Deaf Youth Today 2013 - Family Network for Deaf Children

Family Network for Deaf Children and our deaf program

Deaf Youth Today

Fall • Sept 2013 FNDC’s 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.

Happy September and back to school transition! Our Deaf Youth Today program has lots to celebrate after a fabulous Summer 2013! A big thank you to Terry Maloney who took on the DYT Day program Coordinator role as well as the Hornby Island Coordinator role while Erin Pranzl Bentley is on maternity leave! Thank you Terry for your energy, enthusiasm and organization! Also, thank you to our outstanding behind the scenes “registration coordinator” – Andrea Maloney, as well as Jason Berube our Online Registration creator and web guy! Our DYT Staff this year were extraordinary: Scott Jeffery, Brittany Schweeder, Jenny Han, Julia Szefer, Elizabeth Dagg, JC Horton, Isaac Flink and Jeff Chow. We have finally reached our long term goal of having deaf/hh children in our DYT kids program, become Counsellors in Training in their teen years and eventually staff! This year, our DYT staff represent that goal as they were part of our DYT program while there were young! These 8 college/university students brought a level of excitement and skill to our program that reverberated through our entire program.

Surrey last week! The Tournament raised money for us (Family Network for Deaf Children) as well as Deaf Children’s Society of BC. There were 14 teams registered –and tons of fans! The winner of the Kickball tournament winner: The DEAF WHITE SOX. The Deaf White Sox, a baseball team that many deaf kids played on when they were young, came out of “retirement”, dug out their old uniforms, found a few female recruits and transferred their skills to kickball to win the coveted trophy at the tournament! Next year’s Kickball Tournament is set for September 13, 2014. Rumour has it there will be opportunity for some kids teams too!

In addition, we had many contract staff this year that were amazing as well as volunteer student interpreter from Douglas College, professional interpreters and other volunteers that went above and beyond to ensure that DYT had a successful summer. Variety – the Children’s Charity gave us a generous donation for our Hornby Island Deaf Kids’ Camp. Without everyone’s support, we simple could not have provided the excellent programs, supervision and resources that our campers needed! THANK YOU! DYT Registrations Increased! Would you like to donate to FNDC? We saw our DYT registrations increase by over 66% this past summer! As you can imagine – we ended Summer 2013 going over budget! If you (or any family/friends) would like to donate to FNDC to support our DYT program in 2014, we would love it! Remember – we are a charitable organization and will provide you with tax receipts! 20th Anniversary of Family Deaf Camp This summer was the 20th anniversary of the Family Deaf Camp at Hornby Island. It was 20 years ago that Gord & Allison Campbell had a vision and created Family Deaf Camp as a way to learn sign language and meet people in the Deaf community for their deaf toddler (who is now an adult). This camp continues to be a highly anticipated event each year. SAVE THE DATES for Summer 2014: Family Deaf Camp 2014 will be, Thursday July 3rd to Sunday July 6, 2014. Book your holidays now! Your whole family will love it! Kickball Tournament. A big thank you to the Smith Family (Forrest, Cathy, Declan and Gemma) for their highly successful: 1st Annual Kickball Tournament in South

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

Deaf Youth Today 2013: A summer of memories

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FAMILY NETWORK FOR DEAF CHILDREN WORKSHOP:

SUPPORTING DEAF & HARD OF HEARING KIDS IN THE CLASSROOM

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Saturday, November 16th, 2013, 10:00am to 3:00 pm Douglas College, New West Campus, Room #TBA Cost is free, but you must RSVP to: [email protected] before November 10th, 2013 This 4 hour workshop is aimed at parents and is based on what effective teachers can do, and what benefits deaf 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! o How do we determine if the classroom is accessible for my child? o What does it mean to do a classroom communication audit? o In what situations can children with cochlear implants gain even greater access to classroom content by having interpreting services support? How do we educate the school about when and why to use an interpreter for a child that has a cochlear implant? o 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? About the presenter: Debra Russell is a teacher at the University of Alberta, where she brings together her experience and training as a Special Education teacher, 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.

AND for your kids …

Deaf Youth Today will be running a program for deaf & hard hearing kids (kindergarten to age 15) from:

9:30am to 4:00pm on Saturday November 16th. This program will be for parents enrolled in the FNDC workshop! To reserve a spot for your child, send an email to [email protected] or call 604-‐684-‐1860 voice/text. Cost will be $10.00 per child. Children must bring a bagged lunch. Detailed itinerary of DYT Kids program will be emailed after November 10th. Due to our DYT Summer staff (students) back at University, we have a limited number of DYT staff available. At this time, we are limiting the program to deaf & hard of hearing children, but if space permits, by November 5th, we may be able to include hearing siblings. Thanks for your understanding on our staffing numbers and we will try to do our best to include hearing siblings! Deaf Youth Today – deaf & hard of hearing kids that use ASL as their first language & deaf & hard of hearing kids that are using sign language or just learning! FNDC

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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 November 16 2013 at 3:00 pm at Douglas College, New Westminster Campus (Room # to be announced). 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, 2013 together with the report of the Auditors thereon;

2.

To determine the number of Directors at six;

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, 2013. 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 2013/2014. 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.

Deaf News: Sign Language interpreter pictured at work with Obama in the Whitehouse Posted online: August 22, 2013 http://limpingchicken.com/2013/08/22/deaf-news-sign-language-interpreter-pictured-at-work-with-obama-in-the-whitehouse/

This picture taken from Facebook shows an American Sign Language interpreter relaying President Obama’s words during a meeting at the Whitehouse. She is interpreting for Claudia Gordon (second from the right) who has recently been appointed as Associate Director in the White House Office of Public Engagement.

We wonder if Obama needed to remind the delegates not to talk over each other. From: The Limping Chicken, The UK's independent deaf news and deaf blogs website! Lays eggs every weekday morning

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FNDC SAYS A HUGE THANK YOU TO … Variety – the Children’s Charity FOR THEIR GRACIOUS SUPPORT OF OUR DYT DEAF KIDS’ CAMP AT HORNBY ISLAND!

HORNBY ISLAND DYT DEAF KIDS’ CAMP 2013 FNDC

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Professional Development Opportunity WAVLI in conjunction with the BC Provincial School for the Deaf and the Provincial Outreach Program for the Deaf and Hard of Hearing are very pleased welcome Bonnie-‐Lyn Barker to conduct a workshop focusing on:

INTERPRETING IN THE K-‐12 SETTING

Bonnie-‐Lyn Barker received her certificate from the Visual Language Interpreter Training Program in Winnipeg in 1987. She received her BSc. in Signed Language Interpreting from the University of New Mexico in 1995 and completed the Master Mentor Program at Northeastern University in 2005. She has been awarded the Certification of Interpretation by AVLIC and she has held several certifications from RID. Bonnie-‐Lyn has a special interest in issues relevant to K12 interpreters and the consumers they serve. What are the implications of receiving one's education exclusively through interpretation? How do we know a student is ready to receive their education that way? Over the course of several years, concerned staff at the New Mexico School for the Deaf developed a resource document for educational teams’ use when considering placement and programming for Deaf and hard-‐of hearing students in the mainstream setting. Through that process, several important pieces of work emerged, including the Interpreted Education: A Guide for Educational Teams. This workshop will use the underpinnings of that document to explore issues and implications related to interpreted education. Date: Sept 28, 2013 Time: 9:00am-‐4:00pm Cost: $50 for WAVLI members, $60 for non-‐members, $40 for students Location: Douglas College, New Westminster Room 1630/1640 Light refreshments will be provided Convenient online registration is encouraged at www.wavli.com Click the “Store” link, “Workshops” then choose “Interpreting in the K-‐12 Setting”

Don’t Miss out!

**Registration Deadline: September 21, 2013**

Cancellation Policy: Any individual registered for a professional development event offered by WAVLI, may cancel prior to the posted registration deadline without penalty. If individuals cancel after the registration deadline, payment of the full registration fee will be required, regardless of whether or not they attend the professional development event.

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VISUAL LANGUAGE & VISUAL LEARNING

NSF Science of Learning Center on Visual Language and Visual Learning, SBE-1041725.

RESEARCH BRIEF:

FAMILY INVOLVEMENT IN ASL ACQUISITION JUNE 2013 Photo by J.A. Hochesang & O.V. Cameron

LEARNING FROM

RESEARCH

#9 Written by: Charlotte Enns Ph.D. Liana Price M.Ed. candidate

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Key Findings on the Role of Family Involvement in ASL Acquisition • Parental involvement is a critical factor in deaf children’s language acquisition. • Early language acquisition, whether spoken or signed, contributes to improved social, cognitive, and literacy skills. • Natural signed languages, such as American Sign Language (ASL), have emerged from communities of Deaf people around the world. • Signed language development is similar to spoken language development; similarities

outnumber differences. • There is a critical period for language learning; children who learn ASL later (age 5 years and beyond) are less fluent and make errors in language that carry on into adulthood. • There is no evidence to suggest that learning ASL will negatively influence the development of speech. • Resources for parents are essential to achieve optimal language learning for deaf children.

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NSF SCIENCE OF LEARNING CENTER ON VISUAL LANGUAGE AND VISUAL LEARNING RESEARCH BRIEF NO. 9: FAMILY INVOLVEMENT IN ASL ACQUISITION

“Teaching” vs. “Learning” Language Hearing parents do not usually think about teaching language to their newborn babies. Babies have access to language from inside the womb and after their entrance into the world, they begin listening to and processing the sounds around them. 1 Language development follows a natural progression and is typically learned implicitly rather than explicitly taught.2 However, deaf babies are not surrounded by spoken language in the way that their parents assume. Parents of deaf children often find themselves in the unique situation of not knowing how to communicate with their child. They can also be faced with conflicting or misleading information about communication paths involving signed language and amplification technology. However, regardless of the language used (signing, talking, or a combination of both), parents of deaf children will need to take an active role in teaching and facilitating their child’s language learning.3 Families who communicate through a natural signed language, such as American Sign Language (ASL), are learning a new language in a new “modality” (using their eyes and hands instead of their ears and mouth). Parents will need to be familiar with language milestones and work on specific language targets with their children to be sure their child’s signed language learning is developing at an appropriate rate. Active involvement in promoting effective communication between the deaf child and the non-deaf people in the child’s environment is also important. 4 Resources for parents with deaf children are essential to support them in their own language learning and to achieve optimal language development for their children. This brief aims to provide parents with a fundamental understanding of ASL acquisition and to suggest strategies for how families can become involved in promoting ASL development and

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learning.

Distinguishing Between “Speech” and “Language”

It is important to distinguish between the terms “speech” and “language,” as they are often used to mean the same thing, but they actually have very different meanings. Speech is simply the ability to make sounds through movements of the mouth. By contrast, language is our understanding and use of words, grammar, and conversational rules. Language includes all the words we know, how we put these words into sentences and how we understand and express ideas and feelings. Speech is one way to express language, but it is not the only way. Language can also be expressed through signs or writing. In signed languages, such as ASL, facial movements and the shapes, movements, and positions of the hands are used to express meaning and ideas. Studies examining ASL show that it functions in the same way as spoken languages.5 It allows people to request, command, argue, and persuade as well as to express feelings, tell jokes, and create poetry. In this way, language, not speech, is the key to making friends, developing thinking and learning skills, and doing well in school. This is also true for children learning signed languages, like ASL, but there are some unique features about a language that is expressed through the hands and eyes instead of the mouth and ears.

