Winter 2013 Newsletter

Family Network for Deaf Children and our deaf program

Deaf Youth Today

WINTER • (January) 2014 D

WINTER

EDITION

Happy New Year 2014! Looking back on 2013, it was an action packed year filled with fabulous events: The “Go Bananas Family Event” and the Family picnic hosted by FNDC, BC Hands & Voices, CHHA Parents’ group and Family & Community Services (PDHHS). FNDC had action-packed Deaf Youth Today Summer Program as well as a fall workshop with Deb Russell with a DYT Event day. FNDC continues to evolve and change to meet the needs of the community we serve. When FNDC was formed (1992), we received grant money to provide sign language classes, and offered many workshops to families as there was no support to children in the school age range (K-12). We gathered together as a grassroots’ parent group out of our need for support and services. Since that time, organizations (and programs) have been established that are providing these services (sign language classes, counselling, workshops, transition programs) in a broader and more sustainable way. Rather than be territorial - we have celebrated all the changes! Our “hard work” has paid off. FNDC continues to evolve to meet the needs of parents and deaf & hard of hearing children in B.C.

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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.

35 kids that is a $42,000 cost). We are extremely grateful for the support of parents and community members who send in donations. Without the support from our big donor, Variety, The Children’s Charity who supports our Hornby Island Kids Camp – we simply couldn’t run this camp! Donations are very important to us and are always welcome! In addition to Variety, The Children’s Charity, we are also thankful for donations from: Douglas College: Program of Sign Language Interpreting (students), the Vancouver Community College ASL & Deaf Studies Program (students), Knowledge Tech Consulting Inc. (Janice Feanny), Nicki Horton, Bill Howich Chrysler, Doug Lambert, Kathy Anderson, Pixstar Photobooth, Eileen Edinger, Jeff Chow (Gallaudet fundraising), Elizabeth Dagg (Gallaudet fundraising), Deaf Community (via Forrest Smith Family: KickBall Fundraising Tournament) and an anonymous estate donation. In addition, we are also thankful for many smaller donations we receive as well! Thank you! Best Wishes for 2014 Access, equity and a sense of belonging

This is a phrase that FNDC often quotes: “Even though technology and methodology have changed over the years, the common themes of “access, equity and a sense of belonging” have not changed and are timeless”. FNDC continues to work on these themes in areas such as: social/recreation, leadership training, education (K to 12, and post secondary), employment, general services and involvement in community. FNDC’s involvement on a variety of committees ensures that issues facing families with deaf children and deaf youth themselves have input into a variety of issues. In addition, FNDC has written letters and continues to write letters on behalf of deaf children and their families. A large component of the DYT program is training and hiring deaf young leaders (all college & university students). Our DYT leadership team put in countless hours of training and supervision to ensure that our future leaders here in BC gain the skills needed for our summer employment, but more importantly to launch them into a future of employment opportunities. Many of the strong leaders in our Deaf community – all began as DYT staff. This is something we are very proud of. Our DYT program is very costly to run. On average, each child that attends Hornby Island Kids camp – costs approximately $1,200 (so for

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

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

North Vancouver ASL Classes and Children’s Program – Winter 2014 Location: Carson Graham Secondary School (2145 Jones Avenue, North Vancouver) Dates: Thursdays January 23, January 30, February 6, February 20, March 13, 2014 No Classes on February 13, February 26, and March 6. Time: 7:00-8:00PM Register with Roger Chan before January 17, 2014 by emailing [email protected] or leaving a voice message at 604-660-1800. Want to learn more about FCS? Like us on Facebook! Our Page is with Provincial Deaf and Hard of Hearing Services. Or, contact [email protected] or [email protected]

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WINTER•(January)2014

    

When:

Wednesday January 15 & 22, 2014

Time:

4:00 pm to 6:00 pm

Where:

South Slope Elementary School’s gym 4446 Watling Street, Burnaby

Cost:

FREE – Donation are welcome

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      

        

             

BCDSF is a proud sponsor of the basketball Team BCSD that is going to tournament at Washington State of the Deaf at the end of January 2014. They have been training since October and they need your help to better prepare for the tournament. Your support for these young athletes are appreciated!

For more information, please contact Leonor at BCDSF’s office [email protected]

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2014 Skiing Is Believing For people who are Deaf or Hard of Hearing Nordic Racers Introductory Cross-Country Ski Clinic

Photo: Christine Adler

Interested in knowing more about learning cross country skiing and the possibility of competing as a cross country skier for Canada at a Deaflympics? The Nordic Racers has had skiers compete in the Paralympic Games in cross-country skiing and now our team has turned their energy towards a new challenge — introducing more people to the sport! We have planned a one-day ski clinic to introduce anyone who is deaf or hard of hearing to cross country skiing and will provide registered sign language interpreters for the day. This is open to participants 8 years of age and older. Where: Whistler Olympic Park in the Callaghan Valley just south of Whistler. When: Saturday, February 8th, 2014. Who: Individuals who are deaf or hard of hearing and one friend or family member – 8 and up. Cost: $25 per person. This fee covers transportation, equipment and coaching. To Register: Follow the link https://zone4.ca/reg.asp?id=5672&lan=1&cartlevel=1 to register online or go to www.nordicracers.ca. Registration deadline: Friday, January 31st, 2014. Please contact Andrea at [email protected] before November 25, 2013 if you have a child under 18 interested in registering, it will assist us in securing grant money for the program. (The program will run regardless.) Any more questions? email [email protected] or if you want to register. For more information about the Nordic Racers Ski Club, please visit our website at: www.nordicracers.ca FNDC

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Reducing Barriers & Increasing Accessibility CONSULTATION for BC citizens: This is an important opportunity for citizens of British Columbia to share their opinions in regard to reducing barriers and increasing accessibility for people living with disabilities. The B.C. government, the disability community – led by the Minister’s Council on Employment and Accessibility, and the business community – led by the Presidents Group, are pleased to announce the launch of the Disability White Paper Consultation. The Consultation process will close at 4 pm on March 11, 2014. We encourage you to participate in the Consultation and look forward to receiving your comments and ideas about what we, as a society, can do to reduce barriers and increase accessibility for people living with disabilities. In-person Community Consultations will take place in January & February in communities throughout BC. Check out the link below to register in your community and to read more about this important opportunity to share your feedback with the BC Government in regard to persons with disabilities. Go to this link to find out more, to register for Community Consultations in your home community or to make online comments: www.engage.gov.bc.ca/disabilitywhitepaper

Community Consultation Dates throughout British Columbia:

Mon Jan 20 Tue Jan 21 Wed Jan 22 Wed Jan 22 Tue Jan 28 Wed Jan 29 Thu Jan 30 Thu Jan 30 Tue Feb 04 Wed Feb 05

Courtenay Prince George Prince George Quesnel Vancouver West Vancouver Surrey Surrey Kamloops Vernon

7-9:30PM 7-9:30PM 9:30-Noon 7-9:30PM 7-9:30PM 7-9:30PM 1:30-4PM 7-9:30PM 7-9:30PM 7-9:30PM

Thu Feb 06 Tue Feb 11 Wed Feb 12 Thu Feb 13 Tue Feb 18 Thu Feb 20 Mon Feb 24 Wed Feb 26 Wed Feb 26

Kelowna Richmond Port Moody Abbotsford Cranbrook Fort St. John Terrace Victoria Victoria

7-9:30PM 7-9:30PM 7-9:30PM 7-9:30PM 7-9:30PM 7-9:30PM 7-9:30PM 1:30-4PM 7-9:30PM

FNDC editor’s note: Parents of Deaf/HH Children, Deaf & Hard of Hearing Citizens and Community members/professionals, this is an opportunity to have your needs heard by the BC Government either in person by attending a Community Consultation or by written participation (online). All BC citizens are encouraged to participate. FNDC has heard from many of you regarding important issues, so this is your opportunity to sign up for a Community Consultation or make online comments to share your concerns. For example: support for training & employment, funding for interpreting related to work, sports interpreting, Community Living BC becoming open to allowing deaf young folks with disabilities to be together in a group rather than secluded, hearing aid funding, access to MLA’s and government, Government having videos in ASL (and captioning) on websites, student loan forgiveness for persons with disabilities, interpreting at public events, ASL recognized as a language and the list goes on and on! Please make sure that you gather information regarding access and barriers and share your suggestions at the Community Consultations or by online comments!

