort of news in the delivery room it's
met with shock and grief and this fear of the future and the unknown.
My experience was wildly different. I thought back
to the years before when I had met this trio of
incredible kids who played, and did archery and
rode horses with everyone else, they just used a
REALLY cool language and I thought - wow this is
going to be neat. Don't get me wrong having a Deaf child certainly brought its
challenges, but I don't remember being scared.
This past week I had the opportunity to work with DYT during the Summer
Immersion week hosted by Provincial Deaf and Hard of Hearing Services. I t was
an amazing experience for so many reasons. Number One, it was my sons, (now
age 6), first experience at a summer camp and he LOVED every second of it. Number two I had the opportunity to work
with some incredible staff - two of whom were my campers at that summer camp in the Okanagan when I was 17. And
just as they were kind, creative and fun loving they were also intelligent and patient and compassionate. Both of these
young deaf adults are in university and their future successes were clear as day as I watched them interact with the kids,
each other, and me, the crazy lady they probably had no memory of but knew them when they were kids- with pictures to
prove it!
And just as meeting them 10 years ago made what could have been the beginning of a huge struggle into something I
could definitely handle- seeing them this summer sort of reaffirmed that sense of calm in me.
Both those 'kids' are headed back to their 3rd year of University as the week drew to a close, but not before we took some
pictures of the next generation. A generation of kids who are kind, creative always laughing and who also use a REALLY
cool Language.
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Can Deaf People Drive?- Some Surprising Facts

By Alhaji Alhasan Abdulai

Posted: September 8, 2014 http://www.modernghana.com/news/568216/1/can-deaf-people-drivesome-surprising-fact.html

If Deaf people can't hear, how can they drive? Plus, find out which countries allow Deaf people to
drive and which countries still deny Deaf people this fundamental right.
An Important Right The right to drive is not a trivial onewithout it, Deaf people are be restricted in their
ability to work and to access medical, community, and other services. The Deaf community has had to fight
for this important right. In the United States in the 1920s, when states were adopting their first motor vehicle
laws, several states enacted laws denying Deaf people the right to obtain drivers licenses. By educating
hearing people that Deaf drivers posed no threat to public safety, the National Association of the Deaf and its
state committees were able to win the repeal of these discriminatory laws.
While Deaf people in all 50 U.S. states have the right to drive, they still face discrimination in some aspects of driving. For example, until
2006, UPS refused to hire deaf drivers because of safety concerns, which a federal court eventually ruled to be unfounded. In addition,
some Deaf people have reported being denied the ability to rent or test drive a car. Others find that if they do become involved in an
accident, it can be harder to prove they werent at fault since many hearing people make the assumption that Deaf people cant drive
safely.
Deaf Drivers and Safety Many people wonder how a Deaf person can drive without being able to hear audible cues such as a police
siren, an ambulance needing the right of way, or even a honking horn. There are several was around this problem. First, some Deaf people
use electronic devices in their cars that alert them, using a lighted panel, to sounds coming from outside the vehicle. Others simply pay
attention to visual cues, such as the flashing lights of an emergency vehicle or cues from other drivers on the road. For instance, noticing
other drivers move to the side of the road is a strong indicator that an emergency vehicle is approaching.
Hearing people might also wonder how a Deaf person would communicate with a police officer if pulled over. In the United States, some
Deaf drivers carry state-issued cards to let police officers know that they are Deaf and to suggest ways to communicate, such as by writing
in a notebook. Many Deaf people find the cards unnecessary, especially if theyre able to lip read well.
But, ultimately, isnt it just unsafe if a driver cant hear whats happening outside the vehicle? Actually, studies show that Deaf drivers are
no more likely to be involved in car accidents than hearing drivers. This makes sense since driving is mainly a visual activity. Plus, theres
even some research to suggest that Deaf adults have better peripheral vision than hearing people, surely an advantage when driving.
Fighting for the Right to Drive Worldwide In a 2009 report, the World Federation of the Deaf (WFD) found that out of 93 national Deaf
organizations surveyed, 31 indicated that Deaf people are not allowed to obtain a drivers license in their country. A number of the 93
countries surveyed did not respond to the questionnairenot to mention the fact that there are nearly 200 countries in the world in total-making it unclear exactly how many countries deny Deaf people the right to drive. An earlier WFD report, citing 26 respondents who
indicated that Deaf people are not allowed to drive in their country, is often misinterpreted to mean that all but 26 countries in the world
allow Deaf people to drive. It is important to note that this is not correct, and the actual number may be substantially higher. The tables
below indicate where Deaf people have the right to obtain driver's licenses worldwide. There are many countries for which information is
not available. While much progress has been made, particularly in recent years, there is still much work to be done to ensure this basic
right for Deaf people around the world.
Countries Allowing Deaf People to Obtain a Driver's License are:

Africa: Eastern and Southern Botswana, Kenya, Lesotho, Madagascar, Namibia, Seychelles, South Africa, Swaziland, Tanzania, Uganda, Zimbabwe World
Federation of the Deaf, Regional Report No 5, pg 68 (2008); DOOR International (Kenya, 2010) Africa: Western and Central Burkina Faso, Cameroon, DR
Congo, Cte dIvoire, Gambia, Ghana, Guinea, Nigeria, Sierra Leone World Federation of the Deaf, Regional Report No 6, pg 59 (2008)
Arab Region Algeria, Bahrain, Iraq, Kuwait, Lebanon, Oman, Palestine, Qatar, Saudi Arabia, Tunisia World Federation of the Deaf, Regional Report No 7,
pg 55 (2008)
Asia and Pacific Australia, Bhutan, Cambodia, Indonesia, India, Japan, Malaysia, Nepal (2012), New Zealand, Philippines, Republic of Korea, Sri Lanka,
Thailand World Federation of the Deaf, Regional Report No 2, pg 61 (2008); Legal India (2011); ITN news broadcast (Sri Lanka, 2012); The Himalayan
Times (Nepal, 2012)
Eastern Europe and Middle Asia Republic of Belarus, Bulgaria, Republic of Kazakhstan, Republic of Moldova, Russian Federation, Republic of Uzbekistan
World Federation of the Deaf, Regional Report No 1, pg 49 (2008)
European Union All countries World Federation of the Deaf, "WFD Statement on Deaf People's Right to Drive a Car or Other Vehicles." (2009)
North America, Central America, and the Caribbean Canada, Costa Rica, Cuba, Dominican Republic, Ecuador, El Salvador, Guatemala, Guyana,
Honduras, Jamaica, Mexico, Panama, Suriname, USA World Federation of the Deaf, Regional Report No 4, pg 55 (2008); alldeaf.com participant (Ecuador,
2010); The Gleaner (Jamaica, 2010)
South America Argentina, Brazil, Chile, Colombia, Peru, Venezuela World Federation of the Deaf, Regional Report No 3, pg 49 (2008)

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Recent Events Around Town

"Reprinted with permission from BC Hands & Voices Newsletter, Fall 2014
Written by Joy Santos - Joy is a mom of Teanna, (deaf) here in Richmond BC. You may have seen Joy around Hornby Island Family Camp and helping out in many events in the
Community!