Understanding the Unique Features of American Sign Language

American Sign Language is the primary language of the deaf population in Canada and the United States.6 ASL is not based on English or spoken language; it is a separate and independent linguistic system. Similar to all languages, ASL has its own

VL2.GALLAUDET.EDU June 2013 2 of 8

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grammar rules that allow people to express complex ideas.7 ASL is expressed in unique ways because it is a visual language, as compared to a spoken language. In a spoken language, sounds are processed sequentially, meaning that a person cannot hear two sounds at the same time very well and louder sounds will block out other sounds. Spoken languages are organized in a sequential order (one sound following another) to accommodate this kind of processing. Speech sounds are added to words, or words are added to sentences, to change or add to the meaning. In contrast, visual information is processed spatially and simultaneously. This means that when we see things we remember where they are located and we can see two things at the same time. Signed languages take advantage of how we process visual information and use space and movement to incorporate grammatical information and change meaning.7 In the way that spoken languages are organized to accommodate the processing of sound, ASL is organized to fit with the way eyes and the other senses take in and make sense of visual information.

from early childhood, share the typical language milestones and patterns of children learning a spoken language.9 During their first year, deaf babies develop their visual skills to focus on signing in the same way that non-deaf babies begin to discriminate speech sounds unique to the language spoken around them. Deaf babies also “babble” in signed language; they make random movements of their hands and fingers that resemble signs.10 At approximately one year of age these infants begin to use their first meaningful signs.11 Some of these signs may be simplified, in the same way that nondeaf babies initially mispronounce words, i.e., “wawa” for “water.” A child then combines two signs together, using simple but grammatical sentences, and then acquires the more complex structures of ASL. At the age of five years old, these deaf children have mastered the majority of the structures of ASL. This development is similar to non-deaf children who enter kindergarten with a solid base in their spoken language. Children of deaf parents also experience periods of over- and under-generalization of ASL rules, just like children learning English.12, 13

Although the differences between processing information through our eyes or our ears shape spoken and signed languages, it is important to emphasize that all language learning is really about the mind. So whether or not it is perceived through the eyes or the ears, expressed through the mouth or the hands, signed and spoken languages are processed by the brain in a similar way.8 This core assumption allows us to apply shared principles of language development across languages and across modalities (sign, speech, print).

Importance of Parent-Child

Language Acquisition Similarities and Differences

The process of acquiring ASL has been studied in families where deaf children are born to deaf parents. These children, who have access to ASL

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Interaction

Research has shown that children with more opportunities for communicating with parents, siblings, peers, and other adults develop better language skills.14, 15 Deaf children, like all children, need access to parents and peers they can communicate with easily so they learn about what is happening around them. Parents are learning ASL along with their deaf child and may sometimes feel like they are not skilled communication partners. However, research shows that it is important for parents to sign consistently and to the best of their ability; signing while children are very young leads to long-term cognitive and linguistic benefits. Children under five years of age tend to learn language at a faster pace than adults learning a


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second language so it is possible that children will surpass their parents’ skills in ASL.16 Early exposure to quality language is essential, and it is also essential that children receive constant positive regard from their parents in order to develop appropriate attachment.17 If parents or children feel frustrated when they try to communicate, it can influence the child’s self-esteem.18 Positive and supportive relationships between parents and children can be maintained through developmentally appropriate play activities, with or without the use of language. For this reason, a balance between parenting, play, and language teaching and learning must be found in interactions between parents and their deaf children. Understanding and knowing ASL acquisition milestones can help parents foster their own ASL skills as well as those of their deaf children.

Sequence of ASL Acquisition This section outlines what is known about the general sequence of ASL acquisition. Even so, exact ages are difficult to specify due to the large variation in exposure and access to ASL that deaf children experience. Please note that the following table is intended to provide a summary only. The

follow simple directions use over 50 signs9 sign about things that are present use two-sign combinations 11 and combine pointing with signs22, 23, 24 • ask and understand basic questions, “who” and “what”20 • • • •

2 – 3 year old children: • use over 250 signs25 • begin to use fingerspelling26, 27 • use negation (“no,” “none,” “not-want”)25 • express emotions (signs for happy, sad, mad)20 • use ASL to share daily experiences and events 3 – 5 year old children: • maintain visual attention for ASL conversation (appropriate interruption, turn taking, gaze shifting)28 • ask and understand questions, including “where,” “how,” and “why”20 • use simple sentences, including subject-verbobject; complex sentences also emerge29, 30 • use ASL to find out how things work, explain games, or tell stories

A c t i v i t i e s t o E n c o u r a g e Vi s u a l

Deaf and Hard of Hearing Children’s Visual

Language Development

Age and ASL Acquisition Milestones 0 - 1 year old children: • understand that signs are symbols to communicate meaning • use sign babbling10, 11 • first signs emerge (primarily nouns)20

The interactions between parents and children that promote language development often occur naturally, including talking about the same things, repeating or expanding what children say, and simplifying language. The same behaviors and patterns of interaction between parents and children are also possible in signed language, although some adaptations are needed for visual communication. For example, it is important to make sure the child is looking at you (not the toy) when you are signing the name of the toy. In using a visual language, children and parents learn how to shift their eye gaze and attention appropriately. This is referred to as visual engagement, and it is a

Communication and Sign Language Milestones Checklist,19 a more comprehensive checklist of ASL development, will be released by VL2 in the fall of 2013.

1 – 2 year old children: • understand that eye gaze is needed to give and receive messages21

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unique phenomenon in the signed language acquisition process.33, 34, 35 Parents of deaf children can learn from the strategies that Deaf adults use for visual engagement and attention, such as tapping the child repeatedly, wiggling fingers in front of the child, and moving into the child’s line of vision.26, 33, 36, 37, 38 Other strategies can also be used so that visual attention is not split, for example: a) allowing children to view the picture and then making sure their gaze shifts to you before signing about the picture, or b) when looking at a book with the child, signing on the page to keep all information in the child’s view.39 Parents will benefit from learning about these strategies and getting support and guidelines for how to use them when communicating with their deaf child. Once these strategies are learned, many games, books, and activities can easily be adapted into ASL.

ASL in Everyday Interactions Language activities with your child can become part of your daily routine. Parents often talk to babies about what they are doing even if the baby is not understanding them. For example, a parent might say: “Now I am going to make lunch. I am going to make a sandwich. What do I need? I will need bread and cheese…” etc. Parents can initiate these kinds of interactions at home, during bath time, meal preparation time, and in the grocery store (especially if the child is in a shopping cart and eye contact is established). Parents can use these opportunities to sign to their children about the environment around them. Language learning is best through playful interaction and also when it is meaningful. For example, parents may want to sign about going to the grocery store before they go. They might make a short list by cutting pictures out of a store flyer and gluing them to a piece of paper. Depending on the age of the child, she could hold the list at the store and try to find the items in the pictures. It is

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important to establish eye contact and ensure you have the child’s attention before signing. The child can also help with putting the item into a bag and the parent can help to count the number of items put in the bag. Once home the child can help put the items away. Here are a few more suggestions: • When introducing a new game or toy to a child, it is a good idea to let the child explore the item first. If the game has many pieces the child may want to touch and play with all the pieces before they learn how to play the game. This is natural; children will need to explore and satisfy their curiosity before being ready to listen about how to play. When the child has satisfied their initial excitement, parents can then take the lead and play the game or read the book. • Looking at books together is a common parentchild activity. For younger children (12 – 24 months), it is best to use one sign or short signed phrases. Pointing to a picture is important; make sure the child sees the picture and then makes eye contact with you to see the signs. It can be difficult for children to sit at this age so for this activity it might be helpful to try a chair such as a booster-style chair or a high chair. • Other than the names of things and people, children generally learn opposites as part of early language, including: up/down, in/out, big/small. These concepts can be taught in the context of a game but may also be incorporated into daily life. When walking up stairs or going on an escalator, sign “up” or “down.” When unpacking groceries or clothing, sign “apples out” or “shoe out.” • Turn-taking is an important social aspect of language development. When playing games it is good to sign “my turn” and “your turn” explicitly. This helps to establish a foundation for the back and forth nature of turn-taking in conversation. • Playing games that have a hide and seek


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component are often fun for young children. Parent and child can take turns hiding familiar objects. It is good to make the object easy to find. The child can hide their eyes while the parent hides the object. When the object is hidden the parent can tap the child on the shoulder and sign, “Where is the toy?” The child will then look for the toy and when they find it the parent can sign, “You found it!” Then the child can hide an object and so on. Games with immediate consequences for young children are engaging and fun. This includes games where children can move the pieces (like cars or animals), or where something falls when they take a turn (like blocks or stacking rings). Simple board games are good for turn taking and learning to match colors and numbers. When playing games with very young children, it is not important to follow the rules. Sometimes children will want to play with the game in a new way. This may be a wonderful opportunity to foster the child’s thinking and creativity. For very young children the game or story may only last for a few minutes. As the child’s attention span increases (which may increase as the child learns more signs and language), they will be able to attend to games and books for longer periods of time. Whatever the game, toy, or story, the primary goal is communication. As long as there is an opportunity to model ASL in a fun and meaningful setting, the interaction is successful.

Implications for Parents and Educators

With the development of more concrete information about the natural acquisition of ASL, there will be more explicit information available to guide parents

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in facilitating their deaf children’s language development. There are three key points we can take from the current research: 1. The similarities between signed and spoken language acquisition clearly show that both languages are processed by the brain in similar ways. 2. Because signed and spoken languages are processed in similar ways, then children require the same kind of input to learn signed language. This means early exposure to rich language and high-quality interactions with a variety of communication partners. 3. There is a window for early exposure to language that parents of deaf children can take advantage of by lear ning about visual engagement, positive communication, and interaction to promote ASL learning. It is also clear that effective resources and guides are needed to provide parents with the information and tools required for the task of facilitating their own and their child’s ASL acquisition. Resources and materials, including an interactive ASL dictionary and video tutorials for parents, are currently being developed and will be available soon as part of the VL2 Parent Toolkit. This Parent Toolkit will be made accessible through the VL2 Parent Information Package www.vl2parentspackage.org

website:

Translating VL2 Research The National Science Foundation Science of Learning Center on Visual Language and Visual Learning (VL2) publishes research briefs as a resource for parents, educators, and others who work with deaf and hard of hearing children. These briefs review important research findings, summarize relevant scholarship, and present informed suggestions for parents, educators, and


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professionals. The information provided in this brief is intended to explain the role of family involvement in a deaf or hard of hearing child’s acquisition of ASL.

References 1.

DeCasper, A. J., & Spence, M. J. (1986). Prenatal maternal speech influences on newborns’ perception of speech sounds. Infant Behavior and Development, 9, 133-150.

2.

Slobin, D. (1982). Universal and particular in the acquisition of language. In E. Wanner & L. R. Gleitman (Eds.), Language acquisition: The state of the art (pp. 128-170). New York, NY: Cambridge University Press.

3.

Marschark, M. (2007). Raising and educating a deaf child: A comprehensive guide to the choices, controversies and decisions faced by parents and educators. New York, NY: Oxford University Press.

4.

Bailes, C., Erting, C. J, & Thumann-Prezioso, C. (2009). Language and literacy acquisition through parental mediation in American Sign Language. Sign Language Studies, 9(4), 417-456.

5.

Schick, B., Marschark, M., & Spencer, P. E. (2006). Advances in the sign language development of deaf children. New York, NY: Oxford University Press.

6.

Anderson, D., & Reilly, J. (1997). The puzzle of negation: How children move from communicative to grammatical negation in ASL. Applied Psycholinguistics, 18, 411-429.

7.

Klima, E. & Bellugi, U. (1979). The signs of language. Cambridge, MA: Harvard University Press.

8.