Apps for Ipad & IPhone Signed Stories by Kevin Wynn and Peter Cook. - 2 Apps! https://itunes.apple.com/ca/app/signed-stories-book-bundle/id677076457?mt=8

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Family and Community Services

A program offered by Provincial Deaf and Hard of Hearing Services

Calendar of Events Abbotsford Read and Sign! For families with school-aged deaf and hard of hearing children.

Register with [email protected] by January 10, 2014.

Deaf Coffee- weekly For parents who are deaf or hard of hearing and have school-aged children. An awesome opportunity to meet other D/HH parents and learn from each other!


North Poplar Elementary (32041 Marshall Rd, Abbotsford) Resource Room: on Mondays January 27 – April 7 from 4 – 5:30 pm. (There are no classes on February 10, March 17, and March 24.)

PDHHS (4334 Victory Street, Burnaby) on Thursdays January 30 – March 20 from 10:30 am to 12:00 pm.

Youth Social Events

For family members of school-aged children who are deaf or hard of hearing.

For deaf and hard of hearing youth.

Unique Lives feat. Chris Hatfield – March 4 For students in Grades 7-12 and College/ University

ASL-interpreted presentation by Canadian astronaut Chris Hatfield at the Orpheum in Vancouver on Tuesday, March 4 at 7:30 pm. Social/dinner event from 4:30 – 6:30 pm at PDHHS. Tickets $20 and pizza $5.

Burnaby ASL Classes- biweekly Register with [email protected] by January 10, 2014.

Burnaby: South Slope Elementary on Tuesdays biweekly (January 21, February 4, February 18) and Thursday March 6 from 5:30 – 7:00 PM.

Burnaby Family Literacy Program biweekly

Register with [email protected] by January 10, 2014

For deaf and hard of hearing children ages 5-8 and their parents.

Six Week Employment Prep Youth Group


For deaf and hard of hearing youth ages 17-23

Are you ready to work? Looking for your first job? Do you have the skills it takes to be successful in the workforce? Do you know what your rights are as an employee? Wednesdays at PDHHS (January 29, February 5, February 19, February 26, March 5, March 12) from 4:30 – 6:00 PM. Register with [email protected] by January 9, 2014 FNDC

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Burnaby: PDHHS (4334 Victory Street) on Tuesdays biweekly (January 28, February 11, February 25, March 11) from 5:30 – 7:00 PM.

Want to learn more about FCS? Like us on Facebook! Our Page is with Provincial Deaf and Hard of Hearing Services. Or, contact [email protected] or [email protected]

Your Child Has A Cochlear Implant: Why Include Sign Language? By Debra Nussbaum

Audiologist and Coordinator of the Cochlear Implant Education Center at the Laurent Clerc National Deaf Education Center at Gallaudet University

Over the past 10 years of my 30-year career in deaf education, I have focused on children with cochlear implants. I’ve worked directly with hundreds of children and their families, attended countless workshops and conferences, and networked with thousands of professionals on this topic. I have witnessed the potential of this technology to provide quality sound to children who are deaf. I also have observed that just getting a cochlear implant is no guarantee that a child will be able to learn to listen so well that he or she can use only listening to learn. Each child with a cochlear implant is unique, and there does not appear to be a single approach that is the one right approach to develop language and communication for all children with cochlear implants. For this reason, the Cochlear Implant Education Center (CIEC) at the Laurent Clerc National Deaf Education Center at Gallaudet University is focusing on examining a variety of ideas and strategies for children with cochlear implants that value and develop spoken language while also valuing and developing sign language and Deaf identity. Maybe you’ve heard the frequently expressed opinion associated with cochlear implants within some parts of the medical and deaf education community that “the use of sign language will limit the outcomes for spoken language development through the cochlear implant.” We continue to find that families are counseled to either never sign with their child (even prior to a young child’s getting a cochlear implant) or to stop signing with their child (even older children who have used sign for quite a while) once they get their cochlear implant. When this notion is conveyed to families of children getting cochlear implants, it is difficult for families to provide evidence and support for why sign language should be included. As there is not yet enough research, why should the use of sign language be considered for a child with a cochlear implant? Here are a few things to think about: ● For young children, cochlear implant surgery does not typically occur until approximately 12 months of age. By the time the speech processor of the implant is

turned on and the child has even a brief opportunity to access quality sound, at least 14-15 months of prime language learning time has passed. Recognizing the crucial importance of establishing language foundations early in a child’s life, it makes sense that sign should at least be considered as a foundation of early language for a child until the auditory sense has time to develop and the child has opportunities to listen. ● For older children (beyond the early language acquisition years) who are established, successful sign language users and who then get a cochlear implant, the transition to becoming an auditory-only learner may not be realistic. The cochlear implant may offer the child awareness and enjoyment of sound and the ability to develop some important skills in communicating via spoken language and developing literacy. However, spoken language may not become the child’s primary way to communicate. ● Some children, even with a cochlear implant, may struggle to develop listening and speaking skills. They are wired to learn more visually. It is often not clear what a child’s learning style will be with a cochlear implant and whether sign language could and should be an integral part of the language and communication practices. If a child with a cochlear implant does acquire a greater competence and a preference for using sign and does not develop equal competence in spoken English, it is important that the child’s proficiency in sign be valued and the child not seen as a failure with their cochlear implant. ● A cochlear implant is a physical device. It can break; the batteries can die; it can get lost; children may refuse to wear it; the internal device can fail; and nobody wears it 24 hours a day (contact sports, bathing, etc…). A child’s competence in sign language offers language and communication abilities that are beneficial when the cochlear implant may not be available.

