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Family Network for Deaf Children and our deaf program SUMMER Deaf Youth Today This is our LARGEST newsletter ever The reason for the large newsletter is that we are including a recently released 12 page Research Brief Raising the Whole Child for parents of deaf hard of hearing kids published by Visual Language Visual Learning Gallaudet University We are also including our DYT Summer Brochure in this newsletter along with 4 pages of introductions to our DYT Team Happy summer reading Deaf Youth Today Summer June 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 DYT Coordinator Alayna Finley alayna fndc ca Hornby Island Camp Coordinators Terry Andrea Maloney terry fndc ca DYT Training Planning Scott Jeffery scott fndc ca Registrations Andrea Maloney dyt fndc ca talk and sign Some wear one hearing aid some wear two some wear none Some have one cochlear implant some have two some choose none The most important thing is that deaf hard of hearing kids have a full growing language that feels comfortable for them It s wrong that anyone would tell parents that you must ONLY use listening speaking or you must ONLY sign Deaf and hard of hearing kids are learning and growing which means their needs and access may change so having two or even three languages in their lives is truly offering your child EVERYTHING Alayna Terry Andrea Scott are contracted by FNDC to administer our DYT Summer 2016 program Their dedication and personal commitment to DYT is inspiring and I m continually in awe of the energy and passion they bring to DYT In addition we have 11 students that have qualified for the Canada Summer Jobs Grant and will be working for DYT this summer for 10 weeks Get ready for a fun language rich DYT program Remember to register early as some weeks are almost filled to capacity FNDC is an organization that celebrates sign language ASL but respects the choices that parents make within families It doesn t matter if your child uses hearing aids cochlear implant s or doesn t use technology at all FNDC s focus is on language and providing education through social media workshops newsletter etc to parents and the communities that support our children Language is the bridge to all the relationships in the lives of each deaf and hard of hearing child It s always a difficult decision on which articles to reprint in our newsletter as we don t want to inundate you with articles that have appeared frequently in your social media newsfeeds We also want to make sure we focus on positive articles that directly benefit families with deaf and hard of hearing children FNDC is committed to promoting the importance of your child having a fully formed developing language so that their brains develop the same as hearing children and that they have full access to communication in your family and that their friendships education and community involvement thrive The following statement of beliefs was developed many years ago by the founding parents of FNDC Our DYT Administration Summer 2016 team You may have read some of the recent online controversy regarding signing v listening speaking as Dancing with the Stars has brought American Sign Language into the spotlight this Spring Seriously does the fighting ever stop For myself personally when I found out that my daughter was deaf I entered into reading hearing seeing all the fighting and controversy over various opinions sign language v listening speaking The fighting didn t help me at all Over the past 25 years not much has changed and I am simply exhausted by the militants and angry that the controversy continues and saddened that families are barraged by vicious comments on social media from all sides I find it rather ironic that we live in a time where we are encouraged to celebrate diversity yet celebrating diversity when it comes to deaf hard of hearing children must be limited according to some folks Oddly weird huh When it comes to the communication preferences of deaf and hard of hearing kids there are simply no absolutes Some sign only Some talk only Some FNDC believes that families are vital in ensuring that deaf hard of hearing children reach their full potential through a supportive home environment FNDC believes that families have the right to make informed choices based on the needs of the deaf hard of hearing child and the family FNDC believes that deaf hard of hearing children have the right to a quality education in a language that is visually accessible FNDC believes that each child is unique and has individual abilities and needs that must be recognized FNDC believes that the rich and varied experiences and language of the Deaf community are an important and valuable resource for deaf children and their families Let s celebrate the diversity of all deaf and hard of hearing children Cecelia Twitter FNDCandDYT Facebook www facebook com fndc ca

