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Family Network for Deaf Children and our deaf program FALL Deaf Youth Today Deaf Youth Today Fall Sept 2016 FNDC values sharing information to deaf children families professionals and the communities that support them These events advertisements and or articles do not necessarily reflect the viewpoint of FNDC or offer an endorsement children with an I CAN DO IT attitude You will also have the opportunity to be educated by a fabulous speaker from the University of Manitoba Dr Charlotte Enns on Language Learning Literacy In addition you get to hang out with your friends other parents and meet new ones and enjoy a catered lunch while networking All this for 15 00 Childcare DYT for 10 00 Seriously does it get better than this We hope everyone is welcoming the beginning of the 2016 Fall season changes in weather new school schedules and the start up of activities Tis the season for new beginnings and a full calendar Planning on attending the Parent Workshop on October 22nd Check out the flyer on pages 9 10 The three parent groups in BC FNDC CHHA Parents H V work hard to provide a workshop that no matter what stage you are at you will learn something to improve your parenting journey raising your deaf hard of hearing child We promise While there are other resources available in BC the Fall Parent Workshop is unique because its organized BY the parents FOR the parents The upcoming workshop on October 22nd is an opportunity for everyone to grab Kim Sanderson a parent of a deaf child now young adult will present on her parenting journey so that you may apply it to your life to assist you in raising confident deaf hard of hearing When I look back on all the workshops camps and sign classes that I attended I learned something at every event I often heard things differently depending on the stage I was at or the issues I was facing at the moment AND I m still learning The added bonus to this workshop is being around other parents as we share a common journey together BUT the best part of attending these events is that your deaf hard of hearing child sees you as an ongoing learner valuing them by your desire to learn and meet more Deaf Hard of Hearing people This is really powerful in the development of your child s identity as a deaf hard of hearing person We hope to see you October 22nd Cecelia Don t forget Parent Workshop on October 22nd Twitter FNDCandDYT Facebook www facebook com fndc ca

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FNDC 2 Fall 2016

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who deaf hard of hearing look what cook play game where Family Network for Deaf Children Deaf Youth Today Voice Text 604 684 1860 email dyt fndc ca www fndc ca WWW FNDC CA CAMPREGISTRATION FNDC 3 Fall 2016

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A HUGE SHOUT OUT and THANK YOU to Variety The Children s Charity for their support of Deaf Youth Today s Kids Camp 2016 At Hornby Island FNDC 4 Fall 2016

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for supporting our DYT 2016 Summer Program Because of these foundations and individuals we were able to support deaf hard of hearing children with additional needs in our program Without their financail support we couldn t have done it Dianne Miller Jane Maurice Wong Michael Younghubsand David Wong Catherine Jenkins FNDC 5 Fall 2016

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Seeing my son s identity at Hornby Island Submitted by Charlie Sarah Coyle Charlie and her husband Sean have 3 children Aurora 12 Aiden 8 and Claire 3 Aiden is hard of hearing or Deaf depending on the day the environment and how annoying his siblings are being over dinner time Accommodation to have a need met making an adjustment or a convenience We live in a culture of convenience with access to information at our fingertips As an English speaking hearing person living in North America I can be honest when I say I don t think about being accommodated Media and news is offered easily in my native language I have access to multiple forms of media be it print audio or video I am part of the majority in my community and so accommodation is something I think of doing not having done to me As a parent of a deaf child there is constant conversation s about access to information incidental learning and bathing our kids in language so they have the best possible chance at success My family like yours has been given advice by countless professionals about how to support our child s learning and access and language development and a lot of those conversations focused on our use of technology Having a child wear assistive listening devices so they can hear conversations and hear environmental sounds is often the crux of the conversations about the successful development of a deaf child We are taught about accommodations they may need for success in their future but never not once was I told about the accommodations I might need Sending your child to an overnight summer camp is a bit of a pro con situation It s exciting for your child to go away and have new experiences but it can be scary for a parent to let go It can be a break for both child and parent but it can also be an overwhelming experience to be away from our environment and outside of our normal routine I sent my son to an overnight camp for the first time this summer and I experienced such a range of emotions happiness excitement sadness and sheer terror My son has a personality the size of a house and energy to match and he FNDC 6 Fall 2016

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is amazing though I admit I m biased So sending him off for a week with a gaggle of other kids his age with more or less energy to a place with beaches and high ropes and all sorts of sticks to poke people with is a bit concerning On top of that is the concern that parents like us have often said what is going to happen to the hearing aids What if they get dropped in the sand or they end up in the ocean It s a really scary thought that I m going to have to convince the audiologist that the warranty should absolutely cover sand and salt water because I remember when they covered mashed carrots jammed into tiny little electronic places or to have to budget a certain amount of money for those just in case moments My son uses hearing aids and he cycles between both spoken English and ASL He is comfortable using ASL but has worn hearing aids since he was 3 months old so they are a comfort thing for him too The whole drive to the ferry to drop him off I tried to convince him to leave his hearing aids at home I knew he d be in an ASL environment with interpreters so he would have access to whatever he needed but he just wasn t buying it He wanted his hearing aids needed them and they were coming with him I repeated the conversation in ASL in front of camp staff but it was a hard no from my son those aids were staying on I was reassured by DYT staff that any tech would be put in Ziploc bags during water play and stored somewhere safe until such times as the kids needed and wanted them back Fast forward two days and the eagerly awaited email from the staff with the day s pictures of adventures and activities I scrolled through pictures of kids on boats kids up past their bed times and kids playing tug of war I was texting a friend who also had a child there and we were talking about how happy and tired they looked I fell absolutely in love with one picture of my son with a group of friends cheering over what seems to be a victory They are all grinning jumping and waving hands and I looked at it several times throughout the day I was just so happy that he was happy And then I noticed something I zoomed in and took a good hard look and realised my son wasn t wearing his hearing aids Now I know if there had been any concerns I d have received a phone call or an email and I d heard nothing so my thoughts were not that his nearly new hearing aids were in the bottom of the deep blue sea Knowing that I wasn t going to have to replace them I became oddly excited Which is not a reaction you would expect a parent to have But I was I was excited because he was in a place where he didn t need tech he didn t need assistive listening devices he was just deaf In that moment he was 100 him You read about those moments those epiphany moments where everything becomes clear and you just kind of get it my husband affectionately calls them House moments after a TV show with Hugh Laurie I had one of those after looking at that picture and it was a blinding realisation I was being accommodated My 8 year old son was accommodating me and his dad and his siblings and every other hearing person in his world those hearing aids weren t FNDC 7 Fall 2016

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for his benefit they were for mine And before you react I absolutely understand the benefit of using hearing aids for children that have access to sound That is a whole other conversation for a whole other newsletter what this is about isn t brain development or speaking and listening It is about identity My son has always been this interesting in between kid A dear friend of mine joked that he was hearing fluid meaning he could shift between the hearing and the deaf world in terms of his identity Often times in environments with hearing people he will identify himself as deaf because it s an easier term that comes with less follow up questions But with his deaf friends he uses the term hard of hearing because he recognizes that he uses tech and uses spoken language and some of them don t so he is different wherever he goes That is something I have struggled with and I think every parent struggles with when you have a kid who is different We love our children regardless of other s perceived notions of different or indifferent but we worry about them socially and worry about them fitting in So despite being surround by his peer group he still noticed that he was a little bit different on a day today basis Now again my son was 3 ferries and a couple of hours drive time away so I have no idea the context leading up to that picture But I ll tell you what in that picture in that moment he was not different He was not accommodating anyone and no one was accommodating him He was Deaf and proud And so was I FNDC 8 Fall 2016