Petitto, L. A., Berens, M., Kovelman, I., Dubins, M., Jasinska, K., & Shalinsky, M. (2011). The ‘‘Perceptual Wedge Hypothesis’’ as the basis for bilingual babies’ phonetic processing advantage: New insights from fNIRS brain imaging. Brain & Language, 121(2), 130-143.

9.

Woll, B., & Morgan, G. (2012). Language impairments in the development of sign: Do they reside in a specific modality or are they modality-independent deficits? Bilingualism: Language and Cognition, 15(1), 75-87.

VL2 Resources for Your Family and Your Classroom

Scientific discoveries from the National Science Foundation Science of Learning Center on Visual Language and Visual Learning (VL2) at Gallaudet University have provided foundational knowledge that has been used to create important evidencebased translational resources. Key discoveries that contribute to VL2’s translation of science span multiple VL2 laboratories and include the discovery that early exposure to a visual language provides visual processing and higher cognitive processing advantages; early bilingual ASL and English exposure provides powerful dual language benefits; and visual sign phonology plays an important facilitative role in the young deaf child’s early acquisition of reading English in the same way that sound phonology has a facilitative role in young hearing children’s accessing of meaning from English print. VL2 has created translational, educational, and ethical resources for educators, practitioners, policymakers, parents, researchers, and the greater public. For more information, see: vl2.gallaudet.edu, and www.vl2storybookapps.com www.vl2parentspackage.org.

10. Pettito, L. A., & Marentette, P. (1991). Babbling in the manual mode: Evidence from the ontogeny of language. Science, 251, 1493-1496. 11. Schick, B. M. (2010). The development of American Sign Language and manually coded English systems. In M. Marschark & P. E. Spencer (Eds.), Oxford handbook of Deaf studies (pp. 229-240). New York, NY: Oxford University Press. 12. Meier, R. (1991). Language acquisition by Deaf children. American Scientist, 79 (1), 60-70. 13. Newport, E. L. & Meier, R. P. (1985). The acquisition of American Sign Language. In D. I. Slobin (Ed.), The crosslinguistic study of language acquisition (Vol. 1) (pp. 881-938). Mahwah, NJ: Lawrence Erlbaum Associates. 14. Hart, B., & Risely, T. (1995). Meaningful differences in the everyday experiences of young American children. Baltimore, MD: Brookes Publishing Company. 15. Dickinson, D., & Tabors, P. (2001). Beginning literacy with language. Baltimore, MD: Paul H. Brooks Publishing Co., Inc. 16. Singleton, J. L., & Newport, E. L. (2004). When learners surpass their models: The acquisition of American Sign Language from inconsistent input. Cognitive Psychology, 49, 370-407.

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17. Young, A. M. (2011). Early intervention with deaf children and their families: "Why, sometimes I’ve believed as many as six impossible things before breakfast!” In D. Moores (Ed.), Proceedings of the International Congress on Deaf Education, 2010 (pp. 75-87). Washington, DC: Gallaudet University Press. 18. Hirst, K., Hannon, P. and Nutbrown, C. (2010). Effects of a preschool bilingual family literacy programme. Journal of Early Childhood Literacy 10(2), 221-239. 19. Simms, L., Baker, S., & Clark, D. (in press). Deaf and Hard of Hearing Children’s Visual Communication and Sign Language Milestones Checklist. Sign Language Studies. 20. Anderson, D., & Reilly, J. (2002). The MacArthur Communicative Developmental Inventory: Normative data for American Sign Language. Journal of Deaf Studies and Deaf Education, 7, 83-106. 21. Harris, M. (2010). Early communication in sign and speech. In M. Marschark & P. E. Spencer (Eds.), Oxford Handbook of Deaf Studies, Language, and Education (Vol. 2) (pp. 316330). New York, NY: Oxford. 22. Folven, R. J., & Bonvillian, J. D. (1991). The transition from nonreferential to referential language in children acquiring American Sign Language. Developmental Psychology, 27, 806-816. 23. Hoffmeister, R. (1978). Word order acquisition in ASL. Unpublished paper presented at the Third Annual Boston University Conference on Language Development, Boston, MA. 24. Pizzuto, E. (1990). The early development of deixis in American Sign Language: What is the point? In V. Volterra & C. J. Erting (Eds.), From gesture to language in hearing and deaf children (pp. 142-161). New York, NY: SpringerVerlag. 25. Anderson, D. (2006). Lexical development of deaf children acquiring signed languages. In B. M. Schick (Ed.), Advances in the sign language development of deaf children (pp. 135-160). New York, NY: Oxford University Press. 26. Erting, C. J., Thumann-Prezioso, C., Benedict, B. (2000). Bilingualism in a deaf family: Fingerspelling in early childhood. In P. E. Spencer, C. J. Erting, & M. Marschark (Eds.), The deaf child in the family and at school: Essays in honor of Kathryn P. Meadow-Orlans (pp. 41-54). Mahwah, NJ: Lawrence Erlbaum Associates. 27. Padden, C. (2006). Learning to fingerspell twice: Young signing children’s acquisition of fingerspelling. In M. Marschark, B. M. Schick, & P. E. Spencer (Eds.), Advances in sign language development by deaf children (pp. 189-201). New York, NY: Oxford University Press. 28. Singleton, J. L., & Crume, P. (2010). Socializing visual engagement in early childhood deaf education. Poster presented at the International Congress of Education of the Deaf, Vancouver, BC, Canada. 29. Pichler, D. C. (2001). Word order variation and acquisition in American Sign Language. (Unpublished doctoral dissertation). University of Connecticut, Storrs, CT.

Woll (Eds.), Directions in sign language acquisition (pp. 143-158). Amsterdam, The Netherlands: John Benjamins. 31. Lillo-Martin, D. (1991). Universal grammar and American Sign Language. Dordrecht, The Netherlands: Kluwer Academic Publishers. 32. Morgan, G. (2002). The encoding of simultaneity in children’s BSL narrative. Journal of Sign Language and Linguistics, 5(2), 127-161. 33. Gale, E., & Schick, B. M. (2009). Symbol-infused joint attention and language use in mothers with deaf and hearing toddlers. American Annals of the Deaf, 153(5), 484-503. 34. Spencer, P. & Harris, M. (2006). Patterns and effects of language input to deaf infants and toddlers from deaf and hearing mothers. In B. M. Schick, M. Marschark, & P. E. Spencer (Eds.), Advances in the sign language development of deaf children (pp. 71-101). New York, NY: Oxford University Press. 35. Singleton, J.L., & Morgan, D. (2006). Natural signed language acquisition within the social context of the classroom. In B. Schick, M. Marschark, & P. E. Spencer (Eds.) Advances in the Sign Language Development of Deaf Children (pp. 344-376). Oxford: Oxford University Press. 36. Maestas y Moores, J. (1980). Early linguistic environment: Interactions of deaf parents with their infants. Sign Language Studies, 26, 1-13. 37. Waxman, R. P., & Spencer, P. E. (1997). What mothers do to support infant visual attention: Sensitivities to age and hearing status. Journal of Deaf Studies and Deaf Education, 2, 104-114. 38. Erting, C. J., Prezioso, C., & Hynes, M. O. (1994). The interactional context of deaf mother-infant communication. In V. Volterra & C. Erting (Eds.), From gesture to language in hearing and deaf children (pp. 97-106). Berlin: SpringerVerlag. 39. Mather, S., & Clark, D. (2012). An issue of learning: The effect of visual split attention in classes for deaf and hard of hearing students. Odyssey, 13, 20-25.

To cite this brief: Visual Language and Visual Learning Science of Learning Center. (2013, June). Family Involvement in ASL Acquisition. (Research Brief No. 9). Washington, DC: Charlotte Enns and Liana Price. Credits

Writers: Charlotte Enns, Ph.D. and Liana Price, M.Ed. candidate Content development & editing: Kristen Harmon, Ph.D. Consultant: M. Diane Clark, Ph.D. Design: Melissa Malzkuhn, M.A. Research Assistant: Erica Wilkins

30. Schick, B. M. (2002). The expression of grammatical relations in deaf toddlers learning ASL. In G. Morgan & B.

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A Father’s experience with a Deaf Daughter: MEDICAL INTERPRETING By Doug Klassen Doug is a Health Care Manager at Delta Hospital, as well as a dad of three young adult kids: Annie, Mari (Deaf) & Jake. FNDC editor’s note: this article was written several years ago and has been updated and revised to share with our current readers!

A typical doctor’s visit was extremely stressful. I was concerned about Mari’s condition, emotionally involved and tried my best to interpret through my ‘somewhat intermediate’ dad level of signing. Not only did this remove me from being involved with Mari as her dad, I could not focus entirely on the conversation and the important questions I had for the physician. I often signed to Mari: “I’ll explain later”. I felt terrible for Mari, who probably understood from my signing that she was going to have surgery for a simple fractured wrist – and she had to wait until LATER to find out all the information. I’m sure I scared her until I could clarify in depth – which usually happened after the appointment as we shared an ice cream together!

As a dad, I spent many hours sitting through doctor’s appointments and emergency rooms with all three of my three children. With my hearing children, during their younger years, I was present at their medical appointments. Most of the questions and conversations took place between the physician and my child. I was able to sit back, listen, take in the information and intervene as necessary. One of the most important things that took place for my hearing children was that they had years of understanding the types of questions parents ask health professionals so that they could be empowered to take responsibility for their own health. This started when they were toddlers, continued into their teen years when they attended appointments by themselves. With my deaf daughter, Mari - it was a different experience. In those younger years, Medical Interpreting hadn’t been established so I was the acting “interpreter” – which didn’t give Mari the best information and certainly didn’t model to Mari the types of questions to ask and how to advocate for herself. When medical interpreting was established, we (mistakenly) thought Mari was too young to benefit from a professional interpreter and preferred to take on the role ourselves.

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As a health care professional myself, I recognized that Mari’s right to understand her health care needs and have the correct information should not be taking place at Dairy Queen over an ice cream cone and my “dad sign language”. I also realized that I was teaching my daughter to nod her head and become a passive medical patient and simply accept what the doctor (and her parents) said. This was setting her up to become dependent on us (her parents) and not encourage her to take ownership for her own health care needs. Just like with my hearing children, my expectation was that Mari would be able to walk into any medical office, be an informed, responsible person in charge of her own health care. The time had come that Mari needed to have an interpreter at every medical appointment. Having the interpreter present, relieved the pressure and I could totally focus on what was being said, take in the information and ask appropriate questions, just as I did with my hearing children. Mari was able to model from me the type of questions that I asked the doctor and she gained the information that she needed. Mari loved the independence, retained the information, asked great questions, shared pertinent information and joked with the Doctor. The Doctor began to see Mari’s person-

ality and a great doctor/patient relationship was formed. Through the years of having an interpreter present, my young adult deaf daughter now knows the information that she has a right to, the questions to ask and how to be responsible for her health care needs. This happened because (just like hearing children), she spent many years having this modelled to her as a young child and having communication access through the interpreter.

As a healthcare professional, I encourage other parents of deaf children to book interpreters while your deaf children are young so that they too may become empowered to understand and participate in their own healthcare. Our family is thankful for Medical Interpreting Service and the BC Ministry of Health for providing this free access! Doug Klassen

GREETINGS to our friends and colleagues from the Program of Sign Language Interpretation at Douglas College

Another school year begins! Over the summer of 2013 our program faculty and staff were recovering from a busy time of packing, moving and settling. We have moved from our longtime ‘home’ in New Westminster to new digs at Douglas College’s lovely David Lam Campus in Coquitlam. This locates us further from Vancouver and Burnaby, but we look forward to it not feeling so far when the newest Skytrain expansion, called the Evergreen line, is completed in 2016. The entire cluster of human service programs under Child, Family & Community Studies is now headquartered at the Coquitlam campus and all our interpreting classes will be held here. We do expect to continue to use space at the New Westminster campus from time to time for Deaf community events, WAVLI meetings, professional development, and the like.