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MEET THE STAFF OF SUMMER 2016 Alayna Alayna Finley Coordinator is this year s program coordinator for DYT She is excited about the amazing team DYT has put together and the experiences ideas and skills each person brings In her spare time she loves to explore BC and work on projects at her family cabin She is working for DYT this summer because for many years she was on the sidelines working with other organizations She is excited to finally be a DYT insider She is also a teacher and creator Alayna has lots of ideas about infusing learning and FUN with DYT s summer programs Terry has been working as the Hornby Island Camp Coordinator for 7 years now He is excited to work alongside this wonderful staff and give our Campers another great year to remember He has been a qualified Teacher of the Deaf and Hard of Hearing since 2003 and currently works as the Vice Principal for Outreach at the BC School for the Deaf In his spare time he likes to try new adventures travel play sports and spend time with his family He loves Hornby Island Camp because it gives campers from all across the province an opportunity to get together in a positive environment where they get to make new friends and experience new activities He looks forward to being an awesome Role Model to upcoming leaders Andrea came to work for Deaf Youth Today 7 years ago as the Hornby Island Coordinator Andrea Terry Maloney assistant She is more excited than ever to Hornby Island return again this summer with DYT Her favorite Coordinators part of camp is meeting all the new campers and seeing how much returning campers have changed over the past year She loves that Hornby Island Camp is a place where campers can truly be themselves while developing lifelong friendships along the way Outside of Camp she works as the Head Coach for Girls with Coquitlam Metro Ford Soccer Club She s a busy mom of three children who loves to play sports read and travel She feels incredibly fortunate to be a part of Hornby Island and DYT staff again this year and looks forward to a wonderful SUMMER FNDC 2 Summer 2016

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Scott says Hello AGAIN He doesn t think he can ever leave DYT He is excited to be a part of the DYT team once again This year he is mostly behind the scenes helping Alayna and Terry train our DYT staff overseeing registrations and being at Hornby Island You may also see Scott working as a Deaf Interpreter this summer too He is currently working at the Provincial Deaf and Hard of Hearing Services as a Shift Supervisor and works freelance as a Deaf Interpreter During his free time he truly enjoys spending time with his wife and dog and if time allows he will grab the chance to go scuba diving and travel around the world Scott Jeffrey Trainer Scheduler Jeff is feeling good about being back home in beautiful British Columbia after staying in Washington D C as a student at Gallaudet University He is looking forward for May 2017 because it s when he graduates with Bachelor s degree in psychology It has been a great journey for him at Gallaudet with lots of wonderful stories and he looks forward to ending it with a bang He enjoys many things but to list a few he would have to say the nature socializing and giving back to the community This will Jeff Chow be his 4th year working for DYT and he is always looking Team Leader forward to going through each summer s camps He used to be a long time camper for DYT and now as a staff so it s his turn to give back to the campers the experience that he has experienced in this program He looks forward for this fun filled summer Feel free to ask him any questions if you come into contact with him It s Amar s fourth or fifth year working with DYT He is always excited to work with DYT and every year has a new journey with people he works with and new program for the summer In his spare time Amar loves to run explore teach ASL to the Queer community do film projects with other organizations and his own work and work on different projects for the LGBTQ youth community He started as a Counsellor In Training then worked as a junior staff and later senior staff He is now a fulltime summer leader He is really excited to work with youth to see their seeds grow to see their excitement with DYT Amar loves to work with people in general Amar tends to smile and make people laugh and must have coffee and good story to share with people Amar Mangat Leader Chrissie likes to fulfill her adventures to travel unexplored places create art masterpieces and go on long hikes ASL inspires her It s such a unique complex language It draws strong bonds among many users and it creates unique cultural cues It makes us see the world differently beautiful Seeing the children grow happier and enjoyable from the beginning of the program to Chrissie Marshall the end of program is what made her came back Leader working for DYT again FNDC 3 Summer 2016