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Parent Workshop The Journey Raising Our Deaf Hard of Hearing Kids Saturday October 22 2016 register today www chhaparents com Language Learning Literacy Language Learning Literacy For Your Kids Charlotte Enns Associate Dean and a professor in the Faculty of Education at Childcare and Deaf Youth Today DYT Fun Day have limited space will be provided on a first come first served basis Registration is required Baby to preschool age Childcare will be provided onsite for deaf hard of hearing children and their hearing siblings up to age 5 10 per child please bring a bagged lunch for each child including snacks drinks Kingergarten to grade 7 age DYT FUN DAY A day of fun and activities celebrating sign language and your deaf and hard of hearing child Kindergarten to Grade 7 organized by our experienced Deaf Youth Today staff We hope to have most of the day s events onsite Due to limited space at South Slope there is a chance DYT will go offsite for part of the day e g to a local community centre DYT will inform you of the schedule by email Deaf Youth Today values the importance and benefit of sign language Our staff use ASL in our program Cost 10 00 per child please bring a bagged lunch drinks Questions Contact dyt fndc ca the University of Manitoba will provide information about how early exposure to language is connected to later learning and literacy development Her main focus will be on sharing ways that families can reinforce their child s language and literacy learning ThePower Power of Stories The of Stories Kim Sanderson Communications Consultant and proud mom of a son who is Deaf will draw from her experience raising a deaf son and hearing daughter to discuss the importance of identifying and reinforcing your child s strengths as a means of developing a strong foundation for their life plan Hosted by parent support organizations Thank you to our sponsors Provincial Deaf and Hard of Hearing Services Deaf Hard of Hearing Deaf Blind Well Being Program BC Early Hearing Program Based on response to DYT programming during past joint workshops DYT emphasizes that staff may or may not use listening speaking as a communication tool This is an individual and personal choice which DYT understands and respects DYT will provide interpreters so that children new to sign language feel welcomed and encouraged to join the program This is a great peer mentoring opportunity for deaf and hard of hearing children in an ASL rich environment FNDC 9 Fall 2016

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Parent Focused Presenters This event is specifically for parents who have deaf hard of hearing children or teens age 0 18 years Our organizations believe in the value of parents connections the workshop will include opportunities to share your stories ask questions and network with other parents Charlotte Enns Charlotte Enns is the Associate Dean and a professor in the Faculty of Education at the University of Manitoba She was originally trained as a speech language pathologist but she has Schedule Communication 9 30 ASL Interpreters CART captioning will be provided Arrive and get settled in childcare bring your own coffee tea 10 12 The Power of Stories Kim Sanderson 12 1 Lunch 1 3 Language Learning Literacy Charlotte Enns always considered herself more of an educator than a clinician and she later pursued a doctorate degree in Educational Psychology at the University of Manitoba She currently teaches in the area of inclusive education and her primary research interest is in the bilingual education of deaf students with a particular emphasis Location Burnaby Southslope Elementary and BC School for the Deaf 4446 Watling Street Burnaby on language acquisition and assessment and literacy development She believes passionately in the need for all students to realize their potential through the development of language and literacy Kim Sanderson Kim Sanderson Communications works professionally Consultant creating as a media campaigns for governments She is also a very proud mom Together with her husband Registration Paul she has raised two children Ashley her Cost hearing daughter who is a very skilled Special Education Assistant for 15 per adult includes lunch Surrey School Board and Cole who is profoundly deaf and works as 10 per child for childcare bring a bagged lunch snack drink 10 per child for DYT program bring your own bagged lunch Registration required by October 10 online at www chhaparents com Payment can be made online via PayPal FNDC 10 Fall 2016 a successful web developer in Vancouver Kim is also very proud to have been involved in the creation of the BC Early Hearing Program video Nice to Meet You as she believes there are many approaches and paths to raising a successful and happy deaf adult

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Kids are getting too much screen time and it s affecting their development National Post August 23 2016 From http www nationalpost com m wp health blog html b news nationalpost com health kids are getting toomuch screen time and its affecting their development __lsa cec6 12ba FNDC Editor s Note This article doesn t aim specifically at deaf hard of hearing children but we think its important that we are all aware of the social consequences of too much screen time Our community tends to focus a lot on technology to support assist our deaf hard of hearing children while we value relationships and social opportunities for our children Some good food for thought here Here s a question for parents how much time do your kids spend using electronic devices If it s a lot you might be finding it hard to turn them away from those tiny screens But it s probably what you need to do Let s admit it we re mesmerized by these devices We re glued to our phones We ll pick them up reflexively whenever there s a pause in a conversation Some of us won t hesitate to check status updates tweets and game scores between bites at the dinner table The recent Pokemon Go craze is driving hordes of people to distraction and occasionally onto city streets And for parents who feel stressed out and exhausted most of the time it s easy to just hand our restless kids a tablet with a bunch of easily accessible educational apps while we go and relax If it all seems too good to be true however that s because it is Some researchers are now reporting on the consequences of our children s digital habits and they don t like what they see According to neurotherapist and doctor of psychology Mari Swingle we re starting to notice changes in early learning and development as a result of our increased reliance on interactive technology When we get i tech in the cradle there is a noticeable decrease in infant caretaker interaction says Swingle author of the new book i Minds How Cell Phones Computers Gaming and Social Media Are Changing Our Brains Our Behaviour and the Evolution of Our Species New Society Publishers 2016 All human systems brain wiring is through touch visualization and voice prosody non phonetic elements of speech such as intonation tone stress and rhythm And what we re noticing is that when we put the devices in the cradle and when parents and young caregivers are on their devices there is a notable reduction in all of this that s affecting attachment The consequences of reduced attachment and impeded social interaction are wide ranging and troubling to researchers like Swingle particularly as problems have begun to present themselves among toddlers What we re seeing with this group is that they re attaching to objects instead of peers and parents she says They don t respond to parental calls as much When we talk about straight discipline and obedience they re FNDC 11 Fall 2016

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not responding to parents as much They tantrum without their devices They don t know how to self occupy or play and play is learning at that age A lot of the problem Swingle says stems from the fact that when a child is staring at a screen they tend to block out the physical environment around them It means for instance that they re not learning as much language from their parents or siblings because they re disengaged from the conversations going on around them They re not getting the usual back and forth that they would get from for instance story time when there s typically a dialogue going on between parent and child over the subject matter And that in turn means they re missing out on the broader contexts that normally would help them to understand what they re reading not to mention to expand their vocabularies or learn some of the nuances of vocal inflection and tone Learning from an interactive app thus occurs in a way that is less organic and more compartmentalized But this isn t simply a problem for toddlers and young kids Swingle notes that the negative effects on social interaction and development are playing out in different ways across all age groups Many teenagers for instance will forego in person conversations and instead connect with their peers via social media or text messaging sometimes even when they re sitting in the same room This is hardly a new or shocking revelation but Swingle suggests it s affecting their social development in profound ways What s happening is that teenagers are communicating through their devices but they re not learning adult social skills she says And we re finding these polarizing behaviours in terms of sexuality where these kids are incredibly brazen on their phones and texting SnapChat all of that But then they re very very awkward person to person unless the relationship has been objectified or the interpersonal risk has been taken out Certainly the evidence Swingle cites in her book doesn t bode well for the future of human social behaviour or intellectual development But the technology isn t going anywhere if anything it s only likely to become more inescapable in our daily lives If that s a given what should we do about it Swingle says she wouldn t be opposed to an outright ban on electronic devices for children under six But drastic measures aside the key will be to consider more closely the positives and negatives of allowing kids so much screen time While some applications can be a useful teaching tool the problems arise when technology begins to take on the role of electronic babysitter where parents who are admittedly stressed out and overworked about 110 per cent of the time habitually allow their kids use these devices as a substitute for quality parent child time It s hardly a minor issue Kids need that time to interact and build strong relationships with their parents siblings friends extended family and neighbours A smartphone app might provide entertainment a basic lesson or even some temporary relief to a parent in need of a break But it can t take over a parent s job as chief educator It can t substitute for real social and emotional connections or supplant our kids fundamental need to get out and play It can t address the full spectrum of needs that our kids demand in order to become fully functioning human beings FNDC 12 Fall 2016