Who’s teaching at Douglas these days? Some well-‐seasoned folk, some fresh faces! All our Instructors are working interpreter practitioners and proud members of WAVLI/AVLIC. Together we are a committed, collaborative, creative and fun team:

Full-‐time Instructor & Coordinator: Part-‐time Regular Instructors: Term Contract Instructors: Program Technician:

Cheryl Palmer Nigel Howard, Barb Mykle-‐Hotzon, Sara MacFayden Rhys McCormick, Kirsten Hagemoen Adrian Desmarais

We are proud to report that 16 students graduated with a diploma in interpreting in May 2013. For the 2013-‐14 year, we have a new group of 17 students in first year and 14 students in the second year of the program. As has been the case for many years, interpreting students in their final semester benefit from three 4-‐week blocks of practicum study in a wide variety of settings. We continue to benefit from the expertise of many professional interpreters who give generously of their time and energy to be site mentors for our practicum students in placements throughout Canada and the US (BC, Alberta, Manitoba, Ontario, Quebec, New Brunswick, Newfoundland, Yukon, Alaska, Washington, Oregon, California, Texas, Minnesota, New York, to name some). The Douglas faculty are immensely grateful for the support from these mentors and from Deaf and non-‐Deaf consumers who embrace having student interpreters in their midst.

Many of you are familiar with the CTell lab at the New Westminster campus. We have a different setup in Coquitlam that includes a classroom that is ours 95% of the time, a class set of laptops, 2 student practice labs, each with 2 computers, all actually more functional for us than the CTell lab.

We are exploring some new ideas: 1) Establishing more formalized partnerships within the community, looking for acts of reciprocity; for example, with PDHHS (Provincial Deaf & Hard of Hearing Services), our faculty can make presentations to parents of Deaf children and PDHHS staff can make presentations to our students; 2) Incorporating “service learning” into our coursework, whereby our students may do volunteer work, other than interpreting, for organizations in the Deaf community; for example, our students assisting the Deaf childcare workers during a BC Hands & Voices workshop. Service learning can provide some excellent “win-‐win” opportunities – our students get to practice their ASL and become more familiar with the community, and organizations get volunteers to meet their needs. Our interpreting students and staff turned out in good numbers to play in the very fun and successful fundraising Kickball tourney on September 14. Douglas College entered 2 teams! What a blast! Many of were nursing aches and pains after the games, but it was more than worth it. It was a wonderful community event, and the Douglas College interpreting program is proud to support the important work of the Deaf Children’s Society (DCS) and the Family Network for Deaf Children (FNDC). Have a great fall semester, everyone!

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WHERE DO FAMILIES LEARN SIGN LANGUAGE IN BC? The following agencies generally provide ASL classes at no charge to families. In addition, some agencies welcome other family members (ie. siblings, grandparents). Please check with individual agencies for details and criteria etc.

Provincial

BC Family Hearing Resource Society For families with deaf/hh children 0 to 5 Website: www.bcfamilyhearing.com 604-‐584-‐2827 voice 604-‐584-‐9108 tty Email: [email protected]

Deaf Children’s Society of BC

For families with deaf/hh children 0 to 5 Website: www.deafchildren.bc.ca Phone: 604-‐525-‐6056 voice 604-‐535-‐9390 tty Email: [email protected]

Provincial Deaf & Hard of Hearing Services For families with deaf/hh children/youth ages of 5 and 19 Website: www.mcfd.gov.bc.ca/pdhhs 604-‐660-‐1800 voice 604-‐660-‐1807 tty Email: [email protected]

Okanagan & Northern British Columbia

Okanagan Child Development Centre Email: [email protected] 250-‐763-‐5100 ext 213 For families with deaf/hh children ages 0 to 19 Island Deaf & Hard of Hearing -‐ NANAIMO www.idhhc.ca Voice-‐ 250-‐753-‐0999 TTY-‐ 250-‐753-‐0977 Voice/TTY toll free-‐ 1-‐877-‐424-‐3323 Email: [email protected] For families with a deaf/hh family member

Northern BC Hearing Society www.nbchearingsociety.com Email: [email protected] For families with deaf/hh children

Vancouver Island:

Island Deaf & Hard of Hearing – VICTORIA www.idhhc.ca Email: [email protected] Voice-‐ 250-‐592-‐8144 TTY-‐ 250-‐592-‐8147 Voice toll free-‐ 1-‐800-‐667-‐5448 TTY toll free-‐ 1-‐800-‐667-‐5488

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ASL Classes for the General Public

Intro to ASL 11 and ASL 11 for BC Students (credited courses) -‐ FREE to BC students that qualify!

Here’s the link to the course outlines for ASL 11 & Intro ASL 11 through Burnaby School District: http://online.sd41.bc.ca/Courses/Secondary/ModernLanguages.aspx

1) If a BC student (under 19) who is a Canadian Citizen/Permanent Resident and has not yet graduated s/he can take the course at no cost. There is a $50 refundable textbook deposit. 2) If a BC student (over 19) who is a Canadian Citizen/Permanent Resident and has not yet graduated s/he can take the course at no cost. There is a $50 refundable textbook deposit. 3) If a BC student (over 19) who is a Canadian Citizen/Permanent Resident and has graduated s/he can take the course at a cost of $450 + $50 refundable book deposit. 4) If an International student (19 and under) with a BC study permit and has not graduated s/he can the course at a cost of $750 + $50 refundable book deposit. John Tyler, Vice-Principal, Burnaby On-Line & Ecole Cariboo Hill Secondary 604-664-8568 (phone) 604-664-8320 (fax) www.cariboo.sd41.bc.ca www.online.sd41.bc.ca

DOUGLAS COLLEGE (Coquitlam Campus)

Visual & Gestural Base for Sign language acquisition -‐ COST $195.00 (1-‐day, 5 hrs) • ASL Prep I COST $295.00 (12 classes, 30 hours) • ASL Prep II COST $295.00 (12 classes, 30 hours) • ASL Prep III COST $295.00 (12 classes, 30 hours) • ASL Prep IV COST $295.00 (12 classes, 30 hours) www.douglas.bc.ca/programs/continuing-‐education/programs-‐courses/cfcs/ss_asl.html •

Vancouver Community College -‐ ASL classes

ASL classes (Prep I – IV) are at the Broadway campus. Check the website: www.vcc.ca Call Admission office for schedule or register 604-871-7000.

***ALSO: Check the Continuing Education (night school courses) in your local School District

• • • •

DID YOU KNOW? What it takes to become an interpreter in BC …

Grade 12 diploma including English 12 PLUS

120 hours of ASL (Prep I to IV) or equivalency PLUS 10 month full time ASL & Deaf Studies Program at Vancouver Community College PLUS The 2 year full time Program of Sign Language Interpretation at Douglas College. So basically, that’s 120 hours of ASL (Prep I to IV) PLUS 3 years of full time school studies!

We are thankful for all our qualified, dedicated interpreters here in BC!

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Alistair the Armadillo eBook adventure in ASL

Available at the Itunes Store $3.99 Alistair is a neat and friendly little armadillo, concerned that his friends lead dirty, lazy, unkempt lives. His personal goal is to bring joy and wellness to his fez mates through improved diet, exercise, and personal cleanliness. Can one little armored mammal make a difference? Are his rumpled friends beyond help and hope? Follow Alistair in his quest to make them clean, healthy and happy.

Emerging ASL storyteller Tobin Zolkowski brings the beautifully illustrated Alistair the Armadillo to life in this cute rendition of a healthy mammal on a mission. Text also readable in Mandarin Chinese, Spanish, Indonesian, and English.

Curl up with an eBook delivered in your child's first language. Available on Apple's iTunes book store. Michael Hughes Creating quality ASL eBooks for the deaf/signing community [email protected]

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FNDC editor’s note: Interesting article in regard to the recent winner in the UK on a deaf contestant on the TV program: Big Brother

Why everyone should give “Big Brother” winner Sam Evans a break Posted on August 29, 2013 at: www.limpingchicken.com

Donna Williams is a Contributing Editor for Limping Chicken. She is a Deaf writer and blogger living in Bristol and studying part-time in Cardiff. As well as being a postgrad student, she’s a BSL poet, freelance writer, NDCS Deaf Role Model presenter, and occasional performer. She tweets as@DeafFirefly A few days ago, I wrote a blog post on DeafFirefly congratulating Sam on his success on Big Brother, but I have seen some ‘Sam-bashing’ online, from both deaf and hearing people. Let me explain why I think this is unfair. I’m deaf. I was raised oral and mainstream, words that are fairly innocuous in the hearing world, but in the deaf world they are loaded with meaning; I was brought up to speak, make what use of my residual hearing that I could and generally do my best to fit in with a hearing world that seemed to have little to no idea what it’s like to be deaf. It’s hard work. It’s fair to say I struggled. A lot.

vastly for that, but I appreciated the enormity of the task he was taking on. I also didn’t think he would last more than a couple of weeks before either being voted out or quitting. I followed Michelle Hedley’s updates for Limping Chicken with interest, and was impressed when Sam made it past week two. It seemed that for the most part, he relied on his lip-reading and speech skills, and on instructions printed on laminate for the Big Brother ritual humiliations, er, I mean tasks. Whilst I was disappointed he didn’t sign much (or at all), I mentally congratulated him for lasting as long as he did.

major city. I can imagine that opportunities to mix with fellow deafies, especially signing ones, are few and far between. Even if he does stay in the hearing world by choice, he’s demonstrated he knows what it is to be deaf; his survival strategies and that conversation with Callum show his deaf credentials. That’s good enough for me. Whether he signs or not, we have a shared experience of deafness and being left for dead in spoken group conversations. And, signing or not, he showed the UK’s TV audience several important things: Deaf people are not aliens

He did manage to spread a little deaf awareness whilst he was in the house, telling Callum what it’s like to be deaf, how sometimes it seems like there’s no point in taking part in conversations as it’s so hard to keep up. I so got what he meant, and the more hearing people that appreciate how hard it is, the better.

Deaf people freak if you make them think you just destroyed

Sam survived the Big Brother house; he not only survived, he won. Yet I’ve seen so many negative comments about him, from both deaf and hearing people.

Deaf people can be funny

The complaint from the hearing fans of BB is that he was quiet, he was ‘wallpaper’, he was boring. What they don’t seem to understand is that he was doing exactly what I would do; avoiding being drawn into any group conflicts or big group conversations for fear of misunderstanding what was really going on and thus looking like a muppet, whilst making friends with people individually in an environment he could manage. That’s not being wallpaper, that’s deaf survival.

Deaf people can be romantic

all their hearing aid batteries Deaf people do not have two heads Deaf people cannot be woken by shouting at them – just shake them Deaf people can have a nice smile; they don’t bite Deaf people can have disagreements; they can bite a little if pushed

My hearing aids pick up all noise in the vicinity and make no distinction between voices and random background noise. Group conversations are next to impossible; by the time I’ve worked out who’s talking, the next person is already talking and the topic has changed. I might as well try to catch water with my hands. It is in theory possible, but it takes effort and lots gets spilled and lost. Even if I do manage to grasp the topic, the effort of constantly concentrating on people’s lips gives me eyestrain and headaches. In short, entering a house full of hearing people whom I’ve never met, who may or may not have their own agendas or worse, strong accents and who, most likely, have never met a deaf person before – never mind interacted with them on a daily basis – is one of my worst nightmares.