It has been a busy and exciting time for my

daughter, Teanna, and I as we have had a several
opportunities to attend local events that are
accessible for the Deaf community.
In May 2014, Sean Forbes, a Deaf musician, visited
Vancouver to perform. Our city was one of the
stops during his tour across North America. His
concert was held at the Broadway Campus of
Vancouver Community College and required the
purchase of tickets. Many people had attended,
as the theatre was almost full. There were varying
ages present, from younger children with their
families, teenagers, and adults. This event was
accessible because all of his songs are performed
in ASL, and there was also a large screen with the
song lyrics as the stage backdrop. Loud music
and appropriate lighting effects added a nice
touch. Aside from his musical performance, Sean
Forbes also made sure to include visits to both the
elementary and secondary Provincial Schools for
the Deaf as part of his itinerary. In the schools,
he gave inspirational talks to the students, entertained questions and comments, took photos
with them, and held a musical performance
as well. The response from the students was a
welcoming and positive one, evident in their
conversations with one another, and at home
with their families. It seemed to encourage them
to dream and think positively... to be interested in
music, dancing, and performing... some children
even mimicked Sean Forbes attire. I feel that he
is such an iconic and inspirational role model. To
learn more about Sean Forbes, the band, and their
music, visit http://www.deafandloud.com
Also in May, we attended a fundraiser that was
hosted by Shayla Sabbagh, the first Deaf woman
to compete in the Miss Universe Canada beauty
pageant. Shayla was introduced to me by a friend
who also happened to be her personal trainer
who was helping her prepare for the competition. She had lost her hearing as an adult, while
attending college, and has since then embraced
the culture and language. Her and her family
learned ASL, and she also took lip-reading classes.
Shayla also has epilepsy. The fundraiser was for
Operation Smile, her charity of choice, and was
held at a local restaurant. We had primarily only
been communicating via social media, and I also
learned more about her through various websites.
The fundraiser would be my first time meeting her
in person, and, upon doing so, my preconceived

notions and stereotypes of what a pageant queen

may be like instantly vanished. Yes, Shayla was
definitely poised and articulate, hair perfectly
coiffed, makeup flawless, and stunningly dressed.
However, I felt like she could have just as easily
been wearing a much simpler outfit, and would
still exude beauty and confidence. She was very
cordial with all her guests, as well as candid and
down-to-earth in all her interactions. The event
featured raffle draws for door prizes, a candy and
cupcake bar, a specially priced food menu, and
live music for entertainment. It was accessible
because there was an interpreter present, and it
enabled my 6 year old Teanna (the only Deaf guest
) to enjoy the event and practice autonomy. It
was a fantastic opportunity to mix and mingle,
and I am so happy to have found a friend in Shayla
and yet another role model for my daughter.
Shortly after the fundraiser, Shayla went off to
Toronto for the competition, and successfully won
the Miss Congeniality award! A heart of gold, and
loved by everyone, indeed! To learn more about
Shayla and her journey, read her bio at http://
missuniversecanada.ca/2014-national-finalists/
shayla-sabbagh/
The world renowned Broadway musical, Wicked,
toured Vancouver in the month of June. Another
local organization, Family Network for Deaf
Children (FNDC), collaborated with Broadway
Across Canada to provide ASL interpreters for the
performance one evening. The interpreters were
fully funded for by Broadway Across Canada. I
learned about this opportunity through a flyer
that my daughter had brought home from school,
which had also contained a discount code for
ticket purchase. Knowing that this was possible
excited me! Teanna and I enjoyed our night out
to watch the show. It goes without saying that
the performance itself was nothing short of
spectacular! However, the added component
of having interpreters present added a more
personal touch to the experience. That evening,
we had bumped into a number of familiar faces
from the Deaf community. There was a group of
women who seemed to be enjoying a girls-nightout, a couple out on a special date-night, a group
of college students hanging out, and Teanna had
even recognized some staff from her school! As
a parent of a young child, I was overcome with
emotion. I was reminded of the time not too
long ago, upon finding out that she was Deaf,
when I had felt overwhelmed and sad at the

assumption that she would miss out on experiences such as these. I remembered thinking that
she would not be able to enjoy music, I wondered
what kind of social life would be available to her
in the future, and I had thought about numerous
situations where she would possibly be excluded
from. Yet here she was, at a Broadway Musical,
absolutely fixated on the performance. She had
made comments such as I can feel the music in
my chest, The costumes and their makeup are
beautiful! Their dancing is funny, and some
pertaining to the storyline that she was getting
from the interpreters there. Later on, I was put in
touch with the gentleman who was responsible
for arranging this opportunity for access. I had
thanked him and told him that the forethought in
providing access via ASL interpreters was greatly
appreciated. I explained that providing language
was just the tip of the iceberg, and that the best
part of such a gesture was that it had brought
individuals from the community together for
an amazing experience. For more information
on Broadway Across Canada in Vancouver, visit
http://Vancouver.broadway.com
Schools out for Summer! This means plenty of
time to explore what the city has to offer! The
Vancouver Aquarium has recently introduced
the availability of accessible tours. For us, this
meant that volunteer student interpreters would
be available during our visit to provide access
during the shows and programs there. Arranging
for this was such a simple process. It can be done
via e-mail or a telephone call. I called to inquire
about the service. I was asked when I had planned
to come by for a visit, how many people would be
in the group, and how many individuals would
need an ASL interpreter. My contact had also
provided me with a schedule of the shows that
would be taking place on the day of our visit, and
asked me which ones I would be trying to attend.
The aquarium makes all the arrangements, and
the confirmation was sent to me via email. At
least 2 weeks notice needs to be given, to allow
them time to contact and source an available
interpreter. The experience was awesome!!! Our
group consisted of 4 adults and 6 children. 1 adult
and 3 children aged 4-6 benefitted from having
interpreters present. We had a team of two interpreters working with us. We were also provided
with a Vancouver Aquarium volunteer who served
as a guide. He toured us around the facility and
provided facts and thorough explanations of the
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exhibits and galleries. He knew beforehand which

shows we had wanted to attend, and he would
head over there prior to our group to save us
seating that would provide the best visual access.
I was amazed and very grateful for how accommodating the Vancouver Aquarium was for our visit.
These services come included with the price of
admission. Some tips to make the most out of the
experience are:

Deaf Youth Today (DYT), which is a Summer

Program that is managed by FNDC! Throughout
the Summer, programs that accommodate Deaf/
Hoh children and youth ranging in age from 5-16
take place on a weekly basis. Some programs are
also available to hearing siblings and Children
of Deaf Adults (CODA) who use Sign Language.
Voice interpreters are available upon request.
Some examples of the programs available are:

Call as far ahead in advance as possible to allow

ample time for arrangements to be made.
Be flexible with the dates, and try and provide a back
up date, just in case there are no available interpreters.
Try to plan your visit as best as you can. Let the
staff know which shows you plan to visit. Use the
schedule provided as a guide. The interpreters are
available for 3 hours.
The aquarium has a 4D theatre attraction which
showcases different documentaries. Let the staff
know if you would like for this to be a part of your
experience. It is dark inside the theatre, but flashlights are available in order to see the interpreters,
or, a script can also be provided beforehand in order
to be familiar with the upcoming film.
Be aware that there is an accessibility discount
on admission. Be sure to ask about this upon
purchasing tickets at the entrance.

Just Being a Kid Week: This program is for Deaf/Hoh

children aged 5-11 and is a fun-filled week of arts and
crafts, trips to the pool/park, and field trips.
Guy Time: A program for Deaf/Hoh males aged 12-16
with outdoor and team building activities with the
guidance of positive role models.
Summer Immersion Week: This is a week available
to both parents and children. There is a separate
program for adults comprising of workshops, while
the children continue to have a fun and busy week
of field trips and activities.