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Family and Community Services Provincial Deaf and Hard of Hearing Services PDHHS Fall Program Calendar September December 2016 Programs for Deaf Hard of Hearing and Deafblind individuals and their families Media Club for Youth Media Club is a fun group for youth aged 13 17 to learn how to plan create and edit their own movies Youth will learn essential leadership qualities through this program Location PDHHS Burnaby September 27 December 6 2016 Time Tuesdays 3 30 PM 5 30 PM To register please contact Erin Pranzl gov bc ca Watch out for upcoming flyers for more youth family social events in the Fall Deaf Community Events Watch out for upcoming flyers to enjoy If you are interested in attending deaf youth or family activities in the Fall community events with your family please check www deafbc ca or www fndc ca for information on events If you would like FCS staff to accompany your family let us know ahead of time and we would be happy to attend with you BC Deaf and Hard of Hearing Students Thinking about going to Gallaudet RIT or NTID More information about the application process can be found on Family Network for Deaf Children s website at www fndc ca Please contact us if you need support with how to navigate the system Parent Coffee Group is a time for parents to come together to share support and guide each other in their parenting journey If you are interested in a group please contact Kathy Glover at Kathy Glover gov bc ca Storytelling in ASL and English Tommy Douglas Library 7311 Kingsway Burnaby Time Saturdays 2 00 PM 3 00 PM September 17 October 15 November 19 and December 17 No Registration Needed Turn the page for more programs FNDC 13 Fall 2016

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ASL Classes in North Vancouver for Parents with Child Minding All levels Mondays September 19 October 24 No Class on October 10 Time 6 30 PM 7 45 PM Where Carson Graham Secondary School 2145 Jones Road Register Roger Chan gov bc ca ASL Classes in Burnaby Practising Conversational Skills in ASL Intermediate Wednesdays October 5 November 30 Time 10 00 AM 11 15 AM Where Provincial Deaf Hard of Hearing Services 4334 Victory Street Register SarahAnne Hrycenko gov bc ca You can also call and leave a voice message at 604 660 1800 and we will contact you Thank you Outreach Services yes we are coming to you ASL Classes and Child Minding in Surrey Thursdays November 3 December 8 Time 4 30 PM 5 45 PM Where Bear Creek Elementary School 13780 80 Avenue Register Erin Pranzl gov bc ca Prince George Ness Lake Family Camp September 9 11 ASL programs will have either Child minding or Children s Literacy Program that runs concurrently with the ASL program If your child requires 1 1 support please bring arrange to bring one with your child 14 If you have a specific request not covered by the programs mentioned on this flyer please let us know by contacting Program Coordinators Melissa Mykle gov bc ca or Linda Ramsey gov bc ca ASL Classes and Children s Literacy Program in Abbotsford Mondays November 7 December 5 Time 4 30 PM 5 45 PM Where ASIA North Polar Elementary School 32041 Marshall Road Register Kathy Glover gov bc ca ASL Classes and Children s Literacy Program in Kelowna Tuesdays October 11 November 15 Time 5 45 PM 6 45 PM Where Starbright Child Development Centre 1546 Bernard Avenue Register Erin Pranzl gov bc ca FNDC Brief announcement FCS is excited to announce that we have a new addition to the team Please help us welcome Erin Bentley nee Pranzl Fall 2016 Williams Lake Wednesday September 21 Saturday September 24 Wednesday October 26 Friday October 28 Kelowna We have American Sign Language Children s Literacy Program on Tuesdays October 11 18 25 November 1 8 15 February 7 14 21 28 March 7 and 14 If we have requests for individual services we can stay an extra day if given advance notice To Register Erin Pranzl gov bc ca If you would like FCS to visit you please contact either Linda or Melissa Stay up to date with FCS by liking us on Facebook Look for Provincial Deaf and Hard of Hearing Services

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Can you help or do you know of someone you could recommend This is a GREAT OPPORTUNITY for the right person family We are looking for a paid home share placement for our wonderful adult deaf son This is a contract position through Community Living B C and posAbilities The ideal home family would include a good knowledge of ASL easy access to the SkyTrain and buses willingness to welcome our son as a contributing member of the household able to provide support to ensure safety and security able to help organize various activities More about Our son in his late twenties and fluent in ASL quite independent with support relies on transit to get around comfortable using text Facebook and iPhone very friendly outgoing and loves children pets works part time in Vancouver and volunteers at a community day care active in Burnaby Special Olympics has an active personal support network and an involved family For more information about Patrick and contact vancouverkathy hotmail com For additional information on contract responsibilities and details contact LBlackwell posAbilities ca FNDC 15 Fall 2016

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Storybook Dreams Signing Actors in Costumes for children s events My name is Jocelyn Joey Baumgartel and I will be entering Douglas College in September to join the ASL Interpreting Program I have currently finished the ASL and Deaf studies program at Vancouver Community College when they order As of now I have several friends colleagues who are interested in being on the hearing side of the company and a few people in the interpreting program with me for the signing side but am having troubles finding Deaf actors in the community I am still new to the Vancouver Deaf community and am trying to reach out to as many avenues as I can in order to gather a few actors who would be willing to work with me We believe it is important to have role models for the children from the Deaf community Earlier this year I had an idea to run my own company organization but being a student had no time to get it going My friend over in Victoria has started a similar company but I would like something over here on the mainland This company will be collaborative and team motivated I will take suggestions comments requests and work alongside all the actors closely in order to have a successful and functioning company The company is named Storybook Dreams formerly Once Upon a Princess Party but we changed the name due to another company s conflicts The idea is that actors from our company will dress as selected princesses and soon to come other storybook characters as well as princes one day and go to a child s home for an hour or two at a time playing games reading stories and interacting with the children at a birthday party Thus far my idea is to cater to both the hearing and Deaf communities If you are interested in working alongside me to help me get this company started or if you know of anyone who would like to be involved please contact me at storybookdreamsparties gmail com Thank you very much Jocelyn Joey Baumgartel There will be separate parties for hearing children with hearing actors princesses and then specifically Deaf parties with Deaf actors who can use fluent ASL preferably Parents can pick which princess party they would like Are you willing to write a letter of support I am an immigration lawyer who represents a client in Vancouver who has a teenage child that Citizenship and Immigration Canada CIC is alleging may be inadmissible to Canada because of health services My client s teenage son is deaf and CIC has recommended that he get Cochlear Implant surgery to improve the quality of his life I am writing you to request a letter of support that speaks to the quality of life for Deaf people regardless of Cochlear Implant surgery Please let me know if you are interested or willing to provide a letter of support for my client s application Our timeline to respond to CIC is by late October and we are looking to have all letters of support ready by October 15 Adrienne Smith B A M A J D Associate Lawyer Jordan Battista LLP Barristers and Solicitors 160 Bloor St East Suite 1000 Toronto Ontario M4W 1B9 Tel 416 203 2899 x 34 Fax 416 203 7949 asmith jordanbattista com Please send letters of support to above email address FNDC 16 Fall 2016

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When The Talk Is In Sign Language There Is Clarity And Confusion August 24 2016 from www npr org sections ed 2016 08 24 466299543 when the talk is in sign language there is clarity and confusion On a Saturday morning a group of adults gather in a circle in an elementary school classroom on the campus of Gallaudet University Each wears a name tag and on that name tag is a common sexual term Ejaculation Orgasm Condom One by one they introduce themselves by the name on their tag Not in spoken words but in American Sign Language ASL These are parents and caregivers who have or work with children who are deaf or hard of hearing The moms and dads are bashful at first but after signing for a few minutes they re laughing at themselves Let s face it Talking about sex can be awkward Having the talk is hard enough but throw in ASL and a lot of adults whether it s a teacher in the classroom or mom and dad at home can be completely stumped While the speaking world has convenient euphemisms for much of this stuff in ASL some of the signs are to put it mildly pretty graphic And that can make teachers and parents very uncomfortable There s a fear of especially in ASL the signs being pretty explicit at times so desensitization is really key says Matthew Rider Barclay He works at the Laurent Clerc National Deaf Education Center at Gallaudet University He designs classes workshops and seminars at Gallaudet the liberal arts university in Washington D C and across the country for students who are deaf or hard of hearing His seminars are aimed at helping family members and professionals working with deaf children communicate effectively So is the workshop Tara Miles is leading at Kendall Demonstration Elementary School a school for the deaf Getting parents to open up about sex is a tricky task she says so she tries to bring humor to the process After the class wraps up Miles notes that many of the parents visibly relaxed It was nice to see them get to a place where they could put down their rigidity and be calm In the U S around 3 in 1 000 children are born with a detectable level of hearing loss according to the National Institute on Deafness and Other Communication Disorders NIDCD And more than 90 percent of deaf children are born to hearing parents That creates a problem for parents who don t know sign language fluently How By showing teachers of deaf students how to be more comfortable talking to their students about sex and sexuality They also train instructors who work in mainstream classrooms with both deaf or hard of hearing students and normal hearing students One of the first things to teach getting comfortable with the signs Many common terms used in sex education exist in ASL quite literally gestures that seem to mimic the act being described For other explicit terms there isn t a sign at all Herpes doesn t have a sign so you finger spell it explains Christine Gannon director of health and wellness programs at Gallaudet But she adds sign language can also be an improvement over spoken words The great thing about ASL though is I can finger spell herpes and then I can be more descriptive using my hands Gannon says So I can provide a visual access to what it looks like to the symptoms that it might cause by using hands which is a definite advantage for the deaf community over the hearing community Rosina Garcia a rising fourth year Gallaudet student agrees It s easier to describe sex ed terms and we can take it from there to the English word she says through an interpreter That way you don t miss any of the information Christine Gannon notes that while there are lots of sex ed resources online the vast majority are not tailored to a deaf audience And most videos aren t subtitled or accessible for young deaf people That s frustrating for an educator like Gannon who says she s constantly trying to bring her teaching techniques into the digital age Her colleague Matthew Rider Barclay puts it this way Sex education for the deaf is like being plopped down in a foreign country where you don t speak the language The materials are going to be really well suited to the people in that country he says but it s not going to be accessible to you Rider Barclay and other colleagues at Gallaudet have taken on this challenge in a big way FNDC 17 Fall 2016