Deaf people can be boring Deaf people can make really bad jokes Deaf people have a hard time keeping up in group conversations

The complaint from the deaf fans of BB is that he doesn’t sign, he doesn’t present as culturally deaf, he speaks and ‘listens’, etc.

Factor in the tall fence around the property and the cameras recording your every move 24 hours a day, with every ‘hilarious’ misunderstanding, embarrassing gaffe and verbal faux pas broadcast for the viewing pleasure of millions of people and you have a scenario that you would have to pay me £100,000 upfront to go into.

In the education system we have in this country, very few deaf children and teenagers are encouraged to sign. I know I wasn’t. I didn’t learn to sign properly until I went to university, at 19. Hell, I wasn’t even ‘fluent’ until I was about 21. How old is Sam again?

So I applauded when I learned that a deaf man was going to enter Big Brother. It still didn’t encourage me to watch, the subtitles would have to improve

He’s 23. From Llanelli in Wales. I don’t wish to suggest that Llanelli is far from civilisation, but google it. It’s 50 miles from Cardiff, the nearest

Deaf people can be lost and insecure Deaf people are human Deaf people can participate in things if you give them half a chance Deaf people can win Orwellian televised popularity contests if you give them half a chance

When asked what he would do with the prize money, he said he would give 25% to charity, 25% to his Mum and hold the rest for his future. Another thing he’s showed the nation: Deaf people can be kind, smart and have a good head on their shoulders. Maybe he’s not a BSL poster boy, but he makes a good-looking deaf one. So I’m feeling the love for Sam. He took on the Big Brother house, a daunting enough prospect for someone who can hear everything going on round them, and won. He actually won. Many congratulations Sam, and I wish you all the best for the future. You’ll go far.

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A super (secret) way to quadruple your charitable giving FROM: The Globe and Mail http://m.theglobeandmail.com/globe-investor/personal-finance/taxes/a-hidden-tax-incentive-for-charity/article13796315/?service=mobile Thursday, Aug. 15 2013, 7:59 PM EDT

Imagine making a $1,000 donation to charity with an after-tax cost of only $256. It turns out you might not have to imagine it; it’s a reality for some Canadians, thanks to the new First-Time Donor’s Super Credit (FDSC) that was announced in the 2013 federal budget.

have made a donation and elected not to claim it. These rules are anything but simple. A lot more Canadians will probably qualify for the FDSC than they might imagine.

The FDSC seems to be a well-kept secret. This specific measure in the budget received royal assent in late June, and is retroactive to donations made on or after March 21, 2013. It’s only a temporary program, for now, and is set to expire at the end of 2017. It may be repeatedly extended, especially if few people take advantage of it. It would be an easy way to score popularity points for a Minister of Finance to make such an announcement, especially if it has minimal impact on revenues. That may be the case, considering the poor fanfare it’s received to date.

Federally, the first $200 in donations normally qualifies for a 15 per cent credit. Any donation claimed beyond that amount qualifies for a 29 per cent federal credit. The FDSC increases those federal credits by an additional 25 per cent on all donations claimed up to $1,000. When you then add on the provincial tax credits, in Quebec your total credits earned on a $1,000 donation would be $744. In Ontario, it would be $611. For every other province or territory, it’s somewhere in between. In other words, the potential tax savings for donating to charity increases to between 61.1 per cent and 74.4 per cent for those who maximize the FDSC.

Let’s try to increase that impact, shall we? The FDSC is an enhancement to the standard charitable donations tax credit and as the name would imply, is available to first-time charitable donors. What isn’t so clear, is that you can qualify as a firsttime charitable donor more than once in your lifetime. As long as neither you nor your spouse or common-law partner have claimed the credit since 2007, you are eligible. Also note that you can

There are a few catches. The credit can be shared between spouses and common-law partners, but the total claimed donations by both individuals for the FDSC cannot exceed $1,000. Single Canadians, however, can each claim donations for the FDSC up to $1,000. Donations of property, including investments, will normally qualify for the charitable donation credit, but for donations to earn the FDSC they must be made in cash only.

Finally, while normal donations are allowed to be made and then claimed in future years for the standard credit, only donations made in the same year of claim will qualify for the FDSC. Is your head spinning yet? The First-Time Donor’s Super Credit is a great incentive to encourage donations to charity. Too bad the rules for eligibility are so byzantine. It might be here to stay, but perhaps only because many people won’t know how to take advantage of it, resulting in minimal impact to tax revenues for the government. Preet Banerjee, a personal finance expert, is the host of Million Dollar Neighbourhood on The Oprah Winfrey Network. You can read his blog at WhereDoesAllMyMoneyGo.com and follow him on Twitter at @preetbanerjee

Emilio with his new IPad and his favorite App’s! "For those who don't know this familiar face, this is Emilio Razzano. Emilio is a 3 time open heart surgery and stroke survivor. Emilio lost his hearing at a very young age post-op due to a lot of antibiotics that kept him alive while he was very sick. The Razzano Family

Emilio is mainstreamed in a public school in Squamish and has an ASL interpreter at school. Emilio’s family recently learnt of some great apps that he uses on his IPad that would help him communicate with the hearing world. His IPad, although very costly, his mom searched for funding and the Whistler Blackcomb Foundation came to their aid. FNDC

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The Whistler Blackcomb Foundation funded an iPad with many communication apps for Emilio giving him the start to great independence. So many daily tasks such as picking up his medications, ordering food, looking for items in a store and communicating with hearing friends are now possible. Although these tasks seem so simple if the other person does not know American Sign Language these simple tasks are sometimes not possible for him.

Photo of Emilio with his new iPad; Sono flex and Text to Talk app We can't express how grateful we are to the Whistler Blackcomb Foundation. It's an amazing start to greater independence for him and we are truly grateful for this tool. We are truly so appreciative and grateful of the Whistler Blackcomb Foundation who recently funded this tool for him - thank you so much!"

How do I hire and a Sign Language Interpreter?

Interpreting fees may range from $35.00 to $60.00 per hour depending on qualifications and experience (minimum charge $70-‐$120). Over two hours, two interpreters may be required. Check with agencies for fees, guidelines payment and cancellation policy.

MEDICAL INTERPRETING: Medical Interpreting is a free interpreting service to deaf and hard of hearing clients (funding through the Provincial Health Services Association. **** For more details see next page – MEDICAL Interpreting. EMERGENCY – VANCOUVER: Phone: 604-‐736-‐7039 Text: 778-‐990-‐7391 TTY: 604-‐736-‐7078 Toll Free – Within BC Phone: 1-‐877-‐ 736-‐7039 TTY: 1-‐877-‐736-‐7078 NON EMERGENCY – VANCOUVER: Email: [email protected] Phone: 604-‐736-‐7012 Text: 778-‐995-‐7391 TTY: 604-‐736-‐7099 Videophone: mis.widhh.com Toll Free Phone: 1-‐877-‐736-‐7012 TTY: 1-‐877-‐736-‐7099 GENERAL and EMERGENCY – VANCOUVER ISLAND: Email: [email protected] Phone: 250-‐592-‐8144 TTY: 250-‐592-‐8147 Fax: 250-‐592-‐8199 7 Toll Free Phone: 1-‐800-‐667-‐5448 TTY: 1-‐877-‐667-‐5488

Interpreting Services -‐ Lower Mainland/Metro Vancouver: A.S.L. Interpreting Inc. Email: [email protected] 604.817.2754 (voice or text)

Preferred Interpreters Inc. Email: [email protected] www.pisigns.com 778.588.1870 (voice)

Still Interpreting Inc. 604.433.6359(voice) 604.433.6413 (fax) 604.433.0411 (TTY) Email: [email protected]

Western Institute for the Deaf and Hard of Hearing -‐ Community Interpreting Services 604.731.9413 (voice) 778.327.4375 (TTY) 604.786.7786 (fax) Email: [email protected] www.widhh.com

WAVLI -‐ Western Association of Visual Language Interpreters

www.wavli.com (and click on “FIND AN INTERPRETER). There will be a listing of individual names.

Douglas College (student volunteers)

To request a student volunteer interpreter, please contact, Email: [email protected] Your request will be reviewed by department faculty, and a student will then respond to your email. Please send your request two weeks in advance and be sure that you include the following information: �Date? �Where? �Time (start & finish time) �What is the event? �How can Douglas College contact you? They require a contact person’s name and email address. If you do not provide all of this required information, your request cannot be processed.

Interpreting Services -‐ Vancouver Island and Gulf Islands:

Island Deaf and Hard of Hearing Centre (IDHHC)

Email: [email protected] 250.592.8144 (voice) 250.592.8147 (TTY) Emergency Requests 24 hrs: 250.592.8144 (voice) 250.592.8147 (TTY)

Preferred Interpreters Inc. www.pisigns.com Email: [email protected] 778.588.1870 (voice)

Okanagan/Interior:

Preferred Interpreters Inc. www.pisigns.com Email: [email protected] 778.588.1870 (voice) Western Institute for the Deaf and Hard of Hearing -‐ Community Interpreting Services 604.731.9413 (voice) 778.327.4375 (TTY) 604.786.7786 (fax) Email: [email protected] www.widhh.com

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Medical Interpreting

From: http://www.widhh.com/services/is_mis.php

Medical Interpreting Services (MIS) is a Provincial Sign Language Interpreter booking service funded by the Provincial Health Services Authority. MIS is based at the Western Institute for the Deaf and Hard of Hearing Head (WIDHH) office in Vancouver, BC and provides service to communities across British Columbia. MIS recognizes that clear communication between health care providers and patients is critical. It has been proven that dependence on a friend or family member to sign the medically related information can result in an inconsistent, inaccurate translation, and may even compromise the patient's confidentiality. Using qualified, professional, registered Sign Language Interpreters will result in better evaluation and treatment options while reducing misunderstandings or the need for repeat consultations. MIS will provide a qualified Sign Language Interpreter for most medical appointments such as: • GP and specialists • Psychiatrists • Ophthalmologists • Patient/ family conferences • Gynaecology/ obstetrics • Medical imaging • Hospital stays Some services are not available through MIS at this time. Please inquire for further details. If your medical situation is work related (WorkSafe BC), please inform the dispatcher when booking the appointment. EMERGENCY In the case of emergencies please call the emergency line, open 24 hours, 7 days a week and an interpreter will be dispatched immediately.

Vancouver Phone: 604-‐736-‐7039 Text: 778-‐990-‐7391 TTY: 604-‐736-‐7078 Toll Free – Within BC Phone: 1-‐877-‐736-‐7039 TTY: 1-‐877-‐736-‐7078 NON EMERGENCY

Vancouver Phone: 604-‐736-‐7012 Text: 778-‐995-‐7391 TTY: 604-‐736-‐7099 Videophone: mis.widhh.com Email: [email protected] Toll Free Phone: 1-‐877-‐736-‐7012 TTY: 1-‐877-‐736-‐7099

We acknowledge the financial assistance of the province of British Columbia FNDC

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GENERAL and EMERGENCY Vancouver Island Phone: 250-‐592-‐8144 TTY: 250-‐592-‐8147 Fax: 250-‐592-‐8199 Email: [email protected] Toll Free Phone: 1-‐800-‐667-‐5448 TTY: 1-‐877-‐667-‐5488

NEWSROOM Ministry of Social Development and Social Innovation August 19, 2013

FACTSHEET: Improving Job Opportunities for People with Disabilities The Ministry of Social Development and Social Innovation is committed to fostering a citizen-‐centred system of supports and services that enables people with disabilities to work and participate more fully in their communities. Community and Business Leadership • •

The Minister's Council on Employment and Accessibility was established in February 2012 to identify solutions and strategies to help increase employment and access for people with disabilities.