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Julia says Hello to campers to be and parents of future campers She can t believe that the summer is approaching very soon and it will be her fourth year working with the DYT team She is currently a senior student at Gallaudet University pursuing a Early Childhood Education major This year has been an Julia Szefer incredible journey for her Working at DYT over the Leader past three years has been helped her gain experience in working with children Yes previous campers have also taught her a lot One of her favourite quotes is Life is like riding a bicycle To keep your balance you must keep moving Albert Einstein Cheers to another great year Julia looks forward to seeing you all soon Nicole grew up in Prince George BC She has been part of the DYT community since she was young When she attended DYT she always had great Deaf HH role models to look up to Now it is her turn to return these opportunities to young DYT She thinks it is very important for young Deaf HH Nicole Musey children to have someone that they can relate Leader to This can be many things from isolation education hearing loss etc Nicole enjoys hiking and exploring nature especially in BC Cooking travelling and history are her other passions She is currently attending to Gallaudet University in Washington DC to complete a Bachelor of Arts in Education and History to become a teacher of the Deaf She would like to use her degree to travel around the world and work with Deaf Children She attended school in the lower mainland of BC and traveled all across Canada and BC to get exposure with the Deaf community In Stanley s spare time he likes to watch comedy movies and cook meals Warm and sunny weather inspires him Jackie Chan is his hero Stanley will be working at Deaf Youth Today this summer because he is excited and looking forward to working with children and youth Abby is Stanley Khuu Leader a college student who loves reading exploring nature and going on fun fulfilling adventures Everyday is an opportunity to learn something new and outdoors is just the way to do it She has worked as a Camp Counselor in the past and been wanting to be a part of the DYT Team and this Abby Sienko year will be her first as a DYT Leader She is so excited Leader to explore laugh and create memories She can t wait to see you all there FNDC 4 Summer 2016

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Cameron is a 21 year old from Langley British Columbia Canada He is enrolled in the Criminology Program at Kwantlen Polytechinic University This fall he will be entering his second year He is really looking forward to working with everyone and he will make sure this summer will be an amazing one for everyone Cameron Epp Leader Maria likes chatting with deaf people and learning about Deaf culture from them She also likes teaching parents and children sign language She finds caring for and teaching sign language to children offering support and helping deaf children make Maria Boloseno new friends inspiring Leader She is working with DYT this summer to gain experience and have a good time with children parents DYT staff and others She wants to learn from other DYT staff In his spare time Steven likes to read books and work on automotive type projects He really enjoys working with children and youth and that inspires him to continue looking for opportunities to further his experience and potential future career in child care One of his heroes is the movie character Vin Diesel portrays in his Fast and Furious movies A strong leader with an immense Steven Martin love of family and doing the right thing at all Leader times His quirky sense of humour is always at the ready and seems to find the funny in almost any situation Born in Orangeville Ontario and raised in Victoria BC Taylor has been living in Vancouver for almost a year She started learning ASL three years ago and is currently enrolled in the Program of Sign Language Interpretation at Douglas College She can t wait to begin her second year in the fall In her spare time Taylor loves to read write and do art of all kinds She also loves to spend her time dancing travelling and playing her ukulele She is Taylor Archer also particularly fond of movies Taylor is very excited Leader to be working with DYT this summer Chrissie Marshall Leader FNDC 5 Summer 2016

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Deaf Youth Today DYT Summer camps 2016 REVISED 05 11 2016 FNDC 6 Summer 2016