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Reprinted with Permission Laurent Clerc National Deaf Education Center T DARE TO DIALOGUE Patrick Graham PhD coordinator for the Deaf and Hard of Hearing Education Program at Western Oregon University WOU received his doctorate in early childhood education from the University of Georgia He teaches in the American Sign Language Studies and Early Childhood programs at WOU Graham is deaf and the father of two boys one of whom is deaf and has a high functioning variety of autism Sara Kennedy an occupational therapist by training is director of the Colorado chapter of Hands Voices a nonprofit organization with 45 chapters in the United States that networks with professionals and offers support to parents of deaf and hard of hearing children She is the editor of the quarterly newspaper The Hands Voices Communicator and coauthor of the manual Bridge to Preschool Navigating a Successful Transition Kennedy is the mother of four children including a high school aged daughter who is deaf Engaging Parents in System Change By Patrick Graham Sara Kennedy and Johanna Lynch As professionals we are satisfied when we know our clients and students derive benefit from our expertise our concern and often our love Nevertheless these benefits cannot begin to equal the power of determined parents whose love for their child causes them to be powerful advocates at all levels of our society Parents can move mountains for their child and they often do They are frequently instruments of change in programs for the better DesGeorges Kennedy Opsahl 2010 When parents and professionals have high expectations for their students and work together to create opportunities for them children are more likely to achieve more to have higher levels of self esteem and thrive Szarkowski Fournier Eng 2014 State teams that actively collaborate with parents gain new perspectives ideas and energy Our own statewide transition planning teams have welcomed the authors three parents who are also professionals active in the deaf educational community into their discussions and planning These teams part of pepnet 2 the federally funded project with the mission to increase the education career and lifetime choices available to individuals who are deaf or hard of hearing are located in our home states of Oregon Colorado and North Carolina When we meet with pepnet 2 team members representatives from vocational rehabilitation offices state education agencies local education agencies schools for the deaf and deaf adults we experience teams that are nearly ideal An ideal team is one in which parents collaborate freely with professionals with no question off limits it has clear objectives norms standards of practice and history available to all These ideal teams include stakeholders mirroring our community s wide continuum of language cultural diversity and experience Representatives come from state education agencies vocational rehabilitation local districts and public charter and schools for the deaf Parents of current or recent students from a variety of backgrounds and geographical areas and the students themselves also participate adding immeasurably to the 360 view of transition planning Photos courtesy of Patrick Graham Sara Kennedy and Johanna Lynch ODYSSEY 68 FNDC 18 Fall 2016 2016

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Reprinted with Permission Laurent Clerc National Deaf Education Center Clockwise from top left Oregon team members from left to right Eleni Boston Camille Atkinson Patrick Graham Miranda Featherstone Becky Emmert Katie Heise and Kathy EckertMason Eastern North Carolina School for the Deaf students Darian Smith left and Elijah Jones considering postsecondary options North Carolina team members share ideas For teams involving the education of deaf and hard of hearing students communication how we handle signing and speaking remains a frequent discussion not just a discussion that occurs at the beginning of a series of meetings Everyone is involved as we discuss specifics For teams specifics include questions such as Where are the gaps What alterations in professional preparation parent and student training or transition activity alignment with post school goals do we need These are amazing discussions Barriers to Parental Engagement in Meaningful Collaboration Parent participation is often a requirement for state teams to convene or receive funding and too often parents find their names listed among the collaborators and feel that they are not expected to participate meaningfully or make a substantive contribution More than a few professionals have indicated that they find it difficult to engage parents they say that 2016 engaged parents are rare exceptions We submit that parents sometimes require understanding to engage in a meaningful way advocates are nurtured not born Enabling parents to connect with each other can revolutionize the dynamics in a classroom or in a district Connecting parents enables modeling and mentoring Observing another parent solidly fill a stakeholder role empowers the new unfamiliar parent While engaged parents can ensure a healthy team perspective professionals and parents will want to be mindful of potential pitfalls As in teams composed of only professionals teams in which parents participate may experience personality clashes cultural conflicts or the dominance of unrelated individual agendas Designating one team member as facilitator at the beginning of meetings can help keep the focus on the goals of the team at large We have learned that checking in with each other for alignment and readjusting when necessary has led to success Johanna Lynch is a parent educator with BEGINNINGS for Parents of Children who are Deaf or Hard of Hearing in North Carolina and she participates in state councils and committees to improve the lives of deaf children A mother to two teenagers Lynch became interested in learning about deaf education and helping other families when her son was identified with a hearing loss at 2 years old The authors welcome questions and comments about this article at grahamp mail wou edu Sara cohandsandvoices org and jlynch ncbegin org respectively 69 ODYSSEY FNDC 19 Fall 2016

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Reprinted with Permission Laurent Clerc National Deaf Education Center Parents respond to invitations that are tailored and specific Compare an invitation such as We need you because of your experience with dual enrollment or other specific topic to an invitation that simply asks for help in filling the parent seat on a committee Tying participation to the parent s interest and skills is critical So is inviting parents early often and at different times Once a parent agrees to participate welcoming him or her as a co investor in deaf education sets the stage for ongoing engagement and alleviates the concern that he or she won t be treated as an equal member of the team More often we find parents feeling their input is extraneous neither wanted nor needed by educators or their children in the midst of transition By the time a teen enters the tumultuous transition years many schools have effectively trained parents to simply drop off their children and pick them up later Further students themselves want less parental input at this age stretching their wings to make their own choices However this is a time when children and schools still benefit from parental engagement and children still need the practical support and occasional coaching that can only be provided by their parents Parents tend to travel to professional locations instead of a mutually agreed upon spot despite the fact that they face logistical challenges participating in task forces that conflict with work or caregiving hours Some districts make this natural challenge even more difficult For example one of our districts begins its high school accountability meeting at 7 a m but does not allow students to come until 7 45 a m While this may make it easier for professionals it adds to the coordination demands for many parents who are often already overburdened These individuals bear financial burdens for missing work and they must compensate for travel expenses and child care during times when others on the team are likely on work time and paid Even more problematic Some ODYSSEY 70 FNDC 20 Fall 2016 Making It Meaningful Bringing Parents into Collaboration Find parents from referrals by professionals and parent groups People get involved because of relationships Reimburse parents for travel and child care if needed Plan for team building when new members join collaboratives Share system vocabulary and processes with new members Orient new parents to available regulations laws and governing systems Encourage parents to use their unique skill sets to their best advantage Create a team culture that welcomes questions and flexibility professionals question whether a parent can focus on the needs of all children rather than on those of his or her own child All of us have stories to tell and someone who has not felt he or she has been heard might continue to tell the same story Just listening can make a parent finally feel understood Further thoughtful orientation in which parents are educated about experiences that are urban or rural college or vocational visual or auditory can broaden their perspective Professionals also worry that parents may ask charged questions questions that professionals hesitate to address However these questions sometimes involving topics considered politically incorrect need to be addressed In fact these questions can lead to impassioned discussions that inspire changes in outlook or even generate system change It may be important when a parent asks Why do we do that or Why can t we do that Getting members to meet regularly on schedule and setting up a structure to ensure progress is a challenge for any team If parents are not part of the day to day work or informal gatherings of other team members they may feel isolated Practically speaking parents like any other member of the team need sufficient lead time to respond to requests or to schedule a meeting Perception that a parent is unable to attend because of consistently short notice or even worse left out of a meeting altogether because other team members see each other often and informally can squelch parental enthusiasm and perhaps even cause individuals to leave the team Clear frequent and open communication is the first step to building a strong team In Colorado what increased our momentum was the suggestion to work from our end goal backwards We wanted to create a system that incorporated transition goals into student led Individualized Education Programs IEPs We worked backwards from the goal designing teacher training and parent supports for this aspect of the IEP Working backwards from the goal helped us think in a different way about the obstacles we faced Co author Sara Kennedy 2016