Government is moving forward on a number of actions consistent with recommendations provided by the Minister's Council to improve employment and accessibility for persons with disabilities, including: o Committing to improve the level of "disability confidence" in the Public Service.  By embracing diversity in the B.C. Public Service hiring and personnel policies, government can demonstrate leadership by supporting and creating work opportunities for people with disabilities o Moving forward on initiating a Presidents Group -‐ a network of influential business leaders who will engage with businesses and employers and work with the Minister's Council to increase employment opportunities in workplaces around the province.  Two Presidents Group co-‐chairs have been named: Tamara Vrooman, chief executive officer of Vancity, and Wynne Powell, president and chief executive officer of London Drugs.

Employment Services and Supports • The Employment Program of BC provides services and supports to unemployed British Columbians who are looking for work-‐including people with disabilities. o The program is offered through 85 WorkBC Employment Services Centres around the province, which provide a wide range of employment programs, while ensuring quick and easy access through a single door. o WorkBC Employment Services Centres also provide a flexible range of employment related services and supports, to eligible job seekers to participate in services, and to obtain and keep a job. o Since launching the Employment Program of BC in April 2012, WorkBC Employment Services Centres have provided employment supports and services to more than 103,000 people. o Of the individuals who have an active case with an Employment Program of BC service provider, almost 14,000 of them have self identified as having a disability. o WorkBC Employment Services Centres offer funding and access to assistive technology and supports for eligible people with disabilities, including: o Assistive technology options to assist with finding and keeping a job o Tools for employed individuals who are at risk of losing employment due to their disability. o Options for students with disabilities who are looking for support to make the successful transition from school to work. •

To support people with developmental disabilities who want to work in their communities, the B.C. government and Community Living BC are implementing a three-year Community Action Employment Plan, which was released in March 2013. o In conjunction with the Employment Program of BC, the plan focuses on working with employers and community partners to increase training, job opportunities and supports.

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Since 2005, the B.C. government has committed to more than $16.8 million in support for the Communication Assistance for Youth and Adults program, which provides innovative technology solutions to people who do not have the capacity for functional speech and/or the ability to communicate. o By offering people with communication disabilities the tools to work and build relationships, CAYA is able to create opportunities for greater independence and an improved quality of life.

Transportation • B.C. is the only province in the country that subsidizes bus passes for people on disability assistance and low income seniors. o o o

o

By providing unlimited access to local public transit for $45 a year, people on disability assistance are able to experience greater mobility within their community. About 86,000 British Columbians are currently enrolled with the program. A special transportation subsidy may be provided to recipients of disability assistance who live in areas where the Bus Pass Program is available, but are unable to use public transportation due to their disability or because their disability would be exacerbated through use of public transportation. There were 15,030 special transportation subsidies issued in 2012-13.

Policy Reform • In October 2012, government made modest changes to income assistance policies, including changes that would help people receiving disability assistance who can work be more self-‐sufficient. •

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B.C. is the first province to offer the option of annualized earnings exemptions, which provide flexibility for individuals on disability assistance who can only work occasionally during the year, to calculate earnings on an annual rather than monthly basis. The earnings exemption was raised to $800 for an individual on disability assistance, and to $1,600 for a couple who are both receiving disability assistance, allowing them to earn additional money without affecting their benefits. For people who previously received disability assistance who find they have to reapply, the waiting period for claiming earnings exemptions has been waived, so they can have the confidence to move into full independence, knowing that there is a safety net available.

Next Steps • This government will continue to engage individuals, families, businesses, advocates, community leaders and others to bring together ideas, solutions and resources to increase accessibility and employment opportunities for people with disabilities. • •

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Work is underway to deliver on a platform commitment to develop a White Paper that will look at how to improve the lives of people living with disabilities in BC. This White Paper will be developed as part of a province-wide consultation process with individuals, families, communities, non-profits and employers, culminating in a Summit early next year to discuss what actions and strategies would be needed to make B.C. a leader in reducing barrier and increasing freedoms for people living with disabilities in B.C. The ministry will continue its ongoing review of income assistance policies changes to identify ways to support greater accessibility and inclusion for people with disabilities.

Media Contact: Government Communications and Public Engagement Ministry of Social Development and Social Innovation 250 356-1670 http://www.newsroom.gov.bc.ca/ministries/social-‐development-‐social-‐innovation/factsheets/factsheet-‐improving-‐job-‐ opportunities-‐for-‐people-‐with-‐disabilities.html FNDC

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The Gift of a Different Ability By Karen Putz FNDC Editor’s note: Thank you Karen for sharing this article with our FNDC readers!

Way back as a child, I hated my hearing aid. I wore my hair down whenever I had to wear it in school, at the insistence of a teacher or speech therapist. Once, when I accidentally jarred it during math class, the high-pitched squealing had me dying a thousand deaths. Mortified, I hit the off switch in a panic. More often than not, the plastic contraption could often be found on a shelf behind a picture or stuffed deep down into the pocket of my jeans. Once or twice, my mom fished it out of the washing machine. Did I mention how much I hated the thing? I did my best to blend in – to fit in and fly under the radar whenever possible. As a result, I ended up becoming the Queen of Social Bluffing. A thoughtful nod, a well-timed laugh, and conversation dominance were my survival tools. There were a couple of friends who saw right through me, and they knew what to do to bridge the communication. If you had told me back then that I would one day become deaf and see that as a blessing, I would have laughed you to the moon… and back, but that’s exactly what happened. It was a summer day in August. I was water skiing on my bare feet and navigating my second attempt to cross the wake behind the boat. I tripped, cartwheeled, and went splat into the water. Even though everything was quiet when I climbed into the boat, reality didn’t set in until weeks later, when I left for Northern Illinois University. Ever since the fall, I had been dealing with tinnitus, a horrible roaring/clanging sound in my head. I stood at the front door of my home, getting ready to leave home, and I broke down crying. I’m deaf. My mom joined me in the crying. “You don’t have to go to college,” she said. “You can stay home, live here and get a job.” Deep down I knew that if I didn’t walk out that door, I would be taking the easy way out. I wouldn’t be facing life head on. My oldest deaf sister had taken that route and she was still living at home. I dried the tears, grabbed my purse, and walked out the door. When we arrived on campus, I discovered that housing had put me on a “deaf and hard of hearing” floor. I protested, loudly and rudely at

the front desk, insisting that they move me to a “regular” floor. I’m not like them, I said. I don’t know any sign language. “Give it a try,” my mom urged. “Go into this with an open mind. You might make some friends here.” You know how moms are always right. The hands that flew back and forth were definitely foreign. I felt like I had been dropped in the middle of Japan and I didn’t understand a word of the language. I soon found others who had that same deer-in-the-headlights look, and we became friends. I then discovered the universal language of college life: A few beers make one fluent in anything. One morning I had an epiphany. I had a choice: I could continue to cry every night and struggle in classes and remain sad about becoming deaf, or I could embrace it and learn to become the best possible deaf person I could be. The choice was easy, but embracing it was hard. I put my hair back in a ponytail, slapped on the hearing aid and went out in public for the first time with the plastic contraption on display. I returned the useless FM system to the disability office and requested interpreters for every class. American Sign Language became my second language. That was the day that becoming deaf turned into a blessing. All it took was a paradigm shift – a transformation/metamorphosis/shift in thinking, or, as Thomas Kuhn explains, a process where “one conceptual world view is replaced by another.” Yes, indeed, going deaf was a blessing. I stopped trying to fit in, and instead, I learned to stand out. A whole new world opened up, one where I was comfortable being myself. I am deaf. I am Deaf. I learned to embrace the gift, to celebrate the difference that makes me who I am. I often work with parents of children with disabilities, especially families with deaf and hard of hearing children. I encourage families explore to ask, “What is the gift my child brings to the family/ world?” and “What can I celebrate?” I love the story of Team Hoyt. If you haven’t heard of them, take a moment to visit their website: Team Hoyt. Way back when Rick was a teen, he told his father that he wanted to do a 5K run for an athlete who had become paralyzed in an accident.

Never mind that his father was out of shape, and Rick couldn’t walk. The two of them completed the run, with Dick pushing Rick’s chair to a nextto-last finish. Since then, the pair have done the impossible together – over 1,000 races, including several Ironmans. They didn’t set out to inspire others. Rick simply discovered that when he and his father raced together, he wasn’t Rick, the guy with a disability. He was simply Rick, the guy who loved to race. If you look for the gift, you discover that Rick inspires others to do what they love, to endure, to persevere, and to enjoy life. It’s the gift of a different ability. Lee Woodruff speaks of this different ability in her book, Perfectly Imperfect. When the doctor uttered the words, your daughter is deaf, Lee’s first thought was, “Who will ever ask a little deaf girl to the prom?” In the years of learning how to navigate the paths on the parenting journey, Lee experienced a paradigm shift of her own: “Back then, I hadn’t really understood the overarching capacity people have to adapt, to be patient, and to recover. I hadn’t factored in the resilience of the human spirit, the very real healing powers of time passing, the grace and perspective we find in moments of repose, and the ability of the soul to regenerate. In those long-ago days I saw a daughter with a disability. Now I see a beautiful, engaging person with a different ability, one that has blessed her with extra gifts and special perceptions.” The next time a person with a different ability pops into your life – look for the gift. By: Karen Putz @DeafMom on Twitter – See more at: http://handicapthis.com/2012/03/the-gift-of-adifferent-ability/#sthash.uPyZHihr.dpuf FNDC

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Sign Language App Featuring Oscar Winner Marlee Matlin Gets Significant Update Wed August 21st, 2013 Online: http://appadvice.com/appnn/2013/08/sign-language-app-featuring-oscar-winner-marlee-matlin-gets-significant-update

Marlee Signs has just received a significant update. Released in October last year, Marlee Signs is a sign language app that features none other than Marlee Matlin. Matlin is best known as an award-winning deaf actress. As a matter of fact, she is the only deaf performer to win the Academy Award for Best Actress. She won the Oscar in 1986 for the film “Children of a Lesser God.” Marlee Signs helps you learn American Sign Language by letting you watch lessons delivered through videos starring the eponymous actress. It also teaches you how to finger-spell any word by letting you type the word and watch Matlin spell it for you. As mentioned, Marlee Signs has just been issued a major update. This update happens to bring

improvements to the app’s video lesson and spelling features. For watching lessons, the update introduces automatic video replay, improved video player controls, and new screen gestures. And for spelling words, the update adds support for fullscreen spelling and new screen gestures.

The update also carries the following enhancements: • Stunning visual improvements from top to bottom • Dramatically enhanced legibility of text • Greater support for landscape & portrait views • Tighter and more intuitive experience

And guess what. The update happens to be Marlee Signs’ universal update. Marlee Signs was launched as an app optimized for iPhone and iPod touch only. But now it has been upgraded to be natively compatible with iPad and iPad mini as well.

Actually, said newly added screen gestures are common for watching lessons and spelling words: double-tap to resize and two-finger tap to mirror left and right. The latest update to Marlee Signs also adds a new sign language e-card feature. With this new feature, you can create your own multi-image spelling instructions for any word and share them on Facebook and Twitter.

Compatible with iPhone, iPod touch, and iPad running iOS 5.0 or later, Marlee Signs is available in the App Store for free. The app offers the first lesson pack for free, while the other lesson packs may be unlocked via in-app purchase.