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● Bilingual development and use of both American Sign Language and spoken English as separate languages should be strongly considered as a “first choice” option for children with cochlear implants. If both ASL and spoken English are developed and used before and after a child receives a cochlear implant, this approach can promote competence in two languages which can benefit the child in their learning, social interactions, and identity as a deaf individual. ● If an oral environment is being considered for a child with a cochlear implant who also uses sign language, it is beneficial to consider using guidelines to confirm whether the child is ready for such a transition. For an example of such guidelines, see: Children with Cochlear Implants Who Sign: Guidelines for Transitioning to Oral Education or a Mainstream Setting at: http:// www.childrenshospital.org/clinicalservices/Site2143/ Documents/transition.pdf. These guidelines also can be used to document the functioning of a child in an oral environment to determine whether he or she could be better served in an environment that includes signing. At the Kendall Demonstration Elementary School at the Clerc Center, we have designed a bilingual ASL/spoken English model to meet the needs of children with cochlear implants and are evaluating its effectiveness. We are finding that with appropriate planning and supports in place, many children with cochlear implants are developing language foundations in both ASL and spoken English, and that sign is not limiting their spoken language development. In fact, we are finding that use of sign is beneficial in helping children build their skills in spoken English. Use of cochlear implants and a bilingual ASL/spoken English model is gaining momentum with both hearing families, deaf families and the greater Deaf community. We are observing a recent trend with deaf families beginning to consider cochlear implants for their young deaf children. In addition we are seeing emerging discussion within the Deaf community regarding the benefits of using both ASL and cochlear implants. For more information about issues surrounding ASL and Cochlear Implants, refer to the ASLCochlear Implant Community website at: http://aslci.blogspot.com/

Making choices about the best way to approach language and communication development for a child with a cochlear implant is not always clear. While the goal of obtaining a cochlear implant is to increase a child’s potential to access sound for the purpose of developing spoken language, it is important to keep this goal in perspective with all of a child’s needs and look at how sign language can be included. Yes, spoken language must be addressed and valued in the child’s environment, but sign language also can play an important role. For further discussion about using both sign language and spoken language as an option for children with cochlear implants, see the following resources: Nussbaum, D. Cochlear Implants: Navigating a Forest of Information: One Tree at a Time http://clerccenter.gallaudet.edu/KidsWorldDeafNet/e-docs/ CI/index.html Children with Cochlear Implants Who Sign: Guidelines for Transitioning to Oral Education or a Mainstream Setting http://www.childrenshospital.org/clinicalservices/Site2143/ Documents/transition.pdf Sign of the (Changing) Times. Loud and Clear, A Cochlear Implant Rehabilitation Newsletter, Issue 2, 2006. http://www.bionicear.com/userfiles/File/Issue2-2006.pdf Chute, P., & Nevins, M. E. (2002). The Parents’ Guide to Cochlear Implants. Washington, DC: http://gupress.gallaudet.edu/excerpts/PGCIfive8.html -----------------------------------------------------------------This article originally appeared in The Endeavor, the magazine of the American Society for Deaf Children, Spring 2008. www.deafchildren.org

c l e r c c e n t e r. g a l l a u d e t . e d u The Clerc Center, a federally funded national deaf education center, ensures that the diverse population of deaf and hard of hearing students (birth through age 21) in the nation are educated and empowered and have the linguistic competence to maximize their potential as productive and contributing members of society. This is accomplished through early access to and acquisition of language, excellence in teaching, family involvement, research, identification and implementation of best practices, collaboration, and information sharing among schools and programs across the nation. FNDC

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Strengthening Deaf Girl’s and Young Women’s Economic Prosperity Information Sheet The Canadian Association of the Deaf (CAD) is pleased to announce our new project, “Strengthening Deaf Girl’s and Young Women’s Economic Prosperity”. This girl-led project will take place in various cities across Canada, focusing on Deaf, Deaf-Blind, Deafened and hard of hearing women aged 13 to 25. This project will: →

Develop the capacity of girls and young women to identify and respond to barriers to the fulfillment of their economic potential. The project will also increase understanding of these barriers for participants and community partners.

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Have more girls and young women taking on leadership roles to address economic issues in their community.

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Create tools for use at the local level in order to engage and educate young women about economic prosperity.

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Match participants with female role models, who will help them explore different options for gaining skills and experience relating to economic development and stability.

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Deaf women will be directly involved with the project through Local Working Groups, which will be composed of girls and young women as well as partners and stakeholders and led by young women under the mentorship of experienced older women.

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Throughout the project, the Local Working Groups will apply what has been learned to the delivery of girl-led, action-oriented and community-based projects. We gratefully acknowledge that financial assistance for this project was provided by the Women’s Program, Status of Women Canada. For more information, please contact Robyn Mackie at [email protected].

Suite 303  251 Bank Street  Ottawa, Ontario  K2P 1X3 (613) 565-2882 V/TTY  http://www.cad.ca  [email protected] Charitable Business No. 10807 5003 RR0001 No. d’entreprise charitable

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Emergency text-911 service for deaf rolling out unevenly across Canada Posted online: December 28, 2013 http://www.vancouversun.com/technology/Emergency+text911+service+deaf+rolling+unevenly+across+Canada/9330667/story.html

Deaf Canadians in some parts of the country will likely be able to access 911 emergency services using text messaging starting next year, but others may have to wait until well into 2015. Advocates say the delays are "unacceptable" and a matter of life and death. The Canadian Radio-television and Telecommunications Commission imposed a deadline of Jan. 24, 2014 for all telephone and wireless companies to upgrade their networks to support "T911" service and officials say companies are on track to meet that deadline. However, 911 call centres across the country also need to upgrade their systems so that they're compatible with the networks. Municipalities and provinces have told the CRTC that the call centres need more time to complete the software and hardware upgrades and training. While the CRTC can impose deadlines on telephone and wireless companies, it cannot do so with 911 call centres. The result is that textbased 911 service will roll out at different times from province to province, even within provinces. CRTC officials said estimates they've received show the service is expected to be active in all call centres in Manitoba, Nova Scotia and Prince

Edward Island by early to mid 2014 and by the end of 2014 in Saskatchewan. All call centres in B.C., Alberta and New Brunswick may not be ready until early 2015 and not until the latter part of 2015 in Ontario. Officials noted, however, that individual call centres may be ready ahead of those dates. Advocates for the deaf say they're unhappy with the staggered release of the service. The federal government needs to step in and mandate 911 access across Canada to address the "voluntary patchwork" of service from municipalities and townships, said Frank Folino, president of the Canadian Association of the Deaf. "It's unacceptable having this much of a delay," said Chris Kenopic, president and CEO of the Canadian Hearing Society. When the system is up and running, a deaf, hard of hearing or speech-challenged person will have to register for the service with their wireless service provider. When that person dials 911 on their cellphone, the call centre will automatically get a notification telling staff to communicate with the caller via text messaging.

Trial runs conducted in Toronto, the Peel region of Ontario, Montreal, and Vancouver were said to be successful. Options are limited if deaf Canadians need to access emergency help. In some jurisdictions, they might be able to reach 911 using teletypewriters or TTY devices connected to landlines in their home. Outside of the home, however, they're out of luck. Mobile devices are "the choice of communication" for the majority of the individuals in the deaf community, said Wayne Nicholson, president of the Ontario Association of the Deaf. Call centre officials in Vancouver said they hope to have the service available within the first part of 2014. When and where service will be available in Canada Estimates for when text-911 service will be available at all call centres in each province: British Columbia: early 2015 Alberta: early 2015 Saskatchewan: late 2014 Manitoba: March 2014 Ontario: September 2015 Quebec: Late 2014 New Brunswick: early 2015 Nova Scotia: mid 2014 P.E.I.: early 2014 Note: some call centres may be ready ahead of the estimates shown Source: CRTC

YOUTH WORKER NEEDED To Work with Deaf Youth Help youth make positive changes in their lives Build meaningful relationships with resistant youth involved in the youth criminal justice system You are creative, innovative and can teach youth new skills in a fun and engaging way Qualifications: Bachelor of Arts in social sciences or human services or a related field or a combination of equivalent education and experience. Direct program delivery experience in the community social services sector with a demonstrated working knowledge of community–based programs and related provincial and community support services is preferred.

Other Requirements: Must be fluent in American Sign Language Must have a valid BC Driver’s license and own vehicle Security Clearance required The position works in a stressful environment dealing with clients or families in crisis. The ability to function independently and frequently under pressure while managing multiple concurrent activities, including managing emergencies, is an ongoing requirement.