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About Deaf Youth Today DYT DYT is a summer program focussing on language enhancement ASL and social opportunities for deaf and hard of hearing children in British Columbia Family Network for Deaf Children FNDC manages this contract from the B C Ministry of Children Family Development MCFD We have several awesome programs planned for a variety of age groups Our programs all are signing programs with many d Deaf Hard of Hearing mentors so that we may provide a rich language and social experience for deaf and hard of hearing children and youth In addition some of our programs are open to hearing siblings as well as CODAs children of deaf adults that use sign language We often have hard of hearing children that want to learn sign language sign up for our programs and we want them to feel comfortable in a signing environment If your child or youth is hard of hearing and requires an English voice interpreter please let us know If you have any questions comments or concerns please contact us Contact information on bottom of brochure Online Registration Deaf Youth Today is excited to bring back our new online registration system for your child ren This new system will allow you to create a username and password so that you may save your information i e consent forms etc and don t need to re enter this information each time your register for another program or another child in your family Online registration will begin Friday May 13st 2016 Families may register online by visiting our website at www fndc ca campregistration Registration for camp sessions must be received by the Thursday before each camp session begins If you wish to register your child ren manually by mail fax or phone DYT will need to charge an additional 20 00 administrative fee Age Ranges While we do have age ranges for each program week DYT wishes to be flexible with these ranges and take into consideration the language and developmental levels of deaf hard of hearing campers Counsellors in Training CITs This year we are bringing back our CIT program Instead of applying to be CITs youth will register for this program To be eligible to register for CIT program weeks through the summer deaf hard of hearing youth must first register for Hornby Island CIT program training Following that please refer to each week s program description to see if a CIT option is available CIT experience gives youth a wonderful opportunity to be a role model gain experience working with children and often opens up doors to future work with DYT FNDC 7 Summer 2016

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ONLINE REGISTRATION CAMP FEE PAYMENTS PERSONAL SUPPORT WORKERS REGISTRATION CHECKLIST VERY COMPLEX NEEDS All camp fees must be paid by credit card We require full payment at the time of registration unless an arrangement has been made with DYT prior to registration i e financial hardship or payment coming from a different funding source All our program fees are already highly subsidized but if program fees are a financial burden on your family please let us know by emailing us at DYT fndc ca Registration must be paid in full or a portion of the fees as a commitment to us that your child will attend because we hire our staff based on our registration numbers Refunds will only be given if notice is given on the Thursday of the week prior to the start of the camp or under emergency extenuating circumstances The following must be provided when you register online Required information entered in registration forms is done completely i e no missing information Your Child s Photo is attached Indication that you have read and acknowledge the FNDC and DYT Waiver form and other waiver forms CONFIRMATION EMAIL Once you ve registered online you will receive a computer generated confirmation You will also receive an email closer to each weekly program start date outlining the program schedule drop off pick up times program locations and details of what to bring OUT OF PROVINCE REGISTRATION All campers must have a BC address except under exceptional circumstances BC deaf hard of hearing children take priority in all our programs but if our registration roster isn t full we may be able to open up space to an out of province camper Additional fees may be charged to reflect the real program costs not the subsidized rates Please contact us to discuss further FNDC 8 Summer 2016 Our DYT program has limited funding sources for personal support workers PSWs and we rely on donations which fluctuates year toyear Should a camper s needs require PSW support we would like to recommend that families first explore financial assistance through other funding sources Autism At Home Program Deaf Blind Intervention Child Youth with Special Needs Program Child Development Centre social worker working with your family or private funding Please keep in contact with us so we can work with you to find funds or donations Our program requires that all PSWs have passed a criminal record check and have fluent ASL competency in order to participate in our program Therefore the best option is for DYT to screen the PSWs Our camps are designed to enhanced language development and provide social opportunities for deaf and hard of hearing children youth with a wide range of abilities and needs Those with chronic mental disorders psychoses emotional disorders or individuals whose behavior could endanger themselves or other participants may not be suitable for the program Additionally Deaf Youth Today may not have the expertise or ability to support some very complex medical or physical needs In rare circumstances DYT reserves the right to refer to a more suitable program with appropriate supports If you have any questions about your child s eligibility please contact us DYT values all our campers and we want to make sure every deaf or hard of hearing child is included regardless of their unique needs MORE INFORMATION Our website www fndc ca has a DYT Summer 2016 INFO Frequently Asked Questions FAQ section that will answer many of your questions If you have any other questions that the FAQs don t address you can contact us at DYT fndc ca or call text 604 684 1860