NORTHERN SIGNS RESEARCH Attention Teachers and ASL Specialists! I am very pleased to announce that the ASL Receptive Skills Test (Enns, Zimmer, Boudreault, Rabu & Broszeit, 2013) is available for purchase. This is a standardized measure of children's (ages 3 – 12 years) understanding of ASL grammar. For details about the ASL Receptive Skills Test and purchasing information, please visit the Northern Signs Research website: http://www.northernsignsresearch.com

The mission of Northern Signs Research Inc. is to support the development of creative teaching and assessment materials to promote children's language, learning and literacy in American Sign Language and English. "Cheese"

Check out the just published ASL Receptive Skills TestGo to the Shop page above.

Who we are....Professionals who work with deaf and hard of hearing children ranging from infants to University students Charlotte Enns - President Bev Geddes - Vice-President Bonnie Eliuk - Treasurer Natasha Tuck - Secretary Elaine Litvak and Shauna Arbuckle - Members-at-large

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‘The Fonz’ inspired Marlee Matlin to follow her dream From: The Canadian Jewish News Friday, August 23, 2013 | http://www.cjnews.com/node/113014

Marlee Matlin, left, and Henry Winkler, second from right, pose with Annette and Lionel Goldman at the Combined Jewish Appeal launch MONTREAL — The 2013 Combined Jewish Appeal (CJA) was launched with an inspiring message from two well-known American actors who had to overcome disabilities before embarking on successful careers. Henry Winkler, most famous for his role as The Fonz in the 1970s TV series Happy Days, and Marlee Matlin, who won an Academy Award for her performance in the movie Children of a Lesser God, were the guest speakers at the Aug. 21 kickoff at Place des Arts’ Théâtre Maisonneuve. Winkler, 67, and Matlin, 48, have been friends since she was a 12-year-old growing up in Illinois with the dream of becoming an actor. There was one problem: she had been deaf since infancy. Hoping to shield her from disappointment, her parents tried to dissuade her from acting as a profession. Winkler was already established in his career, married and a father, when he first saw Matlin performing at the Center on Deafness in Chicago. She was dancing on stage to music she could not hear, but sensed it through the vibrations on the floor. Winkler knew right away she had a talent, and although Matlin’s mother pleaded with him to speak to her and tell her she could never be an actor, he refused. Instead, he encouraged the young Matlin to follow her dream. Winkler understood that disability can be overcome with enough willpower. The New York City native had grown up with severe dyslexia, but in those days it was thought he did poorly in school because he was “stupid

and lazy.” He only understood what afflicted him when he was 31. On top of that, his parents were strongly against him going into acting, which he had known he wanted to do since age seven. His parents, German-Jewish immigrants who came to the United States on the eve of World War II, wanted him to go into the family lumber business. “I was the king of negative thinking: I can’t, I won’t, I’ll never,” Winkler recalled, until he learned that, “When such thoughts come into my mind, I say, ‘Sorry, I have no time for you now.’” Eventually, he made it into the Yale School of Drama, and a starring role in a popular TV show. In the past 10 years, he has co-authored a series of 24 children’s books about a boy who is dyslexic. Matlin communicated in sign language, which was interpreted for the audience, in a humorous and sometimes poignant dialogue with Winkler. This was Winkler’s first time in Montreal. Not so for Matlin, who, was the guest speaker three years ago at Choices, the CJA women’s division’s major campaign event. When young Matlin learned that Winkler was going to visit her centre, she was determined to meet him, and they did backstage. “I saw right away there was something in you touched by God. ‘If you want it, you will be an actor,’ I told her,” he remembered.

But after winning an Oscar at 21, Matlin suffered a setback. Hollywood columnist Rex Reed claimed she had received the “pity vote” and that a deaf person playing a deaf person was not really acting. Heartbroken, she fled to Winkler’s home in Los Angeles for solace. An offer to spend the weekend turned into two years while she rebuilt her career. It was at Winkler’s house that Matlin’s wedding took place 20 years ago. The couple now has four children. “It’s 26 years since the Hollywood critics said my career was DOA – deaf on arrival – and I’m still here,” she said. “No matter what barriers we have, everyone has the right to be included. Each has unique gifts to share.” Matlin is forever grateful to Winkler for the confidence he gave her. She concluded: “You may think I live in a world of silence, but silence is the last thing in the world you will hear from me.” The campaign’s motto is “I am here/J’y suis” suggesting both a readiness to contribute to the community and a determination to maintain a strong Jewish presence in Montreal. “No other gift impacts as many Jewish lives as a gift to CJA,” said general chair Jeff Segel. He noted that campaign expenses in Montreal – at 9.7 per cent of funds raised – are among the lowest for any major charity in North America, due in large part to corporate sponsorships. For the third consecutive year, more than $1 million has been raised among corporations to help offset the overhead, Segel said. The evening opened with a spectacular acrobatic performance by Cirque du Soleil artists, especially created for CJA, and closed with five Israel Defence Forces soldiers singing spiritedly in Hebrew.

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Copyright © 2013 by Gallaudet University Laurent Clerc Reprinted with Permission – Gallaudet University National Deaf Education Center.

E D U C AT I O N A L I N T E R P R E T E R S :

meeting the communication needs of children with Julie Melton, MS, began her teaching career as adjunct faculty in 1999 and since 2005 has served as a clinical assistant professor at Idaho State University in the Sign Language Studies/Interpreting program, which is one of the only programs in the United States to offer a bachelor’s degree with a focus on educational interpreting. Certified by the Registry of Interpreters for the Deaf, Melton, interpreting since 1982, is passionate about teaching and presenting workshops related to interpreting.

Right: American Sign Language interpreters provide students with access to information through visual means.

cochlear implants By Julie Melton and Renée Higbee

Since the early 1990s, when the U.S. Food and Drug Administration approved cochlear implants for deaf and hard of hearing children, the number of children who have cochlear implants has increased in mainstream settings. Recent research (ASHA, 2012; Yoshinago-Itano, Baca, & Sedey, 2010) suggests that these students, like their deaf and hard of hearing peers without implants who use sign language, may benefit from the use of a sign language interpreter. As of December 2010, approximately 26,000 children in the educational system had received implants (NIDCD, 2011), and today the number continues to increase. This makes it important for parents, teachers, and audiologists to understand that some of these children have more success in understanding their teachers, classmates, and curriculum by combining their auditory and speechreading skills with sign language than in approaching their education through auditory/speechreading skills alone. Deaf children with cochlear implants may be able to access spoken language to varying degrees which is why parents—hearing and deaf—and teachers may overlook the benefit visual communication and the support of an educational interpreter may offer these children. Children with implants are still deaf children. When these children take off their cochlear implants, they have varied degrees of speech recognition, and they may function as severely to profoundly deaf children. Further, the understanding of speech that implanted children demonstrate in the audiologist’s office

Photos courtesy of Renée Higbee ODYSSEY

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or in one-on-one conversations is often degraded in the rapid discussions of the classroom, where ancillary noise may include everything from other children talking out of turn, to chairs scrapping, to pilings being driven into the asphalt of the street outside. An interpreter can provide access to classroom information through visual means to support what a student with an implant receives auditorally. The decision to provide interpreter support should be made by the team that determines the student’s Individualized Education Program (IEP). The team should consider the student’s needs first and provide interpreters if the student has difficulty accessing information through watching and listening alone. Data about the student’s performance in school and in the range of classroom environments should be considered, as should the student’s access to incidental information and ability to participate in social communication. Phrases such as “the child…doesn’t need an interpreter…doesn’t watch the interpreter…doesn’t sign expressively” may be too subjective without

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supporting information to be considered in the IEP process. The team should remember that students whose education has been based on spoken English are eligible for interpreters, too. According to YoshinagoItano, Baca, and Sedey (2010), auditory input can be primary and visual support secondary to a child’s understanding, and sign language interpreters can still provide a “fast map” in conjunction with spoken language to a fuller understanding of English and spoken language. In fact, Yoshinago-Itano, Baca, and Sedey found that students who use sign interpreting services may develop spoken language skills more quickly than their oral-only peers. The team must consider the type of interpretation that is most beneficial for the student. Often for a child that relies heavily on his or her listening skills, an interpreter who transliterates—that is, an interpreter who signs with a form of manually coded English—may provide the best access to information. When an interpreter renders spoken English into signed English, the student uses listening, speechreading, and sign support to receive and understand

Renée Higbee, BA, BS, is an educational interpreter in the Boise School District and a visiting clinical professor at Idaho State University in the Sign Language Studies/ Interpreting program. She is a wife and mother of two school-age children, one of whom is deaf. As an advocate for individuals who are deaf or hard of hearing, Higbee has served on various boards and committees nationally and throughout the state of Idaho. The authors welcome questions and comments about this article at [email protected] and [email protected].

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language. When transliterating, the interpreter may sign almost as quickly as individuals talk (that is, with little “lag time”). Sometimes the interpreter may use forms of chunking and waiting for the student to look for sign support or the interpreter may sign consistently so the student can look over at any time to receive the information visually. In

some mainstream classrooms, the teacher and hearing students talk, the interpreter transliterates into a form of manually coded English, and the deaf or hard of hearing student links the auditory and visual information and responds to it orally. The National Association of the Deaf and the Registry of Interpreters for the Deaf (NAD-RID,

References

Resources

American Speech-Language-Hearing Association (ASHA). (2012). Cochlear implants. Retrieved October 28, 2012, from http://www.asha.org/public/hearing/Cochlear-Implant/

Boston Children’s Hospital. (2010). Children with cochlear implants who sign: Guidelines for transitioning to oral education or a mainstream setting. Retrieved October 27, 2012, from http://www.childrenshospital.org/clinicalservices/Site2729/mainpageS 2729P4.html

National Association of the Deaf-Registry of Interpreters for the Deaf (NAD-RID). (2005). Code of professional conduct. Retrieved November 4, 2012, from http://www.rid.org/ethics/ code/index.cfm National Institute on Deafness and Other Communication Disorders (NIDCD). (2011, March). Cochlear implants. NIH Publication No. 11-4798. Retrieved November 4, 2012, from http://www.nidcd.nih.gov/health/hearing/pages/coch.aspx Yoshinago-Itano, C., Baca, R. L., & Sedey, A. L. (2010). Describing the trajectory of language development in the presence of severe-to-profound hearing loss. Otology & Neurotology, 31(8), 1268-1274.

Idaho State Department of Education-MHS Special Services. (2012). Special education manual 2007. Retrieved November 4, 2012, from http://mhsspecialservices.weebly.com/special-educationmanual-from-idaho-state-department-of-education.html U.S. Department of Education. (2004). The new IDEA website. Retrieved November 4, 2012, from http://idea.ed.gov U.S. Department of Justice. (1990). Information and technical assistance program related to the Americans with Disabilities Act. Retrieved November 4, 2012, from http://www.ada.gov Young, B. (2009, Summer). Interpreting for the student with a cochlear implant. VIEWS, 20-22.

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2005) note that a transliterator is appropriate for students who are fluent in English and can quickly process information presented in oral English. Parents’ input is essential in guiding the IEP and, as early as possible, the student’s input should be considered, too. As the student achieves successes and meets challenges, the method of signing and interpreter support can be re-evaluated and modified as necessary. For instance, if a student has good auditory skills and is successfully identifying and attending to the source of auditory input, the interpreter will not need to direct him or her. Interpreters, as members of the IEP team, may give input during the IEP meetings, but they follow the accommodations that the team agrees on. The use of interpreters may provide a student with much needed access to discussions in the classroom and also help them improve their fluency in English. A student’s needs, abilities, and performance should all be considered when evaluating the use of a sign language interpreter or transliterator as an accommodation in a student’s IEP.