PLEA is committed to employment equity. We welcome applications from all qualified applicants including members of visible minority groups, women, Aboriginal people, people with disabilities, and lesbians and gay men. Multilingual skills and multicultural competence are assets. Some positions include a requirement

for same-gender case assignment. PLEA takes the initiative to implement best practices, promote career and personal development, and offers opportunities for advancement. Please note that PLEA conducts primary source verification of applicant’s credentials including education, training, work history and licensure. PLEA requires documentation that applicants are legally approved to work in Canada. Contact: Ann Alexander [email protected] Telephone: 604-708-2612 FNDC

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Deaf Dogs Rock

This online adoption resource helps deaf dogs find forever homes. Posted online: www.dogchannel.com/dog-‐rescue/halo-‐freekibble/deaf-‐dogs-‐rock.aspx When Christina Lee of Salem, Virg., received an urgent phone call from the City of Salem Animal Shelter about a malnourished, fully deaf white Boxer puppy in need of help, she knew only one choice existed: to adopt him. But she didn't know that by making Nitro, this special-needs pup, her own, she would open up her world to the joys of deaf dogs and create one of the most well-known and successful deaf-dog rescue resources in the nation. In August 2011, Lee and her husband Chris founded DeafDogsRock.com. It's difficult to classify this multi-faceted website as purely a database or even a rescue source. It's so much more. It's a constantly updated website, a learning resource for all things deaf dogs, an orphan-dog databank, a networking tool for deaf dogs needing homes. Upwards of 500 homeless deaf dogs—from all over the nation—are listed on the website at any given time. The group works closely with shelters, breeders and private individuals across the United States to locate these dogs and find them great homes. "I get emails daily from rescues and shelters saying 'we have tried for months to find this deaf dog a home with no interest at all, and the day it was featured on DeafDogsRock.com, we got 20 emails and five adoption applications'," says Lee. She also tirelessly updates DeafDogRock.com's Facebook page, where the simple act of sharing photos and information can often lead to quick action by adopters and rescuers. Lee reaches upwards of 115,000 viewers through social media alone. "If I get photos of a cute puppy, I know everyone on Facebook will share them," says Lee. "We can [usually] find a home or a rescue within a 12 to 24 hours." After Lee adopted Nitro as a 10-week-old puppy, she felt overwhelmed with the amount of information she didn't know about raising a deaf dog, despite her experience as a seasoned dog owner and rescuer. But she learned. The night before bringing Nitro home, Lee and her husband stayed up until the early hours of the day, studying websites about sign language and how to train deaf dogs. And the studying never stopped. When it came time to create DeafDogsRock.com, Lee wanted to put as much information as possible on the website, enabling others to have a one-stopshop of knowledge at their fingertips. Lee and her team of two others work tirelessly on DeafDogsRock.com. Lee herself responds to nearly 50 emails a day and works eight hours on the site's content, taking photos, networking the dogs and publicizing others. "The main goal is to always keep our mission of saving deaf dogs and educating people," says Lee. "[We] never lose sight of why we are here." "Freekibble.com is so inspired by the work DeafDogsRock.com is doing, that they donated 5,000 meals of Halo Spot's Stew to them."

OPTIMIST COMPETITION … Provincial Outreach for Deaf and Hard of Hearing Students and the Burnaby Optimist Club are pleased to announce that this year’s communication event will be held on April 15th, 2014 at the Michael J. Fox theatre in Burnaby. will be two competitions held on the same day - one ASL and one Oral. This year’s topic is "How my passions impact the There world". Stay tuned for more details to follow in the new year. Kim Block, Office Support Secretary BCSD South Slope, 4446 Watling Street. Burnaby, BC V5J 5H3 Phone: 604 664-8300

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Deaf NFL player inspires hearing impaired students From: http://www.kvue.com/sports/more/Deaf-‐NFL-‐player-‐inspires-‐hearing-‐impaired-‐students-‐235401681.html

TACOMA, Wash. -- It was a rare opportunity to meet a hero, to glean inspiration from someone who does what millions of kids yearn to do. "It actually is really good to meet him," said 10-year-old Aiden Campbell. "I like how he's a football player and he follows his dreams." Campbell has been told his whole life that becoming a Seahawks football player would always be just that - a dream. "My grandpa told me that you have to be good of hearing to play for the Seahawks," he said. Campbell is hearing impaired, as were all of the 100 or students who came to meet running back Derrick Coleman at Tacoma's Baker Middle School on Tuesday. They received his message of "no excuses." "If you have a dream, if you want to do something with your life, you have to go out there and you have to take it," he told the children. Coleman speaks from experience. When the roar of the 12th Man reaches deafening levels at the Seahawks stadium, Coleman barely hears any of it. He mysteriously lost his hearing when he was just three-years-old. Coleman grew up embarrassed and picked on, but learned to read lips and with the help of two hearing aids, graduated from UCLA and found his way onto Seattle's roster in his second pro season. Coleman is the first deaf athlete to play offense in the NFL and scored his first touchdown against the Saints on Monday Night Football earlier this season. He is able to hear plays on the field by using his hearing aids and reading the lips of quarterback Russell Wilson at the line of scrimmage. "I've been through it all. I've been through what they're going through," he said Tuesday. "I just want to let the kids to know they're not alone." Coleman considers his disability a gift. One day, Aiden Campbell might as well. For now, an autographed hearing aid box will do and its inspiring words "no excuses" heard loud and clear. "I never thought I could play football," he beamed. "Now, I'm gonna be on the Seahawks someday!"

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Global Diversity in Deaf Culture

Looking for a unique study experience? Study alongside students in the Program of Sign Language Interpretation at Douglas College and develop a deeper understanding of Deaf culture. You will learn definitions and theories of culture, studying the history of Deaf people around the world. Implications for current services and education for deaf people will also be examined. The Instruction will be in American Sign Language (ASL). This course will be taking place at the David Lam Campus in Coquitlam. INTR 1285 CRN 14660 / Section 051 Tuesday evenings, 6:30-9:20 Classes: January 7 to April 8, 2014 Room: A1170, David Lam Campus Instructor: Nigel Howard If you have questions regarding the course, email us at [email protected] or call our program coordinator Cheryl Palmer at 604-527-5131

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A 'fake interpreter' may be closer to home than you think FNDC Editor’s Note: This is a very thought provoking article from Australia in regard to the “fake interpreter” at the Nelson Mandela memorial. Could this be happening in Canada? From: http://www.abc.net.au/rampup/articles/2013/12/19/3914708.htm Bek Cramp - Ramp Up 19 Dec 2013

In Australia, Auslan interpreters are accredited by a centralised national authority and are bound by a code of ethics. Credit: Rachael Lucas (ABC Local) The fake interpreter at Nelson Mandela's memorial has recently opened up discussion about signed languages and the importance of accreditation. Qualified interpreter Bek Cramp welcomes this review, as she points out that similar scandals may not be too far from home.