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Reprinted with Permission Laurent Clerc National Deaf Education Center volunteered to take notes for our pepnet 2 meetings just as her daughter was entering the transition believing that the experience of notetaking would help her own understanding of transition processes Four years later she found that writing those notes not only helped solidify her knowledge but also made her aware of what she didn t know Now she takes a much more active role in sharing what parents are experiencing around the state assisting teams in developing transition resources such as curricula for teacher training and materials for parents Defining expectations takes the guesswork out of knowing whether an individual particularly a parent can commit to a long term project Our experience has taught us that consistency in membership is important constant member attendance affords teams the opportunity to build on a shared experience and achieve success Thus team members should make a strong effort to maintain membership throughout the life of a project for the benefit of the team They can only do this if they know in advance what their commitment must be In North Carolina co author Johanna Lynch found her team made significant gains once members were able to move past discussion of language and modalities Her team took another leap forward after participating in pepnet 2 s first annual Summit The time afforded by pepnet 2 allowed Lynch and her team to retreat from daily responsibilities and address an agenda that centered on the transition of our students it catapulted the group s momentum Having dinner together every night taught team members more about each other not just as team members but also as people The respect team members held for each other grew exponentially In addition they learned they really enjoyed each other s company Give Parents the Tools Parents need the same tools as other team members 2016 a working knowledge of the team s vocabulary a history of team members and the organization each member represents and a knowledge of the historical challenges affecting each day s work With those tools parents can jump in and help the team tackle the issues at hand Who is Missing No single parent should always represent family interests Over focusing on a single parent is an easy trap to fall into especially if the parent is also a professional and can conveniently wear two hats in any situation These individuals easily become the go to parents Teams may want to consider selecting parents who can represent the full spectrum of family needs and leave the professional persona and ties to a single agency out of the discussion Coauthor Patrick Graham s son is currently in the first grade and Graham joined the pepnet 2 team knowing that preparing for school to higher education or workplace transition is critical throughout a child s life When parents educate their children about different transition opportunities the children can educate their peers and even more families benefit During one of its state conferences the Oregon team had a panel of students discussing their experiences with transition and that learning was so rich that the team decided to repeat it this year As parents invited to participate as active and meaningful contributors we need to continually assess whether we can represent the needs of all families not just the families who have children like our own This requires that we learn about the cultural and linguistic variety represented in our community A commitment to filling our own gaps of knowledge through objective open and respectful participation or pulling in the experience of other parents is imperative to create an initiative that serves all children Parents bring the day to day reality of raising a child to every meeting They already know that transition must start sooner activities need to be more experiential job or volunteer experience is critical and independence comes in steps rather than suddenly during senior year Engaged parents know that teachers have very little preparation in the area of transition and it doesn t take long to realize that school administrators often don t understand the unique needs of the small population of students who are deaf or hard of hearing Thus parents and likeminded professionals are slowly driving the shift to an expanded curriculum for our children that will include tools to navigate the move from high school to college and career As parents we ask professionals that they give us a chance to grow among individuals who value the parent perspective We appreciate pepnet 2 s emphasis on finding ways for parents to build ongoing capacity in transition to improve outcomes for our youth We look forward to that shift as more active parent leaders and dedicated professionals pursue the same goal children who become adults that are fully capable of self determination and success both in their personal lives and in their careers References DesGeorges J Kennedy S Opsahl N 2010 Beyond the IEP Families and educators working together in school programs Colorado Hands Voices Retrieved from www cohandsandvoices org Szarkowski A Fournier Eng D 2014 High and appropriate expectations for deaf and hard of hearing children The role of assessment Odyssey Extra 1 4 71 ODYSSEY FNDC 21 Fall 2016

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2017 Save the Date Thurs July 6 to Sun July 9 2017 ASL Home Share Provider Separate Suite Required Our organization is currently seeking a family care home share provider to provide care and support in their home to a young man who is deaf and has a developmental disability in the Vancouver New Westminster Burnaby and Surrey areas Candidates must be available to provide ongoing daily support and have access to a reliable vehicle Prospective care providers should have a separate suite available in their home The ideal candidate would be fluent in American Sign Language ASL Candidates must be comfortable working with occasional behaviours and should have at least one year of experience working with individuals with developmental disabilities They should have a very patient caring and compassionate disposition If you wish to be considered please submit a resume and cover letter to tasha striveliving ca or by fax to 604 936 9003 Attn Tasha In the cover letter please specify describe the accommodations you have available Volunteer ASL Instructor Needed Volunteer ASL instructor for ASL Practice needed at The Richmond Centre for Disability Deaf Youth Today Contact Rich Green RCD Recreation Activity Coordinator Email rich rcdrichmond org Or call 604 232 2404 T or Th 12 30PM 5 30PM DYT had a media camp with our fantastic team of staff and campers DYT is excited to share a bit more of this week with you What was the week all about Campers and staff discussed and delegated roles ASL storytellers videographers editors and created projects including WHYISIGN Deaf Bing Our Favourite Signs Fairy Tales Name Stories A Z Stories and more The week was celebrated with a Showcase event where parents and campers watched highlights of their work We are sharing the WHYISIGN project because this reflects many of the core values DYT stands behind and the reason staff are so passionate about what they do campers love coming each day and parents are supportive of the opportunities DYT offers https www facebook com fndc ca videos 1141794392510716 Hosted by BC Cultural Society of the Deaf IDSL Picnic 2016 International Day of Sign Language Picnic Family WHEN Seeking ASL Buddy September 24 2016 Saturday 11AM 5PM Vancouver family is looking for an ASL buddy to play with our children while the parents are at home and generally help the whole family WHERE Shelter 1 at Queens Park improve our ASL We have two children agein2 New DeafWestminster and age 5 hearing We live near the 41 bus line Activities games for children of all ages face painting ASL wal potluck We are lookingstorytelling for someoneand who is proficient in ASL and who would be available to come to our home approximately twice month for a 2 3 hour Prizes for or best ASL stories for bestThis potluck visit either on weekends after school Payprizes is 15 hour mightplate suit a student who has recently finished a babysitting course and looking to If anyexperience questions but please contact Wood Ranger gain more childcare we are openKimberly to all possibilities If you are interested please email your resume with your availability and references to Sandra at beasandra yahoo co uk We are also happy to provide our own references and meet with the parents of younger candidates FNDC 22 Fall 2016

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THANK you to Forrest Sm ith his fam ily volunteers supporters participants in the com m unity for this year s fundraising Kickball Tournam ent Septem ber 10 th FNDC received a cheque for 1200 and the Deaf Interpreters Comm ittee received a cheque for 800 00 Thank you Plan to set up or join a team for next year kickball is fun for all ages It s basically playing softball with a large rubber ball Tons of laughs and you can make it as fun or competitive as you want A big FNDC shout out to WAVLI interpreters for our last game filled with hugs laughter and our two little designated runners kids making this a game to remember FNDC 23 Fall 2016