For more information on the Vancouver Aquarium,

visit http://www.vanaqua.org To inquire about or
book and accessible tour, call Visitor Experience
at 604-659-3565 or email visitorexperience@
vanaqua.org
Summer vacation means 2 months of children
stuck at home or in childcare all week... Unless
they are registered for Summer Programs with

The rates to participate in these activities are

extremely affordable, as they are highly subsidized.
The child to staff ratio is low, ensuring safety and
adequate attention for each child who attends.
Counsellors also undergo thorough training prior
to the programs starting. Children who participate in DYT programs are guaranteed to have
an enjoyable Summer break! It is very apparent
that the staff hold a high level of commitment to
fostering both language and social development
among those who are involved. Registering your
children early is highly recommended, as program
spaces do fill up quickly. To learn more about
FNDC and DYT, visit http://www.fndc.ca

gain newfound knowledge of the world around

her, and I have had eye-opening realizations that
there are plenty of opportunities available for the
both of us to learn and grow. I have visions of
Teanna attending concerts or plays with her social
circle in the future, never missing a beat in the
dance of life. I am hoping when that time comes,
I will still be cool enough to make the cut to come
with her. Perhaps one day, she may decide to
become a DYT camp counsellor, and be a positive
role model to Deaf children, inspiring them, just
like how the current DYT staff inspires her. It
is helpful to me to know about what resources
are and will be available to her, and what I can
continue to keep advocating for in order to ensure
that the future is able to accommodate her. I feel
that as we explore these together, it will also
contribute to her knowledge of what is available
to her, and add on to her budding confidence to
advocate for herself.
I am positive there are events and resources that
are similar to the local ones I have mentioned here,
which are just a small fraction of everything else
taking place around here. I learned about all of
these through the various networks I am continuously building around myself, and through my
involvement in the community whether it is
through various organizations and early intervention agencies, or online on message boards
and social media. There is so much available out
there, so go ahead and reach out!

The last few months have been such a whirlwind

of activity and fun! Teanna has, and continues to

B.C. funds more spaces at UBC for speech therapists

WWW.VANCOUVERSUN.COM/TOUCH/STORY.HTML?ID=10208710&__FEDERATED=1

BY BRIAN MORTON, VANCOUVER SUN SEPTEMBER

16, 2014
A boost in funding means there will be 13
additional spaces for speech and language therapists at the University of B.C.
The ministry of health, which has identified
speech-language pathologists as one of its priorities to address shortages of health professionals,
will provide a total of $3.4 million in startup and
ongoing operating funding to add student spaces
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in the speech-language pathology program at

UBC. The funding will allow UBC to add 13 firstyear speech-language pathology spaces - seven
starting in 2015-16, and another six in 2016-17 - for
a total of 36 first-year spaces.
The speech-language pathology program at
UBC trains speech and language therapists, who
help identify, assess and treat communications
disorders in areas such as speech, language, voice,
stuttering and swallowing disorders.

They also consult with other health-care professionals and support workers, school personnel,
families and caregivers, as well as autism intervention teams.
An estimated one in 10 people in British Columbia
have a speech or language disorder. One in 68
Canadian children has autism and all experience
a speech-language difficulty.

A Dog Named Bobby Past Tense

By Anja Rosenke, British Columbia, Canada

Anja originally wrote this article for the Hands & Voices newsletter. Thank you for allowing us to reprint this!
We were off to Scotland. And each of us was looking forward to
something different. Me, the delicious scones and walks in the
countryside, my husband seeing his family and maybe a few distilleries
too. Our 8-year-old daughter hoped for a chance to spot the elusive Loch
Ness Monster and to see Scotlands most famous dog, Greyfriars Bobby
in Edinburgh. Our hard of hearing 6-year-old son was simply excited to
watch movies on the airplane and see his cousins again.
As with any trip, the planning and anticipation are a big part of the fun.
So we went on Google Earth with our children and located their
grandparents house, thousands of miles away. We made a list of places
to visit and fun things to do. We showed them photos of relatives who
werent familiar to them. We packed our suitcases and collected our
passports, ready for adventure!
For the most part, our planning and preparation paid off. The kids were excited and informed about going to Scotland,
talking about the colors of the flag and how the money was different. It was especially important for us to encourage this
kind of dialogue with our hard-of-hearing son.
He was born with profound bilateral sensorineural hearing loss before universal newborn screening was in place in our
province. And though we were fast-tracked through the cochlear implantation process and began receiving services very
quickly, the late identification of his profound hearing loss meant significant language and speech delay. We would be
bridging his communication deficits for several years to come.
Through our years in early intervention, my husband and I had been taught the importance of providing information about
events in advance of their happening be it a dentist appointment, seeing a new movie, or in this case, readying
ourselves for big trip abroad. We enthusiastically took on the task, investing in dry-erase boards and posting a giant
calendar on the wall. We made many experience books and kept a journal.
In our family, this sharing of information usually took the form of conversations accompanied by visual aids photos,
books, maps, and even as last resort, stickmen drawings on a napkin. Anything really to help our son grasp what was to
come and fill in the blanks.
For any child, strategies for pre-loading and reinforcing new information can help to ease transitions and take some of the
unknown out of new experiences. Factor in a hearing loss, and suddenly this kind of advance preparation becomes
crucial.
Hearing children learn so much about the world by overhearing information in their environments throughout the day. This
is called incidental learning, which isnt to say that its any less important. On the contrary, putting all those bits of
information together all day, every day helps a child piece together an understanding of the world around us. Those
little snippets really add up over the years, and this is an area where our deaf and hard of hearing children are at a
disadvantage. They often need to be taught things more directly instead.
Studies cite that up to 90% of what very young children know about the world comes from incidental learning. (Moog &
Geers, 2003). That is a staggering and sobering statistic, when you consider the wealth of information that a hearing
person is exposed to each and every day and what our deaf and hard of hearing children may miss out on.
As parents, my husband and I work hard at filling in the missing pieces of information for our son because for us, at the
very heart of it is that our son be included. And in this case, inclusion means accessing the same information as everyone
else. That may be a tall order, given our sons hearing challenges but we must try.
We arrived in Scotland and breezed through a few things on our To Do List, and eventually found ourselves in Edinburgh
to see Greyfriars Bobby. Now, for those of you who havent heard the tale, Greyfriars Bobby was a very special dog who
remained by his masters grave in the churchyard in Edinburghs old town for 14 years after his masters death. The local
children visited him and cared for him during those years. And then, upon Bobbys death, he was buried alongside his
owner in the same churchyard.
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What a beautiful, heartfelt story. Naturally, we were all eager to see where this had happened. We had read the book
back home, and now had walked across the city to get to the churchyard. Happily we snapped a few photos in front of the
statue of Bobby and as we entered the churchyard, my son asked, So wheres Bobby, Mom? expecting to finally meet
this famous dog.
A completely sensible question. The only problem was,
we had somehow failed to convey to him that this
touching tale of loyalty and love had taken place almost
150 years ago.
I was floored could we really have missed sharing that
key piece of information with our son? Perhaps we had
spoken of the story in the past tense and he hadnt
realized it was the distant past. Or he simply may not
have heard that part of the conversation. Whatever the
case, that detail had been missed. And it meant there
was no dog at the churchyard. And so the tears flowed.
It took a long time to calm our son down after that
shocker. Our daughter finally managed to console him
by suggesting they pick some lawn daisies to put on
Bobbys headstone. Perhaps a more dramatic gesture
than most tourists show, but a fitting end to our visit.
Situations like our sons disappointment at not personally meeting Greyfriars Bobby in Scotland may not always be
avoidable. But for me, our visit to the churchyard that day will serve as a good reminder as to why we as parents spend
the extra effort and time in doing what we do observing and anticipating where gaps in understanding might occur,
diligently providing background information to a new topic, event or excursion, providing context or details to a situation,
even just putting a name with a face.
Simply put, helping to fill in the blanks where the hearing falls short.