The world reeled when the "interpreter" at Nelson Mandela's memorial service produced nothing but manual gobbledegook. The global Deaf community expressed outrage, social media screamed #fakeinterpreter and mainstream media picked up the story. There was widespread disbelief at how he, Thamsanqa Jantjie, could profess to know sign language, yet not produce a single comprehensible sign. This has led to much discussion about signed languages, the efficacy of unaccredited people acting as interpreters, and the importance of listening to the Deaf community when they cry foul about the quality of access provided. This discussion is very welcome, as the problem of unqualified interpreters may be closer to home than many would think. In Australia, professional and paraprofessional Australian Sign Language (Auslan)/English interpreters are accredited by the National Accreditation Authority for Translators and Interpreters (NAATI), which also accredits spoken language interpreters and translators. To interpret at official occasions such as conferences, doctor's appointments or in tertiary exams, interpreters must hold NAATI accreditation. All accredited interpreters are bound by a code of ethics, which includes confidentiality and accuracy, and they must provide evidence of continuing practice and ongoing professional learning to retain their accreditation. This guarantees a minimum standard. Paradoxically, however, this minimum standard is not required for at least some Primary or Secondary schools. For example, while the NSW Department of Education and Communities mandates that Deaf TAFE students be provided with NAATI accredited Auslan interpreters, they do not demand the same standard for primary or high school students. That's right - there is no mandate in NSW for educational interpreters (or teacher's aides as they are commonly called in schools) to be qualified to interpret at all, nor is there a stated level of Auslan proficiency required. With words such as "unaccredited" and "unintelligible" used to describe why Jantjie's performance was unacceptable, the question must be asked; why is it considered acceptable in Australia for unaccredited and dysfluent signers to interpret such important concepts as foundational numeracy and literacy, let alone complex HSC subjects? As Deaf Primary and Secondary students would need the entire curriculum to be mediated by an interpreter, shouldn't interpreters working in schools be of the highest quality and the most skilled? Why is it appropriate to provide a Deaf adult with a competent interpreter for a job interview, yet potentially compromise Deaf children's opportunities to access education and thus suitable future employment by not providing the same at school?

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In a position statement on education, the Australian Sign Language Interpreters' Association (ASLIA) states: Deaf students who cannot access an interpreter with NAATI accreditation are at risk of not gaining full access to...the curriculum. Deaf Australia, the peak body of the Australian Deaf community, also calls for "equitable access to the services of trained and qualified sign language interpreters" in their policy statement on education. With no assessment of language skills and interpreting ability, how can there be any quality control of interpreters working in schools? How do Education Departments guarantee that children are getting appropriate access as outlined in Article 24 of the UN Convention on the Rights of Persons with Disabilities (specifically sections 3(c) & 4)? How do we know that we don't have the equivalent of the fake interpreter flapping their arms around in our schools? Some people performing the role of interpreter in schools are very good at their job. There are also some States doing a better job than others. Some schools demonstrate best practice, employing NAATI accredited interpreters. However, they are few and far between. The impact of inaccurate information is life-long, compounding each school year, and can lead to poor educational outcomes and un-(or under)-employment. Unless accurate information in fluent language is provided, Deaf children will fall further and further behind their hearing peers, as they struggle to glean information from a jumbled message - in every class, in every subject, every day. A number of Deaf people kindly shared their experiences with me of a mainstream education mediated by a dysfluent, unaccredited interpreter but most were, for various reasons, unwilling to be named. They feel there is too much at stake if they speak out, especially if they are still in the education system, either as students or staff. This story from Nick Craig, however, sums up their collective experiences: As a Deaf person from a Deaf family attending mainstreamed school, the education I received from public schools was nothing but a waste of my time. With teachers and interpreters who could not sign at all, I wasn't able to understand anything I was supposed to learn. I couldn't even ask them questions because they could not read my signs...More deaf children are being placed in mainstreamed schools with teachers and interpreters holding mediocre Auslan skills. This results in deaf children growing up with limited to no skills in communication, reading, and writing...And the government wonders why so many of us are unemployed...The blame is theirs because interpreters working in primary and high schools SHOULD be holding NAATI qualifications. I ask this: if your child's education was in the hands of an unaccredited and dysfluent interpreter, how long would you swallow 'something is better than nothing'? How confident would you be that your child's educational foundations are strong enough to support their future? But unaccredited, unqualified interpreters like Jantjie are not the only problem here. How was he appointed? Similarly, how are poorly skilled educational interpreters appointed in our schools? Who sanctions these decisions, and how do we hold them accountable? It goes beyond the individual educational interpreters (many of whom are trying their best in tough situations with little support and limited resources). Surely this fake interpreter scandal should prompt a dialogue on raising the standard of educational interpreting in Australian schools, effecting systemic change. Ironically, it was Mandela who said, "Education is the most powerful weapon which you can use to change the world". Bek Cramp, a NAATI accredited Professional Auslan/English Interpreter since 2002, has taught in secondary schools, and worked as an accredited interpreter in Primary through to Tertiary education.

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      

   Help youth make positive changes in their lives

Build meaningful relationships with resistant youth involved in the youth criminal justice system You are creative, innovative and can teach youth new skills in a fun and engaging way Qualifications: • Bachelor of Arts in social sciences or human services or a related field or a combination of equivalent education and experience. • Direct program delivery experience in the community social services sector with a demonstrated working knowledge of community–based programs and related provincial and community support services is preferred. Other Requirements: • • • •

Must be fluent in American Sign Language Must have a valid BC Driver’s license and own vehicle Security Clearance required The position works in a stressful environment dealing with clients or families in crisis. The ability to function independently and frequently under pressure while managing multiple concurrent activities, including managing emergencies, is an ongoing requirement

PLEA is committed to employment equity. We welcome applications from all qualified applicants including members of visible minority groups, women, Aboriginal people, people with disabilities, and lesbians and gay men. Multilingual skills and multicultural competence are assets. Some positions include a requirement for same-gender case assignment. PLEA takes the initiative to implement best practices, promote career and personal development, and offers opportunities for advancement. Please note that PLEA conducts primary source verification of applicant’s credentials including education, training, work history and licensure. PLEA requires documentation that applicants are legally approved to work in Canada.

Contact: Ann Alexander [email protected]

Telephone: 604-708-2612

~Only those applicants selected for an interview will be contacted~

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Listen Up: Apple And GN To Launch First “Made For iPhone” Hearing Aids In Early 2014

Posted Nov 26, 2013, Bryan P. Carpender for redOrbit.com – Your Universe Online Image Credit: GN ReSound