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Guam Olympian runs for deaf parents Pacific Guam Daily News From www khou com mb sports olympics guam olympian runs for deaf parents 289788843 Courtesy of Josh Ilustre Guam Olympian Josh Illustre with his parents Normie right and Ben left RIO DE JANEIRO Josh Ilustre s earliest memories of talking without words come from when he was about age 4 He d walk into the kitchen and sign to his mom Normie I m hungry In noisy environments the Ilustres communicate as normal through the crowds as long as they catch each other s eye His mom lost her hearing when she got the measles at age 2 his father was born deaf Neither complain At 5 a pop Ben Ilustre is no millionaire Call it what you will but his dad isn t one to complain says Josh His faith is unassailable he was once the pastor of Guam s deaf church and he hasn t done bad for himself or his family Josh Ilustre and his older brother Avery Ilustre have never asked for nor wanted anyone s sympathy or condolences They do appreciate some understanding but for the rest of life s motivations they look no further than the family around them As an entrepreneur he s raised two collegegraduate sons built a home in Chalan Pago and cares for the pack of dogs that serve as a household alarm system announcers of guests and dear family members When he started school he remembers being placed in the Language Other Than English class or LOTE although that didn t last long Their mom Normie is independent She s the quiet reserved homemaker proficient in all domestic aspects of life Her husband Ben whom she met at a deaf bible school in the Philippines a quarter century ago has the opposite personality animated effusive and outgoing equally skilled in life s other necessary aspects He remembers the first time he realized he felt different from others when his mom came to his parent teacher conference his classmates said Cool your mom knows sign language I always say that if my dad was stranded on an island he d be OK He d build a shelter make a fire do whatever it takes says Josh He s really really resourceful His dad Ben can t hide his exuberance that his son is in Rio de Janeiro When his dad shares the story that his youngest boy is running in the Olympics he does his version of the Running Man enunciates the word Rio as best he can and signs Olympics Josh Ilustre says his dad doesn t talk much about his employment history though he knows his dad to be skilled in construction and more recently sales and marketing It looks like the hand motion for Itsy Bitsy Spider making five sideways rings Having pictures on his phone always helps You may know him if you frequent the Hag t a area because he s the guy who sells 5 coconuts out of his blue pickup truck He goes around Guam collecting young coconuts picking some asking others then parking near the Hag t a cathedral Sometimes when people learn that my parents are deaf they tell me I m so sorry says Josh 22 I tell them it s perfectly fine and they don t have to be sorry He skillfully carves each palm nut giving tourists their first tropical taste of Guam and introducing them to coconut sashimi a blend of succulent coconut meat soy sauce and wasabi Some people tell me that it s so cool that I sign with my parents I m hearing more of that now He makes friends every day and loves what he does and gives glory to God for his countless blessings FNDC 24 Fall 2016 His parents says Josh Ilustre are all the inspiration he needs No he says his parents don t make him any faster on the track where he hopes to run the quickest 800 meters of his life in a few days But his parents work ethic has definitely inspired him to achieve academically enough to earn a partial ride scholarship to the University of Portland which also helped train him for Brazil He says learning how to speak with his hands and body has helped him and his brother destroy courses such as organic chemistry which demands that its successful students think visually and multi dimensionally Destroying organic chemistry isn t something everyone can do says Josh As a biology student with pre med aspirations Josh has no doubt what kind of doctor he wants to be one day He wants to be an ENT specialist which stands for Ear Nose and Throat I would be able to specifically help people like my parents I would be able to work with deaf people says Josh Ilustre I think that would be really cool

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Hello SRV Canada VRS is coming Registration will open Sept 28th Currently we are still Beta testing the new VRS platform and the user apps and we are getting valuable feedback from a group of very helpful Deaf users Thanks to all of our Beta Testers VIs and Customer Service Representatives are also participating in the Beta Test so they will be ready to support you when VRS is launched Beginning September 28th CAV will notify everyone that VRS is ready and you will be able to download apps register and start making calls The notice will be emailed to everyone who has signed up for updates Detailed instructions will be provided to help you with the download and registration process In the meantime if you ve not yet signed up or viewed our new website please go to www srvcanadavrs ca This website has information you ll need as a VRS customer Now is the time to review technical and equipment requirements for the service Stay tuned for news about the exciting official service launch of SRV Canada VRS in September You can feel the excitement growing for this historic time in our community We ll be in touch again soon Thank you Sue Decker Executive Director CAV ACS Federal Government Accessibility Consultation Sessions Dates now set for in person federal accessibility legislation consultation sessions Note Feedback may be given in person via ASL video or English text Dates for in person consultations on federal accessibility legislation have been published In person consultations in B C will occur in Victoria on November 7 2016 and Vancouver on November 26 2016 More details about all sessions will be shared shortly on the federal consultation website www esdc gc ca en consultations disability legislation index page FNDC 25 Fall 2016

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Access to Transportation Trades Many individual in the Deaf community have considered a career in the automotive industry but are unsure about where to start or even if it will be a good career fit VCC is excited to announce a new program called the Access to Transportation Trades that will increase training and apprenticeship opportunities for the Deaf and hard of hearing community to work in the auto industry Access to Transportation Trades The class will be in comprised all Deaf and hard of hearing students Interpreters will be Many individual the Deaf of community have considered a career in the automotive industry but provided shopwhere and classroom and students willcareer be able discuss both theoretical and are unsurefor about to start orsettings even if it will be a good fit to VCC is excited to announce practical lessons in ASL This is an amazing opportunity for peer learning and mutual support a new program called the Access to Transportation Trades that will increase training and through interaction to attain their educational apprenticeship opportunities for the Deaf and goals hard of hearing community to work in the auto Graduates of this program acquire basic knowledge skills and attitudes to carry out their duties industry in a safe and professional manner Some examples of these skills include Mechanics oil changes tire change rotation how engines run Interpreters tools The class will be comprised of all Deaf and hard of hearing students will be Auto Collision welding painting metal repair provided for shop and classroom settings and students will be able to discuss both theoretical and Safety training practical lessons in ASL This is an amazing opportunity for peer learning and mutual support through interaction to attain their educational goals Forklift training and certification Graduates of this program acquire basic knowledge skills and attitudes to carry out their duties The program is full time and will runSome for 8examples weeks in of October and November in a safe and professional manner these skills include Monday to Friday from 12 00 5 30pm at the VCC Broadway hostrun 2 information sessions for this Mechanics oil changes tire change campus rotation VCC howwill engines tools th th program on August 8 and 10 Auto Collision welding painting metal repair To enroll in the program or to learn more about this course please contact Nigel Scott from VCC Safety training Interpreting Services at Forklift training and certification Email interpreting vcc ca Text FaceTime 604 328 8742 The program is full time and will run for 8 weeks in October and November Monday to Friday Glide Interpreting VCC from 12 00 5 30pm at theServices VCC Broadway campus VCC will host 2 information sessions for this program on August 8th and 10th Skype interpreting services vcc To enroll the program In in person at VCC or to learn more about this course please contact Nigel Scott from VCC Interpreting Services at Email interpreting vcc ca Text FaceTime 604 328 8742 Glide Interpreting Services VCC Skype interpreting services vcc In person at VCC Interpreted Performance October 21st at the Mary Irwin Theatre in Kelowna There will be an interpreter at the October 21st performance of a really wonderful stage play called To See or Not to See Hope you can let people in the Deaf community know now so that they can make plans to go Tickets will be 25 but if 6 or more people get tickets it will be only 20 each Hearing Aid FM System simulation A simulation of what speech sounds like when recorded first through a hearing aid and then through a personal FM system linked to the hearng aid The demonstration takes place in an empty classroom while the presenter walks toward and away from the listener and while competing voices are played in background www youtube com watch v JNzxOJKCUug FNDC 26 Fall 2016

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Learning Sign Language can be fun There are a variety of different ways to learn and many Deaf people who are willing to teach Below are some resources from Online Sign Language Learning and Continuing Education Classes College Programs or organizations who do home visits to families with d Deaf and hard of hearing children who want to learn Sign Language in British Columbia British Columbia has a variety of current ASL courses that are on the front page of our website www fndc ca so please browse FNDC s calendar for current courses Where do families learn sign language in BC The following provincial agencies generally provide ASL classes at no charge to families with deaf hard of hearing children In addition some agencies welcome other family members ie siblings grandparents Please check with individual agencies for details and criteria etc BC Family Hearing Resource Society For families with deaf hh children 0 to 5 Website www bcfamilyhearing com Email info bcfamilyhearing com 604 584 2827 voice 604 584 9108 tty Deaf Children s Society of BC 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 Provincial Deaf Hard of Hearing Services For families with deaf hh children youth ages of 5 to 19 Website www mcfd gov bc ca pdhhs Email pdhhs gov bc ca 604 660 1800 voice 604 660 1807 tty Okanagan Northern British Columbia Okanagan Child Development Centre For families with deaf hh children ages 0 to 19 Email irma cocda com Phone 250 763 5100 ext 213 Northern BC Children Families Hearing Society For families with deaf hh children www nbchearingsociety com Email pgdeaf telus net Phone 250 563 2425 Page 1 of 3 Where to Learn ASL revised September 18 2016 FNDC 27 Fall 2016