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Reprinted with permission from Reprinted Canadian with Association Permission of –Educators Gallaudetfor University the Deaf & Hard of Hearing (CAEDHH)

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Reprinted with permission from Reprinted Canadian with Association Permission of –Educators Gallaudetfor University the Deaf & Hard of Hearing (CAEDHH)

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Alfaro finds no barriers on cross country course By Jessica Smith, NCAA.org | September 12, 2013

http://www.ncaa.org/wps/wcm/connect/public/ncaa/resources/latest+news/2013/september/alfaro+finds+no+barriers+on+cross+country+course

In running, as in life, the race is not always won by the swift but by those who keep moving forward. That is evident in Gallaudet cross-country studentathlete Ivan Alfaro.

While he has to work harder to be aware of the other runners during a race, or though he might fall, he keeps moving forward. The perseverance has paid off.

It’s not uncommon to see Alfaro running swiftly through rolling terrain with quick dips and uneven footing. Like most other runners who have faced cross-country courses and rugged trails, he has fallen. Each time, he picks himself up.

Alfaro has already made an impact in his sophomore year at Gallaudet. He helped the Bison’s cross country team to an eighth-place finish at the NEAC Championships last fall, finishing 22nd overall. He also ran a new school record in the 3,000-meter run on the track last spring.

But there is an extra ounce of bravery Alfaro displays when toeing the line of a cross-country course. He suffers from Ushers Syndrome, which is a rare genetic disorder that has left him legally blind and deaf. The condition is incurable. With it, comes a different challenge that other runners don’t face. “I have no peripheral vision and there are several depths that I can’t perceive,” said Alfaro. “ I don’t let it stop me.”

Alfaro credits hard work, along with motivation from head coach Mikaela Hudson, to that success during his freshman campaign. “Last year and this year my coach really pushed me,” said Alfaro. “She pushed me out of my comfort zone. She taught me to trust my intuition. Now, I am a more confident runner. I trust myself and trust the race.”

WHERE: Provincial Deaf and Hard of Hearing Services, 4334 Victory Street, Burnaby

“I’m equally committed to education and athletics,” said Alfaro. “Finding the balance between the two. When I am in class I am focused on my studies and learning. And when I am on the track I am focused on my workout or my competition.” Alfaro embodies the virtues of a student-athlete. He’s committed to success in athletics, in the classroom and in life, no matter what obstacles come his way. With his persevering spirit and commitment to excel¬lence, Alfaro will keep running towards success this fall and in the in the future.

OD R A GO BBQ FO R E M M SU END OF

DEAF PARENTS COFFEE GROUP This weekly event is for deaf and hard of hearing parents of school-aged children. Weekly topics include: Your access rights; How to advocate for you and your child; and Developing literacy skills with your child. You can share and learn strategies for raising your child.

Alfaro also trusts in his ability to succeed in the classroom. He loves to learn, and it’s easy to see that Alfaro has an unwavering commitment to success both in the classroom and in running. He carries a 4.0 GPA.

CAUSE!

WHEN: SUNDAY SEPTEMBER 29th, 2013 TIME: 12:00—17:00 WHERE: BURNETT SECONDARY SCHOOL 5011 Granville Ave. Richmond BC

 

Come out and enjoy music, raffle prizes, activities and much more! 100% of the proceeds will go to ‘Silent Voices’, an organization in Uganda that helps deaf children go to school!

ONLY $20.00!

WHEN: Thursdays October 3 - November 21 (8 sessions)

***VOUCHERS INCL. 1 HOTDOG/HAMBURGER/ VEGGIE BURGER 1 BEVERAGE 1 SNACK + YOUR NAME GOES IN A DRAW TO WIN ROUND TRIP AIRFARE FOR 2 TO VICTORA, 2 NIGHTS STAY AND WHALE WATCHING FOR 2

TIME: 9:30 - 11:00 am DETAILS: Please register with Kristen Pranzl at [email protected] by September 25, 2013.

CHECK OUT THE FACEBOOK PAGE! ‘End of Summer BBQ for A Good Cause!’ CONTACT: [email protected]

FNDC

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Fall • Sept 2013

PLAY AND READ TOGETHER: A FAMILY-BASED ASL AND LITERACY PROGRAM An opportunity for you and your deaf or hard of hearing child between the ages of 5-9 (and their siblings)! Join us for adventures in ASL through storytelling, games, and lots of fun interaction!

BURNABY ASL CLASS and CHILDREN’S PROGRAM An opportunity for you and your deaf or hard of hearing child between the ages of 5-19 (and their siblings)! Join us for adventures in ASL through classes and parent-child learning opportunities (Storytelling, games, and lots of fun interaction)!

WHERE: Abbotsford (location TBD)

WHERE: Provincial Deaf and Hard of Hearing Services, 4334 Victory Street, Burnaby

WHEN: Monday evenings from September 23 - December 9, 2013. No classes on Thanksgiving (October 14) and Remembrance Day (November 11).

WHEN: Monday evenings from September 23 - December 9, 2013. No classes on Thanksgiving (October 14) and Remembrance Day (November 11).

TIME: 4:30 - 6pm (1.5 hours)

TIME: 6:30 - 8:00 pm (1.5 hours)

DETAILS: Please register with Kristen Pranzl at [email protected] or 604 660-1800 by September 20.

DETAILS: Please register with Roger Chan at [email protected] or 604 660-1800 by September 20.

NORTH VANCOUVER ASL CLASS and CHILDREN’S PROGRAM An opportunity for you and your deaf or hard of hearing child between the ages of 5-9 (and their siblings)! Join us for adventures in ASL through storytelling, games, and lots of fun interaction!

WHERE: Carson Graham Secondary School, 2145 Jones Avenue, North Vancouver WHEN: Thursday evenings from September 26 - December 5, 2013. No class on October 24. TIME: 6:30 - 8:00 pm (1.5 hours) DETAILS: Please register with Roger Chan at [email protected] or 604 660-1800 by September 20.

FNDC

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Fall • Sept 2013

COFFEE TALK Coffee (or Tea) Talk is an opportunity for parents of deaf and hard of hearing children to meet and turn food for thought into food for talk. Topics include Raising a D/HH Child: What Does that Mean to You?; The World of Communication; and Turning Barriers into Paths. We would like to connect with you before Coffee Talk starts to collect more topic ideas!

WHERE: Provincial Deaf and Hard of Hearing Services, 4334 Victory Street, Burnaby WHEN: Wednesdays October 2 - November 20, 2013 (8 sessions) TIME: 11:30 am - 1:00 pm (1-1:30 optional social) DETAILS: Please register with Alayna Finley at [email protected] by September 20. *We plan to offer a second group starting in January on evenings for those who can’t make it to a daytime Coffee Talk. Let us know if this is the case for you.

ASL CLASSES (American Sign Language)

Fall Session

ASL (Sign Language) Classes for anyone who interacts with a deaf or hard of hearing person in their lives. Susan has created a great new set of lessons that will teach useful words and phrases for every day life in a fun, interactive setting. Our instructor is a certified Teacher of the Deaf and Hard Hearing.

Sunday afternoons - 1:00-2:30 pm Sept 22, Sept 29, Oct 6, Oct 20,Oct 27, Nov 3 AIHMI Community Living Services 950 Kerry Street, Prince George

$10 per family for all six weeks

Thank you to our supporters who have made this program possible:

(includes healthy snack) All children must be accompanied by a responsible adult

American Sign Language Classes Sign Language Classes and Workshops for Families and caregivers who have Deaf and Hard of Hearing Children between the ages of 0-19. And Children’s Literacy Program offered in conjunction with adult classes – children will learn the same vocabulary as the adults in a play based environment.

where:

Okanagan Child Development Centre 1546 Bernard Avenue, Kelowna, B.C. V1Y 6R9

when:

September 17th to December 10th, 2013

This is a beginner moving toward intermediate Sign Language course focusing on American Sign Language vocabulary and grammar structure. At the end of the course, you will learn how to communicate with Deaf children and adults in your community.

time:

6:30pm to 8:00pm (1.5 hours)

cost:

FREE

registration: contact Irma Lux at [email protected] or 250 763-5100 (ex 213) Visit www.nbchearingsociety.com for a registration package & you can register with a credit card on Eventbrite 250-563-2425 or [email protected]

Name: _______________________ Adult_____

Child _______ Age of Child _________

Address: _______________________________________________ Telephone: _____________________________________________ Email: _________________________________________________ CENTRAL OKANAGAN CHILD DEVELOPMENT ASSOCIATION This program is offered by Family and Community Services (FCS) under the Provincial Deaf and hard of Hearing Services and the Central Okanagan Child Development Association.

Vancouver Community College ASL classes

The ASL classes are at Broadway campus PREP I – IV • Sept to March & January to June • We offer fast-track courses with same instructor – 120 hrs study • 2 nights a week either Mon & Wed or Tues & Thurs • The fee is $358.26 plus text For 120 hrs of study (PREP I – IV). • We also offer summer session 2014: 6 weeks, 9 am to 2 pm Monday to Friday Call Admission office for schedule or register 604.871.7000.

FNDC

39

Fall • Sept 2013

Greater Vancouver Association of the Deaf Presents Understanding your Money

Workshop topics: • Cheque Writing • Budgeting your money • Credit Cards When: Fall 2013 (October & November)

• Managing Debt • Additional Topics may be included

Days: Tuesday evenings Time: 6:30-9:30pm

Where: To be announced Presenters: Lisa Anderson-Kellett and Kevin Ettinger Other Presenters to be announced To register or for more information contact

[email protected] or TTY: 604-738-4644 GVAD acknowledges the financial support of

FNDC

40

Fall • Sept 2013

Vancity Community Project Grants

WorkSkills for Non-Profits Vancouver Community College is offering FREE Basic Workplace Essential Skills training to volunteers and employees of non-profits and social enterprises. With a flexible training schedule and lessons designed to develop skills that are useful in any workplace, this program has proven to be popular with participants and employers alike. Training can be delivered either in the workplace or at VCC’s Downtown campus. Every participant who completes the program receives a $250 training stipend. Participants can take one of three courses: Working effectively in non-profits Retail service skills Food and beverage service skills The workplace essential skills are: Reading Writing Document use Numeracy Computer use Thinking Oral communication Working with others Continuous learning

Program duration, intakes and cost: Duration: 30-hour program Intakes: Ongoing Cost: No cost to the participants or their employers

Eligibility

To be eligible, you must be employed by or volunteering with a non-profit/social enterprise. Interested volunteers and employees can contact the people below for more information.

Participants will focus on those skills that they most need in their workplaces. Participants have access to VCC’s Library and Learning Centre for the duration of the term.

MORE INFORMATION For more information, please contact: Rod Paynter Caroline Johnston 604.871.7000, ext. 8322 604.871.7000, ext. 8543 [email protected] [email protected]

Funding provided through the Canada-British Columbia Labour Market Agreement FNDC

41

Fall • Sept 2013

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.

D

Y

T

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 FNDC’s 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 Kathy Caldicott................................................ Member at Large Anna Lesko...................................................... Member at Large Karen Birchenall.............................................. Member at Large The Board of Directors are parents of deaf children.

FNDC and DYT Staff

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:

* Our newsletter (which is published four times a year) * Email Updates regarding upcoming workshops and courses, children & youth programs as well as community updates

Cecelia Klassen.........................................Executive Director ([email protected])

Bella Poato...............................................Executive Assistant ([email protected])

Erin Pranzl Bentley..............................[On Maternity Leave] Terry Maloney.................. DYT Coordinator (Summer 2013) ([email protected])

Andrea Maloney.........Registration Assistant (Summer 2013) ([email protected])

Jason Berube............................. Website Designer/Developer ([email protected])

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) [email protected] (e-mail)

Deaf Youth Today 2013 - Family Network for Deaf Children

Deaf Youth Today 2013 - Family Network for Deaf Children

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