Apple is tapping into a fresh market that will soon give hearing-impaired iPhone users a new option for handset-connected hearing aids as the first wave of “Made for iPhone” hearing aids prepares to ship in the first quarter of 2014, Reuters reported On Sunday. The revolutionary new hearing aid is called ReSound LiNX™ and is the result of a partnership between Apple and Danish company GN ReSound, the world’s fourth-largest hearing aid manufacturer. The device will be big on technology but small in size – in fact, it’s the smallest wireless device GN has ever made. This is integral to the design, as one of the goals was to help erase the stigma surrounding hearing aids and the people who use them. “ReSound LiNX again underlines our core strength of bringing breakthrough innovations to the hearing impaired, making them consumers with choices rather than patients with challenges,” said GN ReSound’s CEO Lars Viksmoen in a recent statement. In other words: this is not your grandfather’s hearing aid. No bulky earpiece. No conspicuous, uniform, flesh-colored device. The aesthetic appeal is a major focus, as evidenced by the fact that it will be offered in 10 different hair and skin tone colors to reduce visibility, sitting discreetly behind the ear. Users will be able to enjoy a more precise physical fit with five receiver lengths, so they can choose which works best for them for a customized and more comfortable fit. But let’s get back to the tech stuff. For starters, these new LiNX hearing aids will connect directly to the iPhone without an intermediary transmitter, allowing the wearer to stream music, audio tracks to movies and videos, or as a two-way headset for receiving phone calls – all with significantly upgraded Surround Sound by ReSound™ audio technology. Apple approached all hearing aid manufacturers to express its desire to have a direct link from hearing aids to its phones using 2.4-gigahertz band. Because GN was already on its second generation of such products, the partnership was a nobrainer. Interestingly, Apple picked the 2.4 GHz frequency last year for its iPhones. Initially, fitting the 2.4 GHz technology used in the LiNX into such a tiny device that could run for several days without frequent and cumbersome battery changes posed a technical challenge. However, by using Bluetooth 4.0’s low energy mode – the same battery saving wireless technology as Apple’s iBeacons microlocation services and real-time synchronization for connected devices such as activity trackers – they were able to overcome that hurdle. According to Apple Insider, Apple is already the owner of multiple patents that define a system in which the owners of hearing aids – and even the hearing aids themselves – could communicate with one another to share information on how best to configure the hearing aids in a broad spectrum of environments and locations. While current Apple iPhone 4 and iPhone 5 series models support FCC requirements for hearing aids, these patents indicate that Apple’s commitment to ongoing innovations for hearing-impaired users is strong. Morgan Stanley calls the LiNX the “first attempt to turn a hearing aid into more of a lifestyle product,” according to Reuters. To that end, users will also be able to adjust the settings on their hearing aids via an accompanying iOS app. Given the facts that both baby boomers and the iPhone generation are ageing and this new innovation is a major step in removing the stigma from wearing a hearing aid, it’s safe to say that this market potential is huge; it has an estimated value of $15 billion. According to the World Health Organization’s estimates, there are 360 million people – over 5 percent of the world’s population – with a disabling hearing loss. Despite that huge number, current hearing aid production meets less than 10 percent of global need. Surprisingly, the tiny country of Denmark, with a population of less than 6 million people, produces 50 percent of the world’s hearing aids. With Apple and GN leading the charge, it won’t be long before rival companies will be racing to get onboard and service their hearing-impaired users to avoid being late to the party. Similar “Made for iPhone” products from other companies are said to be on the way, though no official announcements have been made.

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Raleigh's Justin LeBlanc enters the home stretch on 'Project Runway' From: http://www.newsobserver.com/2013/09/04/3164490/raleighs-justin-leblanc-enters.html Never underestimate the wisdom of Tim Gunn. After a promising start, Raleigh’s favorite “Project Runway” contestant, Justin LeBlanc, suddenly found himself in a terrible position two weeks ago. A design misstep landed him in the bottom two at the end of the reality competition episode, and the N.C. State grad and professor stood tearful before the judges, as host Heidi Klum uttered the show’s two most dreaded words: “You’re out.” But that was not the end of LeBlanc’s “Project Runway” story. This season, dapper mentor Gunn was given the opportunity to save one eliminated contestant if he felt the judges made a mistake. To the delight of LeBlanc’s fans, Gunn – also in tears – decided to save Justin. (Gunn also noted at the time that LeBlanc is “one of the sweetest people to ever be on ‘Project Runway.’”) Anyone familiar with LeBlanc’s work in the N.C. State Art2Wear show knows Gunn made the right choice. Trained in architecture at State, LeBlanc, who grew up in Raleigh and graduated from Broughton High School, likes to utilize architectural lines and uncommon techniques to create fresh takes on classic looks. “I would describe my design aesthetic as minimalistic, highly tactile, with a zeal for finding new techniques,” says LeBlanc in an email interview. “My greatest influences are some of my favorite artists and designers, including Lucy McRae, Bart Hess and Alexander McQueen. My training in architecture also heavily influences my design aesthetic, as does my deafness, as I strive to provide a full visual experience in my designs.” LeBlanc was born with severe sensorineural hearing loss. He received a cochlear implant at age 18 that enables him to hear well enough to use the phone, though he still signs. His hearing loss also has served as an unexpected advantage in the workroom, allowing him to tune out the seemingly constant bickering and breakdowns of fellow designers. “I think that my deafness may help me at times because I can turn my hearing device off in order to avoid drama in the workroom and focus on my designs,” he says. Taking a risk pays off: Staying focused in the workroom comes naturally to LeBlanc after years spent in the studio during his time as an architecture student at State. “My architectural background gave me the work ethic that I have today,” he says. “Very high expectations are placed upon architecture students, and the program at N.C. State is no exception. You are pushed to do your absolute best and being successful demands long hours in the studio and a high commitment to the work.” For much of the “Project Runway” season, LeBlanc played it pretty safe, designing pieces that kept him in the middle of the pack during judging. But after a “glamping” trip to the country, he decided to take a risk – creating a dress embellished with a lacy water-inspired trim created with delicate strands of dried glue. Though the final result was off the mark, the unconventional glue technique displayed LeBlanc’s undeniable talent and left an impression on Gunn that likely helped save him. “I was trained to think critically and understand the three-dimensionality of design,” he says. “This allows me to be much more attentive when it comes to fashion design. And my varied training in architecture, fashion and art allows me to exploit and fuse different approaches, resulting in artistic expression that cannot be conveyed by one discipline alone.” Justin’s mother, Kathleen Edwards of Raleigh, also has faith in Justin’s fashion vision and his ability to go far in the competition. “I think that, in addition to showing his ability to function under pressure, Justin will flourish as the judges begin to focus more closely on the creativity and execution of the garments,” Edwards said. “He has a unique vision and an ability to carry out that vision with exquisite detail. I have faith in Justin.” Now in the top 10: Now officially in the top 10, LeBlanc is in “Project Runway’s” home stretch. In real time, the final three (or sometimes four) contestants get a runway show at New York’s Fashion Week. That show takes place Friday at Lincoln Center and the finale episode, in which the season’s winner is chosen, is taped right after. The winner is revealed on the “Project Runway” finale, which airs on Lifetime on Oct. 17. However far LeBlanc advances on the show, he credits all those cheering him on back home for helping him get through the tough moments of the competition. “I want to thank everyone for their support and enthusiasm,” he says. “Knowing that I have North Carolina and the Wolfpack behind me makes my journey much easier. I sincerely am humbled by this opportunity to represent North Carolina, and hope I will not disappoint.”

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SIGNING TIME IS NOW ON NETFLIX

2014 - SAVE THE DATE! • February 8th, 2014 - Skiing Is Believing: for Deaf & HH people (ages 8 and up). • February/March – watch for DYT summer job advertisements • April 14th – Optimist Competition (for D/HH students) • April 15th – Itinerant Teacher of the Deaf Conference (Surrey) • May 3, 2014 – Deaf Deaf World Vancouver Community College • May 1 to 3, 2014 – Sean Forbes, Deaf Rapper in Vancouver area • Thurs July 3 to Sun July 6, 2014 - Family Deaf Camp (Hornby Island) • Sun July 6 to Thurs July 10, 2014 – DYT Kids’ Camp (Hornby Island) • July 27 to August 3, 2014 – Canada Deaf Youth Leadership Camp • Sun Aug 10 to Thurs Aug 16, 2014 – Summer Immersion (NOTE this is a new date!)

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Reprinted with permission Gallaudet University, Laurent Clerc Center

A RURAL SCHOOL E D U C ATO R B U I L D S

Megan Mathisen received her bachelor’s degree in deaf education from MacMurray College in Jacksonville, Illinois. She teaches deaf and hard of hearing children at St. Anne Grade School, in St. Anne, Illinois, as part of the Kankakee Area of Special Education. Having taught at Phoenix Day School for the Deaf in Arizona for two years, Mathisen moved back to Illinois to be closer to her family. She welcomes questions and comments about this article at [email protected].

Right: The students learn about responsibility and respect during character counts from social worker Heather Oosterhoff in their deaf and hard of hearing class via interpreter Jenna Saathoff.