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Vancouver Island Island Deaf Hard of Hearing NANAIMO For families with a deaf hh family member www idhhc ca Email nanaimo idhhc ca Voice 250 753 0999 TTY 250 753 0977 Toll Free Voice TTY 1 877 424 3323 Island Deaf Hard of Hearing VICTORIA For families with a deaf hh family member www idhhc ca Email idhhc idhhc ca Voice 250 592 8144 TTY 250 592 8147 Voice toll free 1 800 667 5448 TTY toll free 1 800 667 5488 Where does the General Public learn ASL ASL Credit for High School Students School districts now accept ASL Prep I IV with a pass on the Government Master Exam as equivalent to the new high school course Introductory American Sign Language Please contact your high school counsellor or the Ministry of Education for more information See below for Intro to ASL 11 and ASL 11 offered online through the Ministry of Education Burnaby School District online learning Credited ASL Courses for BC Students through Burnaby School District Online Learning 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 www burnabyonline ca There is a 200 refundable textbook deposit 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 Yes its free There is a 200 refundable textbook deposit 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 200 refundable textbook deposit 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 550 00 There is a 200 refundable textbook deposit 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 900 00 There is a 200 refundable textbook deposit CONTACT INFORMATION 604 664 2526 phone 604 664 2527 fax www burnabyonline ca There is a complete list of all courses with a course outline attached Just click on the courses tab at the top The 2 ASL courses are listed under modern languages Website App s for learning ASL Note FNDC doesn t endorse any specific online courses apps We suggest you use your discernment and discretion to meet your needs Marlee Signs Ipad iphone app https itunes apple com ca app marlee signs id566054855 mt 8 Signing Online www signingonline com Savvy ASL Sign Language Video Dictionary www signingsavvy com Family Health Reference To ASL www usinsuranceagents com family health reference to asl HandSpeak Visual Languages www handspeak com Over 6 000 ASL signs www aslpro com ASL Browser www commtechlab msu edu sites aslweb browser htm Where to Learn ASL revised September 18 2016 FNDC 28 Fall 2016 Page 2 of 3

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Continuing Education 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 Vancouver Community College Sign Language Studies Contact Vincent Chauvet vchauvet vcc ca University of British Columbia Vancouver campus UBC Continuing Studies offers adult ASL classes All of our teachers are instructors in the VCC program and we use the Signing Naturally curriculum We have students from a variety of backgrounds and motivations We run classes at three levels from Beginner 1 to Lower Intermediate https cstudies ubc ca study topic sign language american The University of British Columbia Vancouver Campus UBC Robson Square 1400 800 Robson Street Vancouver BC Canada V6Z 3B7 Phone 604 822 0803 nina parr ubc ca www languages ubc ca Camosun College VICTORIA ASL classes and certification Our ASL classes are intended for the general public as well as those seeking Prep or Basic level certification For details schedule and registration see www camosun ca or call 1 877 554 7555 University of Victoria Vancouver Island The Linguistics Department of the University of Victoria in partnership with Continuing Studies currently offers credit courses in American Sign Language ASL at both the first and second year levels For information about the individual courses please see https continuingstudies uvic ca languages and travel topics world languages or contact the ASL Program Coordinator at 250 721 7421 College of New Caledonia Prince George Continuing Education 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 A two 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 Page 3 of 3 Where to Learn ASL revised September 18 2016 FNDC 29 Fall 2016

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How do I book a Sign Language Interpreter Interpreting fees may range from 35 00 to 60 00 per hour depending on qualifications and experience minimum charge is usually two hours Over two hours two interpreters may be required Check with agencies for fees guidelines payment and cancellation policy See government funded and private agencies listed below Interpreting Services Lower Mainland Metro Vancouver A S L Interpreting Inc Email asl interpreting telus net 604 817 2754 voice or text Preferred Interpreters Inc Email preferred interpreters gmail com 778 588 1870 www bookinterpretersonline com Maple Communications Group Inc Provides 24 7 365 Video Remote Interpreting VRI service as well as on site Website www maplecomm ca booking Email booking maplecomm ca Voice 844 627 5326 Fax 844 682 5326 Still Interpreting Inc Email still stillinterpreting com Voice Text Facetime 604 433 6359 Fax 604 6413 www stillinterpreting com Western Institute for the Deaf and Hard of Hearing Community Interpreting Services Email cis widhh com www widhh com 604 731 9413 voice 778 327 4375 TTY 604 786 7786 fax 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 Email intr douglascollege ca to request a student volunteer interpreter 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 How to book an Interpreter in BC Revised September 9 2016 FNDC 32 Fall 2016

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Interpreting Services Vancouver Island and Gulf Islands Island Deaf and Hard of Hearing Centre IDHHC Email interpreting idhhc ca 250 592 8144 voice 250 592 8147 TTY Emergency Requests 24 hrs 250 592 8144 voice 250 592 8147 TTY Preferred Interpreters Inc Email preferred interpreters gmail com 778 588 1870 www bookinterpretersonline com Still Interpreting Inc Email still stillinterpreting com Voice Text Facetime 604 433 6359 Fax 604 6413 www stillinterpreting com Interpreting Services Okanagan Interior Preferred Interpreters Inc Email preferred interpreters gmail com 778 588 1870 www bookinterpretersonline com Still Interpreting Inc Email still stillinterpreting com Voice Text Facetime 604 433 6359 Fax 604 6413 www stillinterpreting com Western Institute for the Deaf and Hard of Hearing Community Interpreting Services Email cis widhh com www widhh com 604 731 9413 voice 778 327 4375 TTY 604 786 7786 fax Sports Interpreting Services SIS throughout BC BC Deaf Sports Federation Since 2014 BC Deaf Sports Federation BCDSF has received annual funding from the Ministry of Community Sport and Cultural Development for interpreting services for Deaf and hard of hearing athletes participating in competitive and recreational events across BC To receive interpreting services using the Sport Interpreting Services SIS grant a BCDSF member athlete must complete an application form available to members on BCDSF s website www bcdeafsports bc ca interpreter grant In order to be approved for funding athletes must be a registered member of BCDSF in good standing An athlete must provide documentation that s he is Deaf or hard of hearing Ideally athletes should complete an Interpreter Request Form for services at least 30 days before the start of the sports recreation program Approved sport activities include instruction given by a coach in practice team meetings if part of a team preapproved sports clinics conferences or professional development related to sports Please contact BCDSF for complete information at info bcdeafsports bc ca How to book an Interpreter in BC Revised September 9 2016 FNDC 33 Fall 2016

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Medical Interpreting From www widhh com programs services sign language interpreting servic medical interpreting Medical Interpreting Services MIS is the ASL interpreter booking service funded by British Columbia s Provincial Health Services Authority MIS is operated by WIDHH and provides interpreters for emergency and nonemergency medical appointments in communities across BC Interpreters allow for clear communication between health care professionals and patients and the use of interpreters results in better evaluation and treatment while reducing misunderstandings or repeat consultations What is Covered Under Medical Interpreting Services If you are a BC resident who is Deaf Deafened Deafblind or Hard of Hearing you can access an interpreter for most medical appointments and services covered under the Medicare Protection Act and the Hospital Insurance Act MIS can provide an interpreter for General practitioners ie family doctors and specialists Psychiatrists Ophthalmologists Gynaecologists Obstetricians Medical imaging Hospital stays Fees and Cancellations If you are Deaf Deafened Deafblind or Hard of Hearing Medical Interpreting Services are provided at no cost to you If you need to cancel an appointment cancellations must be received by the MIS office two business days before the scheduled appointment to avoid being charged the full rate of the interpreting services requested There are no fees for appointments cancelled with at least 48 hours notice Book an Interpreter MIS strives to meet your needs in medical interpreting situations In order to ensure that your interpreter request is met we ask that you give us as much notice as possible prior to the date that you require an interpreter By doing so you increase the success of obtaining an interpreter at your requested date and time To book an MIS interpreter please contact us at one of the below numbers today If your medical situation is workrelated WorkSafe BC or due to a car accident ICBC please inform the dispatcher when you book your appointment Please note that MIS does not provide interpreting services for non medical appointments If you require interpreting services for non medical appointments please see our Community Interpreting Services page 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 mis widhh com Toll Free Phone 1 877 736 7012 TTY 1 877 736 7099 GENERAL and EMERGENCY Vancouver Island Phone 250 592 8144 TTY 250 592 8147 Fax 250 592 8199 Email interpreting idhhc ca Toll Free Phone 1 800 667 5448 TTY 1 877 667 5488 How to book an Interpreter in BC Revised September 9 2016 FNDC 34 Fall 2016