A Tidbit of History:
A memorial sign at the back of
Greyfriars Kirkyard (Churchyard)
in Edinburgh, Scotland

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FNDC

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COORDINATOR, MENTAL HEALTH SERVICES

REGULAR FULL-TIME
DEAF/WELL BEING PROGRAM

Vancouver Coastal Health is world renowned for innovation and a focus on quality care and
outcomes. The remarkable range of specialties places VCH at the forefront of career destinations
for Nurses, Sonographers, Social Workers, Physiotherapists, Mental Health professionals and
many other health care and allied professionals. Launch an exciting career with us where you can
apply your skills and develop new ones alongside some of Canada's finest practitioners. Come for
the job. Stay for the team.
Reporting to a Manager, Mental Health Services, the Coordinator is accountable for the effective and efficient functioning
of Mental Health Services and is responsible for planning, implementing, delivering and evaluating complex and varied
services to meet program needs. Working closely with colleagues and co-workers within a population and community
health framework, he/she coordinates the day-to-day processes and activities, including scheduling and human resource
management, are accountable for developing and monitoring the budget, and completing applications for funding and
reporting.
The Coordinator liaises and communicates regularly with various external groups of the community such as government
Ministries and agencies, contracted services, clients and their families, consumer groups, health agencies, emergency
services, educational personal, and other community/site partners. In addition to leading an inter-disciplinary team, works
as a team player with colleagues and co-workers and interacts with internal stakeholders such as Directors, Managers,
Physicians/Psychiatrists, contractors, peer workers, committee and task groups, and researchers as required for conducting
daily business and achieving program goals and objectives.
QUALIFICATIONS:
** Fluency in American Sign Language (ASL) required. **
Baccalaureate (Masters preferred) in a relevant health care profession.
Five (5) to seven (7) year's recent, related clinical experience, including direct supervisory experience.
Current registration/membership with a recognized professional association.
Excellent communication skills to function within a complex interdisciplinary environment.
Basic computer literacy with word processing, spreadsheet and/or database programs and ability to utilize a
computerized client care information system required.

For more information and to apply online, please visit jobs.vch.ca and search Job Reference # 068571
Thank you for your interest in Vancouver Coastal Health.

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Fall 2014

What is Positive Behaviour Support?

Eileen Edinger, Deaf shares her experience attending Inclusive Education Conference at UBC this past summer. She attended the Conference strand that was presented by Brenda
Fossett

I was invited to the UBC Conference at last

minutes notice, and got more than I bargained
for: Creating the Future, Partnerships for Inclusive
Learning August 227th. I was surely in for a big
learning curve. There were three main training
strands: Inclusive Education and Universal Design
for Learning, Positive Behaviour Support and
Transition. All very interesting topics and I had to
choose just one unfortunately. Positive Behaviour
Supports is the one most relevant to my current
job as Special Education Assistant. We all learned
a lot together. The key core message is to look at
the point of view from the childs inner thinking
deeply.
Easy to spot examples would be: fatigue, noisy
environment, too bright lights, attention not
given, being hungry, and so forth that comes into
play when a child misbehaves. Often there is more
to it than we realize. Then, we develop concrete
strategies that make sense based on most recent
research evidence to guiding them towards
acceptable behaviours. It is not just about giving
out little treats when they behave correctly on the
spot. It is way more into- depth thinking behind
every little detail in the nuances of communication-body language and facial expressions, and
so forth.
We all know it can be challenge and at the same
time, you experience the pure joy of raising
children - they dont come in neat little packages
as we expect them to be. Then it comes to children
who are different behaviourally due to various
disabilities/challenges - Autism, Deaf-Blindness,
Deaf/hard of hearing and so on. The kind where
all levels of communication become a constant
issue because we are perplexed as to the whys
this kid is behaving badly. The school, home, and
community environments are all different and
children behave differently in each setting.
I was a deaf child growing up in the late 1960s to
the early 70s. Like many others Deaf children, it
was common that they/we had very little language

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training until about age four or five years old,

and be labelled as difficult children throwing
tantrums or running around touching everything
we get our hands on. It is an unfair assessment
because we were confused by the world around
us. Perhaps this is a little too simplistic yet you get
the idea here.
Nowadays, there is whole range of support
systems in place for the families such as: early
intervention, sign language classes, and online
support resources. All of this is amazing huh? Then
it ought to be easier to raise a child. Yet, nowadays
we are seeing more children with additional
cognitive delays, autism-like behaviours, AHDD
and such. Hmm, how are we supposed to support
them when they behave totally opposite then we
expect them to do ?
This is where it comes to: Positive Behaviour
Support. It is one of the spectrum from Applied
Behaviour Analysis concepts yet it has a different
approach. The three day course strand only really
explores these things on the surface.
The idea is clear: each behaviour has a meaning,
and this can be many different things that we
the adults would never think of. Ah, breathe. The
Positive Behaviour Supports encourages the child
to have a functional behaviour assessment which
would be a very detailed information gathering,
and then put into a document after discussion
with parents, caregivers, and teachers. This
training strand emphasizes this is not about crisis
management in behaviours, but more long term
measurable positive behaviour changes centred
on the child. Then a well trained PBS consultant
would put together a plan of supportive actions,
specifics on what to follow steps, and coach
whatever person side by side to implement the
plan. The whole process does not take root in just
one week. It is not just about changing the childs
behaviours overall long term. It is all about us,
the adults changing our approach towards them,
being a little more mindful, and having a concrete

set of strategies for each behaviour that can be

turned into positive reinforcements. How can this
play out in our schools in British Columbia to get
the funding for such specialized behaviour consultants, and what are the time frames to implement
this? Most notably, the recent province-school
strike on-going is not a helpful reminder. What
about single parents struggling at home with
other children, and managing the family-work
life balance? How hard is it to follow such a plan?
Many questions remain. Take heart, it does take a
village to raise children.
Those resources below are intended for professionals. So take my word, it is not necessary to
read it all! It is just to give you a snapshot of what
Positive Behaviour Support looks like.
BC Positive Behaviour Support Website www.
bcpbs.wordpress.com
Provides
information
regarding PBS in BC, copies of handouts from past
conferences, links to PBS-related resources and
information for the annual Making Connections
Conference
Positive Behaviourial Interventions & Supports
Website www.pbis.org A wealth of information
regarding the individualized and school-wide PBS,
with presentation handouts and video presentations available.
Kansas Insitute for Positive Behaviour Support
Website www.kippbs.org Provides information
regarding the implementation of PBS; includes
learning modules on functional behaviour
assessment and positive behaviour support
Autism Internet Modules. www.autisminternetmodules.org. Online source of free modules of
avoidance based interventions with a focus on
students with autism yet the strategies applicable
to others.

Church Services Accessible for Deaf & Hard of Hearing

North Langley Community Church
We are excited to share great news with you! North Langley Community Church now provides a
professional registered ASL interpreter at 8am every Sunday at 21015 96Avenue, Langley (210St and
96Ave). They had a service last week on Sunday at 8am for the first time with an interpreter and now they
will have one every week at 8am. At this time interpreters are not available for the 945am service because
the interpreters have to be at other churches in the area. Please join us at 8am. Look forward to seeing you
there!