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student learners

T H R O U G H A C C E S S TO C U R R I C U LU M , S E L F - A D V O C A C Y, A N D C O N N E C T I O N S TO T H E D E A F C O M M U N I T Y By Megan Mathisen

In a small town 65 miles south of Chicago, where there are no Walmart stores, no McDonald’s restaurants, no chain stores at all, a deaf teacher and an educational interpreter work together to maximize educational access for three deaf and hard of hearing students. The school is St. Anne Grade School; I am the deaf teacher, and my students are two boys in second grade and one boy in fifth grade. I teach them in a split class of reading and language. For nearly twothirds of each school day, the boys, accompanied by their sign language interpreter, are in mainstream classes where each works with his respective peers and the general educational curriculum. For my students—as for all St. Anne students—this curriculum is geared towards the state’s ever-present Common Core Standards. When the boys come to my class, I work with them to discover and ameliorate areas where they need help. At the beginning of the school year, it was clear that they had reading and language delays. Now, however, my second grade boys are on grade level; my fifth grader is using the third grade curriculum, but we also focus on the fifth grade Common Core Standards. For all three boys, the goal is the same—to catch them up, or keep them on par, with their peers. We’ve used reading strategies to help them not only in literature but in all subjects. For example, I use the strategy of predict/infer, whereby students are asked to infer information from the story they are reading as well as to predict what might happen next. I select a story that their hearing classmates are reading Photos courtesy of Megan Mathisen

ODYSSEY

2013

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from the Houghton Mifflin second and third grade curriculum, and I work with my students in American Sign Language (ASL), breaking down the story into its simplest components for ease of understanding. For example, to illustrate one of the reading strategies, I modified a story from http://resource.deyogroup.com/330/ sdr_predictinglessonplan.pdf and asked my students to “Picture Walk.” Here is the story: Bobby and Kimmy put on their snowsuits. They got their hats, boots, and scarves. They went outside and began to roll the snow into three large balls. They put the largest ball on the bottom and stacked the snowballs on top of each other. They went to look for two sticks. Then I found questions that require students to apply predictive and inferential thinking. Here are some of them:

• What season is it in this story? How do you know? • Why do you think they need two sticks? • What are the children doing? 2013

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Clearly, answering each of these questions requires that students understand the story and exercise their ability to think reflectively, creatively, and inferentially. Teaching my fifth grader, with his lagging performance scores in reading, is a little more complex as I strive to bring him up to grade level. Sometimes a warm-up activity is necessary. For example, I once used a SMART Board and asked students to sort pictures into their respective categories, such as musical instruments, animals that fly, mammals, and reptiles. Then they did a worksheet that required their comprehension skills as they read a short story in their workbook, “Around the Swamp,” classifying and categorizing common and specialized words, such as trees, snakes, birds, nocturnal animals, and fish. My students are also learning the most daunting, most important skill of all—to advocate for themselves. Instead of imploring the teacher with their eyes and facial expressions, they are guided to think, grasp, and understand the material presented, and to ask questions if they do not. For example, my students stumbled while trying to identify sentences as “fact” or

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“opinion.” They looked at me with their faces blank and their eyes wide—the deer-in-headlights stare—so we made up our own sentences, making statements that applied to our own class, sharing experiences, and identifying each sentence as fact or opinion. When the students used the interpreter, the teacher, and each other to craft sentences, they not only became delighted but, after a little daily practice, they noted correctly which sentences were fact and which were opinion. One of our students even walked to the principal’s office and explained which sentences out of several “Nature Walk” stories were fact and which were opinion. I sometimes teach by modeling. I model the importance of self-advocacy by showing how to proactively work with the interpreter, both in the classroom and in school-wide assemblies. I model the importance of informing the interpreter if I do not understand, and I model asking the general education teacher for clarification. It is important to teach beyond academics, and we try to expose our students to the rewards that can only be reaped in a vibrant Deaf community. Technology makes this at least partly possible. My students now have access to video relay services (VRS) to place calls. Recently our classroom was equipped with an iPad, and the first thing we did was download the reading and 16

educational apps. We then installed, with the help of Purple VRS, an app that allows us to interact with other deaf individuals and an interpreter when necessary to relay our calls. The first call we made was to a Purple representative, who let us know when students would be able to place their first VRS call to Santa Claus. (It was December and our goal was to tell Santa what they wanted for Christmas, of course.) We have also tried to attract deaf performers to St. Anne to interact with my students and broaden their educational experience. Thanks to the Internet, my students have seen other deaf role models. They have seen deaf storytellers and poets on YouTube. Hopefully in the future they will gain more meaningful experiences as they meet more deaf adults in the wider community. Before I arrived, my students had limited access to the academic curriculum. Isolated in a rural area with limited access to communication, using primarily gestures and oral language to communicate with their families or hearing friends, their English skills were weak. Even when they wanted to share a personal experience or an idea, they struggled for words.

“Mom, dad, me, store,” one might say. “Me scare. Saw rain,” another might volunteer. In class, I found my three young boys remained dependent on modeled academic and social language as well as guided writing and other developmental strategies. They are improving now, both socially and academically. This is perhaps partly because my students and I have overcome some of the obstacles that many deaf students encounter in rural areas. Academically, two of them strive to remain on grade level while one tries to improve his ranking, and all three experience greater access to the curriculum of their hearing peers. Socially, all have been exposed to other deaf individuals and to ASL literature through VRS and the Internet, and, of course, through direct interaction with each other. Lastly, they have an adult deaf role model—me—their teacher, who is able to model, explain, and understand in a way that is unique to those who are deaf like we are. While learning these new concepts and strategies, my students learn to question what they read, apply their own thoughts, evaluate, and summarize. Through differentiated instruction that allows a hands-on approach, they are taught the value of taking responsibility for their learning. This is the skill that I hope will be instilled in them for the rest of their individual educational journeys and the knowledge that will last each of them a lifetime.

ODYSSEY

2013

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Are you interested in provided RESPITE? Two Opportunities

RESPITE NEEDED – for 15 year old

RESPITE NEEDED – for 17 year old

We are looking for respite for a 15 year old male who is deaf and has a developmental disability. He is from Dawson Creek and attends the BC School for the Deaf. He resides at the Victory Hill Residential Program during the week and goes home to Dawson Creek every weekend.

We are looking for respite for a 17 year old male who is deaf and has a developmental disability. He is from Prince George and attends the BC School for the Deaf. He resides at the Victory Hill Residential Program during the week and goes home to Prince George every weekends. We are looking for a respite either in Prince George or in the Lower Mainland. This young man presents with Behavioural needs and requires a skilled caregiver who can sign. This could potentially transfer into a home sharing opportunity if the caregiver is interested.

Respite would be one weekend a month and for emergencies, i.e. during the week if the young man was ill ( this only happened once last year), or if he was not able to fly home due to weather, ( has not happened yet). Ideally it would also be nice to have respite for a week at spring break.

Chantal MacDonald This young man presents with behavioural needs because of his delays and requires a skilled caregiver who can sign. If you are interested, please contact Joanne Norquay at: [email protected] or contact by phone 250 784 5344 (text or voice)

MCFD Guardianship Social worker, Child and Youth with Special Needs Team (CYSN) 250-565-4140 (Direct) 250-565-4272 (Fax) [email protected]

Interpreter or Signing CEA in Kelowna Expressions of interest for Potential Employment opportunity. Family with a hard of hearing child entering kindergarten in fall 2014 is looking for an interpreter or signing CEA who would be interested in working in Kelowna at an independent Christian school. The student has a moderate hearing loss, excellent oral English and receptive ASL skills. Benefits from ASL support in challenging listening situations. Student possibly has mild sensory integration challenges. Happy, fun, child who would like to continue with her friends from preschool to kindergarten at this Kelowna school. If you think you may be interested please email [email protected] We are hoping to find out if there is interest in such a position as it will impact our schooling choice for our child. Hiring will be done by the independent school when funding is in place.