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Bilingual Children With Hearing Loss Bilingualism does not delay or disrupt the acquisition of the majority language From Psychology Today Posted Aug 03 2016 From www psychologytoday com blog life bilingual 201608 bilingual children hearing loss Post written by Fran ois Grosjean Note This post is not about the educational approaches as such used with Deaf children the author has always defended a bimodal approach but about whether bilingualism in two oral languages or in an oral language and a sign language has a negative impact on the acquisition of the majority language in children with hearing loss Some 1 to 3 children per 1000 suffer from hearing loss many of whom are bilingual Knowing and using two or more languages is a perfectly natural phenomenon but it is often perceived negatively by some clinicians and educators when it involves children with hearing loss They state that bilingualism will delay the acquisition of the majority language burden the child unduly dilute his her linguistic resources even create language confusion They therefore encourage parents to use just one language the majority language and to give up or not start using a second language most often the minority language The counter arguments of those who defend bilingualism and the minority language in particular are many parents and children can communicate in the home language some minority language parents don t speak the majority language well the bond between parents and children are strengthened as are those with the local community there are long term benefits to being bilingual etc Their position is now strengthened by recent studies that show that being bilingual is not detrimental to children with hearing loss We will cover three in what follows In a first study Ferenc Bunta of the University of Houston and his colleagues compared the English language skills of two groups of young children with hearing loss English Spanish bilingual children and English speaking monolinguals All children had received their cochlear implants and or hearing aids before the age of 5 and all were given instruction and therapy at the Center for Hearing and Speech in Houston The bilingual children also received auditory based therapy in Spanish and their parents were given linguistic goals and strategies so that they could implement them at home in their daily activities in Spanish The children were given a well known language test the Preschool Language Scales PLS 4 which assesses the developing child s ability to understand and use spoken language The bilingual children were also given a Spanish version of the test The results were clear the English scores of the bilingual children were not significantly different from those of their monolingual peers In addition no difference was found between the English and Spanish results obtained by the bilinguals The authors concluded that dual language use is not detrimental to overall speech and language development in bilingual children with hearing loss In their words Our data provide evidence that children and their families should not abandon using their home language rather they can and should encourage speech and language development in both languages if they choose to do so In a second study published three years later Ferenc Bunta and his colleagues wanted to find out if the bilingual children who were given support in their two languages did better than other bilingual children also with hearing loss who only received support in English They matched the children on a range of demographic and socio economic variables and gave them the English version of the Preschool Language Scale test What they found was that the bilingual children with dual support obtained similar results as their English only peers on auditory comprehension but outperformed them on the overall measure as well as expressive communication They concluded that encouraging home language use and providing treatment support in the first language may help develop both English and the home language The studies mentioned so far have dealt with bilingualism in children who have two oral languages What about bimodal bilinguals that is children who are brought up with a sign language such as American Sign Language and with a spoken majority language in this case English Here too some health professionals have expressed reserve if not outright rejection of a bilingual approach for children with cochlear implants and or hearing aids despite everything that sign language brings to the child and to his caretakers For example it can be used to communicate early on while the oral language is being acquired a difficult and lengthy process in Deaf children it helps them develop their cognitive abilities and acquire knowledge of the world and it allows for normal parent child bonding which otherwise can be very difficult Elizabeth Fitzpatrick at the University of Ottawa and her colleagues have just published a systematic review of the effectiveness of early sign and oral language intervention compared to oral intervention only They took eleven studies published in the last twenty years that had between 13 and 90 participants each most of them with severe to profound deafness Their conclusion was clear they found no evidence that adding sign language interfered with spoken language development contrary to what some have maintained for years Thus in the span of three years researchers who have examined two very different approaches used with children with hearing loss the oral approach and the manual approach have come to similar conclusions Bilingualism does not hinder or delay the development of the majority language On the contrary it brings many benefits to both the child and to his her caretakers For a full lists of Francois Grosjean s bilingual blog www francoisgrosjean ch blog_en html References Bunta Ferenc Douglas Michael 2013 The effects of dual language support on the language skills of bilingual children with hearing loss who use listening devices relative to their monolingual peers Language Speech and Hearing Services in Schools 44 281 290 Bunta Ferenc Douglas Michael Dickson Hanna Cantu Amy Wickesberg Jennifer Gifford Ren H 2016 Dual language versus English only support for bilingual children with hearing loss who use cochlear implants and hearing aids International Journal of Language and Communication Disorders Advance online publication doi 10 1111 1460 6984 12223 Fitzpatrick Elizabeth M Hamel Candyce Stevens Adrienne et al 2016 Sign language and spoken language for children with hearing loss A systematic review Pediatrics 137 1 e20151974 Grosjean Fran ois 2000 The right of the deaf child to grow up bilingual WFD News 13 1 14 15 FNDC 35 Fall 2016

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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 October 22 2016 at 3 15 pm at Southslope Elementary School 44446 Watling Street Burnaby BC Room to be announced Note Meeting will begin right after the Parent Workshop at Burnaby Central Secondary School 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 2016 together with the report of the Auditors thereon 2 To determine the number of Directors at nine 3 To elect Directors of the Company to hold office until the close of the next annual general meeting 4 To appoint Auditors DATED this 96h day of September 2016 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 2016 2017 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 FNDC 36 Fall 2016

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Open Mind Open Hearts Vision of Young Artists with Hearing Impairment Among Us 10 weeks of beginner pastel workshop from September 19 November 28 Exhibition silent auction December 5 All proceeding will go to BC Children s Hospital Div of Pediatric Otolaryngology Painting drawing with pastel colour theory composition study art history on pastelists portfolio development review Each student will receive one on one instruction and focus on their artistic skill level at their own pace Day Hours Mondays 4 00 6 00 pm Location ArtStarts Lab artstarts com 808 Richards Street Vancouver BC Space is limited to 12 students age 13 18 Depending on availability we hope to provide volunteer support from students from UBC School of Audiology Speech Sciences Workshop fee 255 each student will receive a pastel starter kit 55 before tax including Mangyo soft pastel set of 24 Two Conte pastel pencils Three rubber erasers One Carson XL recycled sketch pad 9 X12 One essential wire bound sketch book 8 5 X 11 10 sheets of Canson Mi Teints paper 8 5 X 11 For registration or further information contact Carling Wong Renger carlingartstudio gmail com FNDC 37 Fall 2016

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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 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 Nicki Horton Director Karen Jackson Director Angie Keats Director Charlie Coyle Director Joy Santos Director Heather Ratzlaff Director Gwen Wong Director The Board of Directors are parents of deaf children FNDC Staff Cecelia Klassen Executive Director cecelia fndc ca Bella Poato Executive Assistant accounting fndc ca Jason Berube Website Designer Developer webmaster fndc ca FNDC General Inquiry fndc fndc ca DYT Staff Deaf Youth Today Alayna Finley DYT Coordinator alayna fndc ca Terry Maloney DYT Hornby Island Coordinator terry fndc ca Andrea Maloney DYT Registrations andrea fndc ca Scott Jeffery DYT Planning Training scott fndc ca Deaf Youth Today General Inquiry dyt fndc ca 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 Contact Us Contact us below and be added to our email list or to request a membership form Family Network for Deaf Children P O Box 50075 South Slope RPO Burnaby BC V5J 5G3 604 684 1860 voice text message www fndc ca website fndc fndc ca e mail