Kingdom Hall of Jehovahs Witnesses
5535 Short street Burnaby
Wednesday nights at 7:30 pm and Saturdays at 2pm
For Deaf and hard of hearing people in ASL

Catholic Church
Vancouver Catholic Deaf Association - every Sunday at 9 a.m. at Saint Francis de Sales Catholic Church near Kingsway and Sperling.

Trinity Lutheran Church of the Deaf (TLCD)
1st, 3rd and 5th Sunday at Surrey TLCD at 10177-148th Street. 2 blocks west of Guildford mall. Time is 10:30 am for both Deaf and
Hearing congregations. Church is in the St Luke Lutheran Churchs library
2nd and 4th Sunday at Vancouver TLCD at 3022 E 49th Avenue. SW corner of Kerr/Rupert and 49th Avenue. Time is at 1:30 pm for
Deaf congregation. Church is in the Killarney Park Lutheran Churchs hall.
Contact: pastordsn@telus.net

Reality Church
Reality church meets at Charles Dickens Elementary school 1010 E 17th Ave Vancouver
Church website is www.realityvancouver.com
Services are 10:30 a.m. Sundays.
People can email or text me if interested in attending and we will be available to interpret
ungervicki@gmail.com or 604-880-4322.

The 9/11 Memorial Museum has begun free monthly tours

for deaf and hard-of-hearing visitors.

From: www.911memorial.org

John McGinty, 9/11 Memorial Museum access programs

coordinator, who is deaf, will serve as the docent for
Understanding 9/11 in American Sign Language, which will
contain the same content as the museums standard guided
tours but conducted in American Sign Language.
Tours will focus on several key artifacts in exploring the events
of 9/11, its aftermath and the subsequent rebuilding of the
World Trade Center.

They are limited to eight people and last about an hour, and
reservations are required. For all tours, including the ASL tours, Click here

or http://visit.911memorial.org/WebStore/shop/ViewItems.aspx?CG=AP1&C=AP2

www.911memorial.org for all tours including the ASL tour.

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Supporting Deaf & Hard of Hearing Kids in the Classroom

Special Guest Speaker: Debra Russell, University of Alberta
Saturday, October 25 - 10:00 am to 2:00 pm

College of New Caledonia, Prince George, BC - Rooms 1-308 A & B

This workshop is based on what effective teachers can do and what benefits deaf and hard of hearing kids
who are functioning in regular classrooms. We will explore four topics, using small group talking tables"
and large group conversations. You can expect to leave this workshop with tangible tools to offer the
school and teachers working with your child.
This workshop is perfect if you have a deaf or hard of hearing child in a mainstreamed classroom or a
provincial resource program.
As parents we are always assessing and learning!

Come and be part of the conversation!

How do we determine if the classroom is

What does it mean to do a classroom communication

In what situations can children with cochlear

How do we educate the school about when and why

accessible for my child?

audit?

implants gain even greater access to classroom

content by having interpreting services support?

to use an interpreter for a child that has a cochlear

implant?

From a parent's view, what tips and strategies can we offer teachers who have never worked with deaf

and hard of hearing children before?

Debra Russell is a teacher at

the University of Alberta,
where she brings together
her experience and training
as a Special Education
teacher, and a sign language
interpreter, combined with a
passion for how we can
support deaf and hard of
hearing children who are
placed in mainstream
education settings.

Please register online before October 20,2014: https://debrarussellworkshop.eventbrite.ca

$10.00 per person (includes lunch) For more information: 250-563-2425 or pgdeaf@telus.net
*A travel grant may be available upon request.

The Northern BC Children and Families Hearing Society

provides social, emotional and educational support to
families with deaf or hard of hearing children in communities
all across Northern BC.
Our activities include workshops for parents, Community
and Regional ASL (sign language) classes, Adventure Camp,
Family Picnic, Play Group, Coffee Nights, Christmas party,
Book/DVD Library and monthly Newsletter.
Nathan and his family have been enthusiastically involved with
our society for many, many years and have helped immensely to
grow the society to what it is today. Nathan had a very special
connection with children and had developed exceptional
relationships with many of our children. Many of you will know
Nathan from the ASL sign language workshops he and his mom,
Susan Warren, hosted and how fun he made the learning
experience. Nathan was our Adventure Camp Leader. The kids
loved him and his Mission Impossible game was eagerly
anticipated every year!
The world has lost a very special young man.

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To honour Nathan, our Society will be establishing a Memorial Fund. Details are being finalized. In the
meantime, donations may be made to the Northern BC Children and Families Hearing Society - #507
1600 3rd Avenue, Prince George, BC V2L 3G6 in Nathans name. For further information, please email
pgdeaf@telus.net or phone 250-563-2425.

KICKBALL TOURNAMENT 2014

What a fun community event! 16 teams and many cheering fans! A huge thanks to everyone in the community who signed up to
play kickball. The event raised $3,900 and proceeds were divided between Deaf Youth Today, Deaf Childrens Society and the
Happy Hands Club! For the 2nd year, Forrest Smith and his family did a superb job of organizing this fun event. Thank you!
If you are a parent of a young deaf child, join us next year even if its just for an hour. This is an awesome opportunity for
young deaf and hard of hearing children to meet deaf people of all ages (including some really active, fun deaf senior citizens who
played some serious kickball)!

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DYT Leader
Jenny Han
invites people to
enter the
haunted house
and go to the
comedy show.

Mom and son having their

portraits drawn by a
talented Deaf artist.

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Old DYT t-shirts made

into cool tote bags.

Comedy performance.
A future mime artist?

Strengthening Deaf Girls and Young Womens

Economic Prosperity
Thanks for an awesome Week for the Girls!

Thanks to the 2007 Canadian Deaf

Womens Conference Committee
for their generous donation to the
Girl Power Week.

From the BC Local Working Group members

Shelley Williams, Kristen Pranzl,
Brittany Schweeder & Leanor Vlug

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SPORT INTERPRETING SERVICE GRANT

The BC Deaf Sports Federation (BCDSF) has received funding from the Ministry of Community, Sport and
Cultural Development that is to be used for interpreting services for athletes across the province
participating in community sport and recreation programming. This funding is designed to remove a key
barrier faced by the deaf community and create an accessible avenue for sport participation in the province.
We gratefully thank the Ministry of Community, Sport and Cultural Development for this support.

SCOPE OF INTERPRETER SERVICES FOR SPORTING ACTIVITIES

Sport-related activity that includes: Instruction given by a coach for a practice or an instructor for a
lesson Team Meetings if part of a team Sport Clinics sanctioned by BCDSF, pre-approved clubs or
other Provincial Sport Organizations (PSOs) Conferences/ professional development related to sport
Game or competition

ATHLETE RESPONSIBILITIES
Athletes need to be a registered member of BCDSF and in good standing in order to apply for
interpreter funding. Contact BCDSF for the membership form.
Athletes should make their requests (BCDSF Interpreter Request Form) for interpreting services at least
14 days before the start of their sports/recreation program.
Athletes need to inform their interpreter as soon as possible if there are any possible schedule or
location changes (48 hours in advance is required)

HOW TO APPLY
Visit our website www.bcdeafsports.bc.ca ~ print the Interpreter Grant Request application form and
submit it to the BCDSF office either by Email: info@bcdeafsports.bc.ca or by fax 604-526-5010

FUNDED SPORTS
Alpine skiing Archery Athletics Badminton Baseball Basketball Biathlon - Bobsleigh/Skeleton
Bowling - Canoe/Kayak/Whitewater kayak - Cross country skiing Curling Cycling Diving Equestrian
Fencing - Field hockey - Figure skating - Freestyle ski Golf - Gymnastics Hockey Judo Karate Lawn bowling Luge Netball Ringette Rowing Rugby Sailing Snowboard Soccer Softball Speed skating Squash Swimming - Synchronized swimming - Table tennis Taekwondo Tennis
Volleyball indoor and beach - Water polo - Wrestling

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DYT and BCDSF Summer Partnership

BC Deaf Sports Federation (BCDSF) partnered with Deaf Youth Today (DYT)
this summer 2014 by hosting two events for deaf and hard of hearing kids.
Zumba
As part of the Girl Power week at DYT an instructor taught two Zumba
classes in ASL on July 21 & 22. There were 13 girls who joined in on the fun
dancing and exercising outside at Provincial Deaf & Hard of Hearing
Services (Victory Hill Residential).