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July 4 7 Forest Wild Deaf and Hard of Hearing Children Ages 5 9 and 10 15 Week 1 Forest Wild is all about FUN and DISCOVERING the forest Y During Forest Wild week from July 4 7 CODA Camille Flanjak will lead campers through a local forest and nature reserve Campers will learn how to build a shelter structure learn about survival skills and create art using found objects in the forest Camille will also lead campers in learning how to harvest for eating and put together a meal There will also be a special trip to a high ropes course Fee Before June 20th 60 After June 20th 80 Drop off Pick up Provincial Deaf and Hard of Hearing Services 4334 Victory Street Burnaby July 17 21 Hornby island r Week 2 youth camp Deaf and Hard of Hearing Children Children Youth ages 8 15 Counsellors in Training CITs ages 16 18 HORNBY ISLAND Youth Overnight Camp is back by popular demand The camp is operated by the Tribune Bay Outdoor Education Society and Deaf Youth Today staff Campers will participate in a variety of activities including paddleboarding kayaking beach combing hiking climbing rappelling high and low ropes group games sports drama skits campfire fun deaf friendly activities and interactive workshops Parents don t need to worry because every moment of the day is accounted for and supervised We have a very high staff to camper ratio This is a fun safe and supervised environment Sleeping arrangements are organized by age Younger children will be in a separate cabin from older campers Cost includes accommodation meals all activities and transportation to and from Hornby Island with DYT Staff Once registered you will receive a confirmation e mail with more details Late registrations received after July 10 can t be guaranteed a spot but will be assessed and accepted according to the individual needs of the camper and our staffing levels For more information contact Terry Andrea Maloney DYT Hornby Island Coordinators dytinfo fndc ca Fee Before July 10th 150 After July 10th 200 Drop off Pick up Tsawwassen Ferry Terminal 1 Ferry Causeway Delta FNDC 9 Summer 2016

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July 25 28 family summer immersion Deaf and Hard of Hearing Children Siblings Ages 5 8 and 9 12 Week 3 This year Summer immersion is all about MAKING FRIENDS and CREATING MEMORIES through FOOD ADVENTURES This is an exciting week where DYT in collaboration with Project CHEF runs the program for children while parents attend Family Summer Immersion Workshops and Classes organized by Provincial Deaf Hard of Hearing Services Details about the DYT Project CHEF program Children will visit a community farm check out a farmer s market create art using food cook a meal and dine with friends and parents A special field trip will be made to the well known False Creek Water Park at Granville Island Location Activities will be at Burnaby South with some local trips to community places This is a fun and safe environment that is highly supervised This week is ONLY for children who have parents ALREADY registered with Provincial Deaf Hard of Hearing Services Family Summer Immersion To register for the Parent program please contact Sarah Anne Hrycenko at SarahAnne Hrycenko gov bc ca or 604 660 1800 Remember To register your child for the DYT kid s program taking place during Parent Immersion you need to register with DYT Fee Before July 11th 60 After July 11th 80 Drop off and Pick up Burnaby South Secondary School 5455 Rumble Street Burnaby August 6 Deaf and Hard of Hearing Parents and Children fishing b Family Day Following the success of last year s event we are bringing back Family Fishing Day On SATURDAY AUGUST 6 we welcome families to join us for a visit at the Fraser Valley Trout Hatchery in Abbotsford We will be touring the Visitor s Centre and learning some fish identification of local BC Fish and a bit about biology habitat and conservation At lunch we will have a group BBQ and then we will finish the day with some hands on learning and practice of the catch and release fishing technique all equipment is provided We are extremely lucky to have special guest Rhys McCormick partnering with DYT on this event Rhys is a local interpreter who has just completed graduate studies in American Sign Language English interpreting at the University of North Florida Your family is welcome to register and meet us at the Hatchery in Abbotsford There will be an option to meet at PDHHS and travel by bus with the DYT group for an additional cost to the registration fee More details regarding meeting location and address will be sent directly to registrants by email closer to the camp day Note This is a one day event on a Saturday Fee per person Before July 23rdth 15 After July 23rd 25 FNDC 10 Summer 2016