Itinerant Conference Surrey is hosting the Itinerant Conference this year and we have attached a "Save the Date" announcement about the Conference. This may be of interest for all of the TDHH teachers.

This year’s topic is: “Mental Health” Maureen Kling, District Hearing Teacher Surrey School District, District Education Centre 14033-92nd Ave, Surrey B.C. tel :(604) 595-5345 fax:(604) 595-5326 cell:(604) 837-1430

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Barrier Free Bill Passed! – Manitoba From: http://deafbc.ca/archives/8387 Bill 26, The Accessibility for Manitobans Act, Becomes Law

Landmark legislation that will remove barriers and improve accessibility for all Manitobans passed third reading in the House on December 3, 2013 and will receive royal assent on December 5, 2013. “Nearly one in six Manitobans has a disability and this number is expected to increase, due in part to an aging population,” said Jennifer Howard, Finance Minister and Minister responsible for Persons with Disabilities. “This legislation will lay out a framework to guide the development and implementation of accessibility standards to improve the independence and social inclusion of Manitobans where they live, learn, work and play.” The main goal of The Accessibility for Manitobans Act is to prevent barriers by working with the public and private sectors on long range plans.

“Now that the legislation has become law, we will need to create a greater public awareness of the benefits of full accessibility by working with stakeholders and general public to change attitudes, policies and practices,” said Jim Derksen, chair, Manitoba Accessibility Advisory Council. Under the legislation, accessibility standards will be developed to help eliminate physical, systemic and other barriers in such areas as building design, information services, transportation and employment practices. “We’re pleased to be able to take part in improving accessibility by providing input and advice,” said Lanny McInnes, prairie director, Retail Council of Canada. “Knowing what needs to be done will help retailers in Manitoba take concrete steps to improve accessibility for their customers.”

It is significant that the third reading of the legislation took place on December 3, the United Nations International Day of Persons with Disabilities. “In 2013, the theme of the day was to break barriers and open doors for an inclusive society for all,” said Minister Howard. “We are proud of the legislation and of our record in helping improve the lives of Manitobans with disabilities.” This is a historic and significant day for Manitoba’s disability community and a day all Manitobans can all celebrate. More information on disability issues and services in Manitoba is available at www.gov.mb.ca/fs/pwd/

TWITTER: Through the past number of months, there has been a new interest in using Twitter, but not a clear understanding about its purpose or how to use it to peoples' benefit.

A group of Deaf people want to help provide accessible education for Deaf community members: including Parents of deaf children; CODAs; & ASL interpreters, about the use of Twitter. If there is enough interest, after the survey is complete, there are ideas and plans to provide workshop(s) as well as instructional videos in ASL on how to use Twitter. The group has created a survey so they could find out what people: 1) need to know about Twitter and 2) what they want to learn about Twitter

Questions are in English as well as in ASL. The last question is not in ASL, but please answer it. We need to find out if you want to get information from these organizations or associations. Here is the link to the Twitter survey: https:// www.surveymonkey.com/s/deaf-canada-twittersurvey Please participate in the survey before the deadline: January 30, 2014. Thank you. A side note, two more versions of the survey will be available ASAP - one with a Deaf-Blind friendly background for Deaf-Blind people to participate in the questions. The second one is going to be a subtitled one for Hearing & Hard of hearing

people to follow the ASL questions. These take time to edit. One at a time they will be available. Thank you for your patience and understanding. Feedback about the survey is welcome, as it is a new experience for this group of Deaf people. My e-mail contact is: [email protected] ~ Lisa Lisa Anderson-Kellett Communications

Northern BC Annual General Meeting The Northern BC Children and Families Hearing Society is holding its Annual General Meeting on Saturday, February 22nd at 9:00 am, followed by a workshop with a guest audiologist from WIDHH demonstrating the latest communication and technologies devices. More information available in January. Visit our website www.nbchearingsociety.com or join our Facebook page. Tana Woodward, Program Coordinator Northern BC Children and Families Hearing Society [email protected]

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Finnish deaf advocate wins United Nations prize From: http://yle.fi/uutiset/finnish_deaf_advocate_wins_un_prize/6967984

The UN has given its Prize in the Field of Human Rights to a Finn for the first time. Liisa Kauppinen was recognized for her work on behalf of deaf people all over the world. Liisa Kauppinen was Executive Director at the Finnish Association of the Deaf from 1976 to 2006, and became the first female president of the World Federation for the Deaf in 1995. She has worked for the World Health Organisation and UNESCO, among other global NGOs. She becomes the first Finnish recipient of the award. Previous

winners include Nelson Mandela, Martin Luther King and Jimmy Carter. “This is a big surprise,” said Kauppinen. “I really appreciate this prize and I see it as recognition for all the deaf people, sign language users, women, people with disabilities, and Finns.” UN Secretary General Ban Ki-Moon will present Kauppinen with the award in New York on 10 December.

Photo: Former Executive Director of the Finnish Association of the Deaf, Liisa Kauppinen. Image: Lehtikuva

Hearing Aid Costs THE CANADIAN HARD OF HEARING ASSOCIATION (CHHA) - BC CHAPTER AND ITS BRANCHES IS PLANNING A PUBLIC FORUM ABOUT HEARING AID COSTS AND SERVICES, TO BE HELD IN VANCOUVER IN LATE APRIL OR JUNE, 2014. WATCH FOR FUTURE INFORMATION ABOUT DATE AND LOCATION. IN PREPARATION FOR THIS PUBLIC FORUM WE ARE ASKING FOR YOUR HELP. PLEASE GO TO THE LINK PROVIDED AND COMPLETE THE SHORT SURVEY ON CONSUMER CONCERNS ABOUT HEARING AIDS. AND IF YOU HAVE A STORY TO TELL, PLEASE EMAIL IT TO: ATTENTION OF HEARING AID FORUM COMMITTEE. HERE IS A LINK TO THE SURVEY:

https://www.surveymonkey.com/s/YZWRCQJ

Announcement for Shaw IP Relay Customers This is only for Shaw IP Relay customers for those who do not know. The FAQ is going to be updated as there are errors. For Hearing to Shaw IP Relay user, they are to call this number 1-855-489-7429 – not “4729” under “How do Voice Callers Reach Me” shown in Shaw’s FAQ’s and not use “Shaw IP Relay at 1.877.584.4747” as that is Telus IP Relay number not Shaw. Shaw is in the process of informing customer service to inform the public of this.

Need a Tutor? My name is Erik Ulmer and I am deaf. I provide tutoring services by donation for deaf people (Gr. 8-to-University) in math, calculus, chemistry, physics, engineering based courses, and some trades such as Pipe, HVAC, and welding. I also provide assistance to those seeking employment which includes job hunting, resume writing, preparing for interviews etc. You may contact me at [email protected]

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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.

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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

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

Join Our E-Mail List (for free) Join our email list (for free) and receive:

The Board of Directors are all parents of deaf children.

FNDC and DYT Staff

* Our membership is open to individuals, schools, and organizations. Parents/guardians of deaf and hard of hearing children are eligible to vote.

* 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 Hornby Island Coordinator ([email protected])

Andrea Maloney..........................DYT Registration Assistant ([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)