Sports Day
The DYT Staff and BCDSFs summer student organized an all day event
incorporating different sport activities as part of the Summer Fun week at
DYT. On July 28 there were 10 activity stations outside including a hockey
relay, potato sack race, a soccer game and tug-of-war. The 25 kids showed
lots of spirit and smiles in the sunshine

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Why Google Glass Will Make School Easier For Deaf Kids
Meet the researchers developing apps for planetariums, classrooms and more.
By Francie Diep Posted 05.30.2014 at 3:15 pm

From: http://www.popsci.com/article/gadgets/why-google-glass-will-make-school-easier-deaf-kids?cmpid=currents

Planetarium Show with Google Glass

This is how a planetarium show would look with sign language narration provided in a
heads-up display.
From "BYU Signglasses Project" by Austin Bailach on YouTube

About seven years ago, a summer camp for deaf kids visited the planetarium at
Brigham Young University in Utah. An American Sign Language interpreter sat on
the floor with the kids to translate the shows narration. The kids would lean back
to watch the stars on the domed ceiling of the planetarium, but then they would
have to pause and shift their attention down to catch the narration. Up, down, up,
down. The show took nearly twice as long as it does with spoken narration only,
and it wasnt exactly the magical, transporting experience planetarium shows can be.
I have a cousin whos deaf, so I actually thought through this ahead of time, Jeannette Lawler, the planetariums director, tells Popular
Science. Still, even with all her planning, I was really dissatisfied with the quality of the show I presented.
So, she began talking with other planetarium directors. Some told her they used captions for deaf visitors. That wont work for kids who
are just learning to read, she pointed out. Then the director at another Utah planetarium thought of using head-up displays that could
beam an ASL narration right in front of the kids eyes. It was a prescient notion; it would be years before Google announced its Glass
project. But Lawler recognized a good idea when she saw one. She recruited BYU computer scientist Michael Jones to develop
software to go with head-mounted displays and launched a research program, bringing kids in to test Jones apps, as well as different
devices. Theyve tested everything from rugged headsets originally designed for soldiers to Google Glass.
Now, Jones and students in his lab have designed their first planetarium app. Theyve gathered kids responses to wearing head
mounted displays, which theyll present at a conference in June. They also hope to recruit teachers who teach deaf kids to try head-up
displays in their classrooms this fall. Jones has even come up with an idea for a computer vision-based head-up display app that could
help deaf kids learning to read. The app would recognize when kids point to an unfamiliar word in a book, then pull up a video of an
ASL speaker giving a definition.

"Imagine a deaf surgeon using the glasses to read/understand what others around him are saying while he's
performing the surgery."
In the future, head-mounted displays could help deaf students in everything from English class to biology lab. Crucially, they eliminate
the need to look back and forth between an interpreter and a lab demo or diagrams on the blackboard.
Tyler Foulger, a BYU undergraduate who helped translate for Jones and his focus-group kids, has run into this problem before. Last
year, I took a molecular biology lab with an ASL interpreter. When the instructor was explaining or demonstrating how to perform a
certain task, I had to continually shift my attention from my interpreter to the instructor. This caused me to miss out on some of the
important things that were said, he says. I dont know ASL, so Foulger and I talked on Google chat. I was often behind, he says. I
believe the glasses we're developing will help combat that problem.
Foulger, who plans to apply to medical school, has more ambitious ideas for the glasses, too. Imagine a deaf surgeon using the
glasses to read/understand what others around him are saying while he's performing the surgery.
For now, the Jones and his colleagues use pre-recorded videos of ASL speakers to narrate. In the future, Jones envisions making apps
like this that could stream video from an interpreter to display wearers. Thats what would be needed for a surgeon, or even just for
teachers who dont want to have to pre-record everything they want to say. Jones and his students have set up a proof of concept of
this streaming idea. For now, their prototype requires a hookup to a laptop.
Does this mean well see a bunch of Google Glasses on kids in 2020? Not quite. So far, Lawler and Jones research has found that no
device on the market today is exactly what deaf kids need. Some are too big and heavy for kids to use. Google Glass is light and
comfortable, but its not perfect, either. For one, it shows things to the side of the users field of view. Focus groups say they prefer to
see their interpreter right in the middle of their field of vision. Glass also works primarily with voice commands, a no-go for the majority
of the deaf community.
Jones lab has just starting designing their own glasses for kids. But maybe they wont have to. Theres new stuff coming out all the
time, Jones says. With a little patience, somebody else might solve the problem for us.
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 Conference
October 24th, 2014

Making

Connections
The Canadian Association of Educators of the Deaf and Hard of Hearing (CAEDHH) - British Columbia invites you to "Making Connections",
our annual Fall Conference on October 24, 2014. The conference will be held at the Quilchena Golf and Country Club in Richmond. With our
three speakers - Lynn McQuarrie from the University of Alberta, Janet DesGeorges from Hands and Voices, and Mark Drolsbaugh, author of
"Madness in the Mainstream"--we expect a day packed with information and the opportunity to interact with others.

Quilchena Golf and Country Club, 3551 Granville Avenue, Richmond, BC Friday on October 24, 2014 from 7:00 AM to 3:00 PM
Morning Speakers:
Lynn McQuarrie - University of Alberta
"Kiss Your Brain! ~ What the Science of Learning on Visual Language and Visual Learning Offers Teachers of Reading.

Janet DesGeorges - Hands and Voices
"Keeping it Real" ~ Parents and Professionals as Allies

Afternoon Speaker:
Mark Drolsbaugh - Pennsylvania School for the Deaf
"Madness in the Mainstream"


Conference Fees
CAEDHH-BC Members: Early $125. After October 10 $195
Non Members: Early $195. After October 10 $265
Students/ Educational Assistants/ Interpreters: Early: $95. After October 10 $165
Parents: Early $50. After October 10 $95

About the Speakers:

Lynn McQuarrie, Ph.D., is an Associate Professor in the Faculty of Education and Director of the Minerva Deaf Research Lab (MDRL) in the JP Das Centre on
Developmental and Learning Disabilities at the University of Alberta. Her research is focused on reading development in children who grow up in a sign
bilingual environment (American Sign Language English) and how these dual languages interact to support reading acquisition. Dr. McQuarrie is a research
affiliate with the National Science Foundations Science of Learning Center of Visual Language and Visual Learning (VL2) and has worked extensively with
bilingual and monolingual deaf children and adults in a variety of educational contexts throughout Canada and internationally.
Janet DesGeorges lives in Boulder, Colorado with her husband Joe and is mom to three daughters, including Sara, who is hard of hearing. She is a co-founder
and part of the staff at Hands & Voices Headquarters, serving as the Executive Director since September 2011, having previously served as the Outreach
Director since 2005, and as the Executive Director of the Flagship chapter of Hands & Voices in Colorado for almost 10 years prior to that (Colorado Families
for Hands & Voices). Janet has presented to groups worldwide about the experiences of families as they journey through life with a child with deafness or
hearing loss. Ms. DesGeorges is the author on the chapter for Family Support in the NCHAM e-Book, the co-author of the book Educational Advocacy for
Students who are Deaf and Hard of Hearing: The Hands & Voices Guidebook, and many other publications. Ms. DesGeorges received a program certificate
from the MCH Public Health Leadership Institute in 2011 at the University of North Carolina Chapel Hill. As an educational advocate, Janet believes in the
principles and guiding philosophies of Hands & Voices towards a parent-driven, professionally-collaborative approach when supporting families in the
educational process. Professionals and parents can partner together to achieve appropriate educational outcomes for students who are deaf or hard of
hearing. Her areas of interest include Leadership Development for parents who participate in systemic improvement; Deaf Education Reform and
Improvement; Early Hearing Detection and Intervention Systems; Parent/Professional partnerships in Quality Improvement processes.
Mark Drolsbaugh graduated from Gallaudet University with a B.A. in Psychology (1992) and an M.A. in School Counseling and Guidance (1994). He currently
works as a school counselor at the Pennsylvania School for the Deaf. An avid writer, Mark has had numerous articles published in national deaf publications
such as DeafNation, Silent News, and SIGNews. He wrote his first book, Deaf Again, in 1997 (four editions have been published, the most recent in 2008). In
2004 Mark published Anything But Silent, an anthology of his work as a newspaper columnist. He then collaborated with a team of other writers to publish
On the Fence: The Hidden World of the Hard of Hearing in 2007. His fourth book, Madness in the Mainstream, was completed in 2013. Mark currently lives
in North Wales, PA, with his wife Melanie and their three children.

More information and registration link: http://www.caedhhbc.com

Carla Norheim and Janene Seabrook, Past Presidents CAEDHH-BC caedhhbc.president@gmail.com

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How Deaf students can avoid isolation when they first start university or college
Posted on August 27, 2014 at www.limpingchicken.com
By Joseph Santini

Gallaudet University is the worlds only liberal arts

university for Deaf people. Its a wonderful place, and
definitely more accessible for a Deaf scholar than most,
but chances are you dont go there.
Most Deaf teenagers in America and around the world
go to non-deaf universities and colleges. In discussions
and interviews certain themes about getting through
that first week are nearly inescapable but often, Deaf
people are isolated in such situations.
They dont have the opportunity to develop the kind
of connections with more experienced, older Deaf
students; there may not be any. This is part of the
reason that a study performed in 1997 showed only 25%
of Deaf or hard of hearing students in college in America
graduate, whether its a two- or four-year program.
As a Deaf adult whos currently working on my PhD, Ive
gone through the process several times, as have my
peers. We have a lot to learn from each other. One piece
of advice stands out:
Start early. Contact disabilities offices. Contact
professors. Let people know you want to be a full participant in the class, so you need X, Y and Z.
In 2002, Harry Lang published a study showing most
professors know very little about the needs of Deaf
people and may not understand whats happening
in their classroom. There are tons of strategies Deaf
people use to make the classroom more accessible.
The number of strategies grows exponentially when
university professors partner with those students and
make genuine attempts to differentiate their classrooms.
In a 2006 study, Mark Marschark found that services in
the classroom can make a world of difference. Strategies
like ASL (or in the UK, BSL interpreters), Communication
Realtime Access Translation (CART), induction loops,
microphones, and even slight alterations to how groups
work and lectures proceed can have a huge impact, but
professors are usually unaware of them.
Disability offices and departments know more but since
they serve a huge range of needs, departments may not
be fluent in finding and providing these services. Once
youve started early, what problems tend to crop up?
What can you expect?

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No services for the first week. This can quickly become

a horrible experience. Most college classes explore their
syllabus during that time period, and establish ground
rules and expectations for the course. Not participating
in these early activities can totally throw off a students
academic experience for the semester.
Social opportunities can also become frustrating. Unfortunately, theres not much research on what services in
college are successful, so most of the data guiding this
advice is from experience and anecdote. Being prepared
for these glitches in service, however, can save you.
Having to explain oneself and ones needs and communication modes, again and again, to students, college
staff, faculty, and administration.
Sometimes people become Deaf at birth. Sometimes
they use ASL. Theres a huge variety of Deaf people.
We are often asked to explain who we are and what we
can do, to the point where it becomes our identity as
individuals and overall as students!

This happened because I learned, because I put

emphasis on staying ahead of the game, and tried
to anticipate the problems that would appear. It was
a challenge, and I did feel I wasnt able to fully relax
because of that. Where other students were enjoying a
class shopping period, I was working with interpreters
and professors to make sure communication was clear.
But I do think, because of that, my campus community
came to respect me and I had an undergraduate college
career where I was fully involved in all of my classes and
which led to many interesting experiences and careers.
A final piece of advice: if things dont go well your
first term/semester, learn from the experience. Plan to
improve it the next semester. I have had students give
up after encountering the first or second hurdles, or
become so depressed about mistakes and challenges
that they forget to try. Every semester is a new chance to
get things set up the way thats best for you.
Works Cited

Lang, in the same study mentioned above, points out

that the first year of college is the most challenging
socially and academically for Deaf and hard of hearing
students. Which leads to another problem:

Lang, Harry (2002). Higher Education for Deaf Students:

Research Priorities in the New Millennium in J. Deaf
Stud. Deaf Educ. (2002) 7 (4): 267-280. doi: 10.1093/
deafed/7.4.267

Having to deal with stereotypes and desectionalization.

Stereotypes are preconceived ideas about Deaf people,
sign language, and speaking. Desectionalization occurs
when those stereotypes limit ones vision and understanding of peoples sectionalized identity.

Marschark, Mark (2006). Benefits of Sign Language

Interpreting and Text Alternatives for Deaf Students
Classroom Learning. In J. Deaf Stud. Deaf Educ. (2006) 11
(4): 421-437. doi: 10.1093/deafed/enl013

We all identify along intersectional ranges of sexuality,

gender, race, religion, etc. Deaf people do as well and
we have as many languages and perspectives as the rest
of the world.
When I was a college student, my first week of the school
year was often spent without interpreters. I even recall
my administration asking if I could teach fellow students
enough signs so that they could interpret for me in
subjects we were all just beginning to learn! Now, as a
teacher, I have graduating students contact me to tell
me the same thing that their participation in college has
been limited due to lack of access for the first week.
My professors became my best allies while I was a
student. They recognized my intellectual ability, thanks
to the work I turned in. They helped advocate for me,
and between their advocacy and mine, I was able to
ensure full access.

Walter, G., Foster, S., & Elliot, L. (1987). Attrition and

accommodation of hearing-impaired college students
in the U.S. Paper presented at the Tenth National
Conference of the Association on Handicapped Student
Service Programs in Post-secondary Education. This
article was first published on Noodle, and can be found
here: http://www.noodle.com/articles/navigating-thefirst-week-of-college-while-deaf
Joseph Santini is a writer, social worker and educator.
Hes worked in public schools and adult education for
the past fifteen years. He is an expert on Deaf education
for Noodle, and has written about education for the
New York Times LessonPlans blog, DeafEcho, a Deaforiented political blog, The Odyssey and The Endeavor,
the magazine of the American Deaf Childrens Society;
he recently gave a TEDx presentation about intersectionality and Deaf education. He is currently doing Ph.D.
research in the area of bilingual education and evaluation at Gallaudet University where he works in the
Office of Bilingual Teaching and Learning and, in his free
time, writing screenplays. www.limpingchicken.com

Upgrade to Cochlear Implant Processor Great news for our family!

At the beginning of the

summer I was so surprised
and happy to receive a letter
from BC Children's outlining
the Cochlear Implant
upgrade program and my
daughter was eligible. She
would be able to choose
from the variety of
processors including the
water proof processor. Even
though we have extended
medical coverage as a family
we would never be able to
afford a new processor and
were getting concerned that
our daughter's processor
was becoming outdated with
each new model that was
released.
We went along to our next
appointment overjoyed that
she was able to choose a
processor and as a teenager
she is able to now make
these decisions for herself
and having looked, held and
discussed each of the
models she could choose
from she made her final
decision. Now, all we have
to do is wait and order the
'skinits' that are already
picked out.

For more information, contact the CI Team at BC Childrens Hospital for the most current and accurate details/
Clinical Coordinator, Cochlear Implant Services
BC Children's Hospital
1D23 - 4480 Oak Street
Vancouver, BC V6H 3V4
Phone: 604-875-2345 ext. 7723
Toll Free: 1-888-300-3088 ext. 7723
Website: http://www.bcchildrens.ca/Services/ClinicalDiagnosticFamilyServices/Audiology/cochlear-implant-svs/default.htm

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Superheroes Who Are Deaf and the Power of Diversity

Posted: 09/16/2014

http://www.huffingtonpost.com/lydia-l-callis/deaf-superheroes-and-the-_b_5825054.html?utm_hp_ref=tw
There are many types of superpower -- ranging from super strength to mind
control. With such a wealth of fictional capabilities available, why should
superheroes be limited by their ability to hear?
Deaf people can do everything hearing people can do, they just might do it in a
different way. This includes fighting super-villains!
Recently, Marvel Comic writer Matt Fraction decided to incorporate
deafness into his panels by using illustrated sign language. In the comic book,
Hawkeye, who is featured in the popular Avengers movies, becomes deaf and
must use ASL to communicate. This was a revival of an older plot from the series, where Hawkeye loses most of
his hearing and uses a hearing aid. For deaf children and comic book fans, this pop culture representation is
affirming. By illustrating a popular character like Hawkeye as differently abled, yet still powerful, Marvel
Comics is sending the message that superheroes come from all walks of life!
There are a handful of other Deaf superheroes, as well. Echo (also known as Ronin) is a Deaf woman who is
able to perfectly replicate other people's actions. Because she is deaf, she pays acute attention to visual details,
allowing her to learn new abilities simply by watching another person perform the task. This is a great
representation of deafness, and the way her supposed "disability" works to her advantage!
Another superhero, Blue Ear, was created by Marvel Comics in response to one little boy's complaint that
superheroes don't use hearing aids. To demonstrate to the young boy that superheroes can be differently abled,
Marvel created a Deaf awareness poster featuring the new superhero Blue Ear, who proudly wears a blue
hearing aid.
Signs and Voices is a British comic book created by Deaf individuals. The 4 superheroes in the comic are all
Deaf, and use British Sign Language to communicate. According to the Signs and Voices website, "through the
promotion of these positive role models, this project will help our readers relate to and learn about social
integration, and raise the aspirations of deaf young people." The comic is available in two versions of English,
so even those with limited reading abilities are able to enjoy the stories.
Having deaf role models, whether they are real or fictional, has a powerful influenceon deaf youth. This concept
is addressed in John Maucere's film No Ordinary Hero: The Superdeafy Movie. The plot of the movie centers
around a TV superhero named Superdeafy. In the film, Superdeafy discovers how influential his TV character is
for deaf young people, and the actor who plays Superdeafy is inspired to become a real life hero.
"No Ordinary Hero" is the first feature film with a deaf director and deaf producers, and it stars a number of
renowned deaf actors, including Marlee Matlin. The film focuses on the importance of deaf role models for
kids, and how powerful it can be for young people to see heroes who exhibit different strengths and skills.
Superheroes have long captivated the American imagination; appearing in all forms of popular media.
Superheroes have unusual abilities, they acquire their powers from a wide variety of incidents, and a common
theme is overcoming adversity to save the day. So really, if you think about it... we live in a culture fascinated
with differently abled people!
With new superhero movies coming out all the time, it would be an innovative twist for writers to embrace
unique perspectives. Perhaps in the near future we will see Hollywood and the comic book world showcase
diversity by including some more deaf characters in their popular franchises.

FNDC

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Fall 2014

Seeking a Behavior Interventionist!

I am looking to post a job for a Behavior interventionist. I am not sure how a post a job on the site, so I have included the information .
We are looking for someone to work with our 4 year old weds a.m and friday afternoon(perhaps and extra day if possible) . Someone who
knows a bit of sign language would be great and lots of energy . wages start at $17/hr. Someone in the occupational therapy course would
be ideal as well .
Please contact email shambrosi@hotmail.com or Shelsey or Tony Ambrosi 604-544-3694

FNDC

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Fall 2014

FNDC is a non-profit society (S-33351) that was founded in March, 1995 to bring
together families of deaf children in British Columbia who share common concerns.
Federal Registered Charity Number: 88622 5655 RR0001. Deaf Youth Today (DYT)
is a program administered by FNDC.

What is FNDC all about?

Family Network for Deaf Children (FNDC) is a parent run, non-profit, charitable
organization supporting families with deaf and hard of hearing children that use sign
language or are interested in learning sign language.
Even though technology and methodology have changed over the years, we seek the wisdom
of parents, professionals and Deaf/HH adults so that common themes of access, equity
and a sense of belonging continue to be highlighted in areas such as: social/recreation,
leadership, education, employment, general services and community involvement.

What is Deaf Youth Today?

Deaf Youth Today (DYT), is FNDCs summer social/recreational program and is committed to providing
recreational experience and leadership opportunities for deaf and hard of hearing youth in British Columbia that use
sign language for all or part of their communication or who are interested in learning sign language.

FNDC Board of Directors

Hester Hussey....................................................Mentor, Advisor
Colleen Peterson........................................................... President
April Cowley...................................................................Director
Blair Flink.......................................................................Director
Nicki Horton...................................................................Director
Karen Jackson.................................................................Director
Eileen Edinger.................................................................Director
Angie Keats.....................................................................Director
Karen Birchenall.............................................................Director
Charlie Coyle..................................................................Director
The Board of Directors are parents of deaf children.

Membership (Paid)
Membership is open to those who support
the goals of our Organization.

* Our membership is open to individuals, schools, and

organizations. Parents/guardians of deaf and hard of
hearing children are eligible to vote.

Join Our E-Mail List (for free)

Join our email list (for free) and receive:

FNDC and DYT Staff

Cecelia Klassen.................................................................Executive Director
(cecelia@fndc.ca)

* Our newsletter (which is published four times a year)

* Email Updates regarding upcoming workshops
and courses, children & youth programs as well as
community updates

Bella Poato.......................................................................Executive Assistant

(accounting@fndc.ca)
Jason Berube..................................................... Website Designer/Developer
(webmaster@fndc.ca)
David McGregor.................................................................DYT Coordinator
(david@fndc.ca)
Terry Maloney................................... DYT Hornby Kids Camp Coordinator
(terry@fndc.ca)
Deaf Youth Today......................................................................... General Inquiry
(dyt@fndc.ca)

Contact Us
Contact us below and be added to our email list
or to request a membership form:
Family Network for Deaf Children
P.O. Box 50075 South Slope RPO
Burnaby, BC V5J 5G3
604-684-1860 (voice/text message)
www.fndc.ca (website) fndc@fndc.ca (e-mail)