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AUGUST 2 4 Deaf and Hard of Hearing Children Ages 5 9 and 10 15 Counsellors in Training who have completed CIT training Ages 16 18 CREATE CREATE 4 Week Create create is all about using ASL and inspiration from BEAUTIFUL BC to create LOCAL DEAF ART During Create Create week from August 2 4 campers will make special trips to local outdoor spaces and forage materials with which they create Deaf Art This is a camper led creative week where DYT leaders introduce campers to various types of Deaf Art and guide campers with creating their own Deaf Art inspired by what they find on field trips Art creations may include handshape sculptures screen printed ASL signs mobiles crowns and wearable art Note There is no program on August 1 BC Day Holiday This is a short week Fee Before July 19th 40 After July 19th 60 Drop off Pick up Provincial Deaf and Hard of Hearing Services 4334 Victory Street Burnaby AUGUST 8 11 Deaf and Hard of Hearing Children Ages 5 9 and 10 15 Counsellors in Training who have completed CIT training Ages 16 18 storybook app theme a day Week 5 Storytelling theme a day During Storybook App and Theme a Day week from August 8 11 with guidance from DYT leaders campers will collectively create a storyboard based on inspiration from field trips discuss and delegate roles ASL storyteller videographer English story writer and artists illustrators and create a story which will later be developed into an ASL Storybook App Campers may also develop Deaf Bing videos ASL Rhymes Rhythms ASL songs This is a camper led week and parents can look forward to being surprised with campers creations Fee Before July 25th 60 After July 25th 80 Drop off Pick up Provincial Deaf and Hard of Hearing Services 4334 Victory Street Burnaby FNDC 11 Summer 2016

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August 10 Deaf and Hard of Hearing Teens Ages 13 18 baseball GAME Teen Social BASEBALL TEEN SOCIAL is all about watching a baseball game at Nat Bailey stadium making new friends and connecting with old friends Teen Social Night August 10 is a special one time teen social opportunity Come and hang out with your friends watch a baseball game make new friends and connect with Deaf Hard of Hearing role models DYT staff DYT will provide bus transportation to Nat Bailey stadium as well as admission fee Teens are responsible to bring money for dinner snack Note This corresponds with Provincial Deaf Hard of Hearing Services second summer immersion week for teens and their families Parents contact David McGregor gov bc ca if you are interested in learning more about their immersion program You do not need to register with PDHHS to register for DYT s teen social however Fee Before August 1st 20 After August 1st 25 Drop off Pick up Provincial Deaf and Hard of Hearing Services 4334 Victory Street Burnaby August 15 18 Deaf and Hard of Hearing Children and their Siblings SODAs Children of Deaf Adults CODAs let s move theme a daY Ages 5 9 and 10 15 Counsellors in Training who have completed CIT training Ages 16 18 Week 6 Let s Move is all about getting active and re experiencing the summer s most popular activities During Let s Move week August 15 18 campers will spend half of the day in a basketball camp or sports day theme activity Recaps of the best and most popular summer activities will be repeated in the second portion of the day This week may include some field trips This week also includes a special end of summer event Details to come Fee Before August 8st 60 After August 8st 80 Drop off Pick up Provincial Deaf and Hard of Hearing Services 4334 Victory Street Burnaby FNDC 12 Summer 2016

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Jacqui Sproule Tammy Symons Randi Robin Cheryl Palmer Barbara Baerg Alexandria Bishop Colleen Peterson Irene Tsen April Cowley Sara Lee Salterio Joyce Buxton Mildred Krystik Arlene Maclean Doug and Mary Lynn Coulter Connor Clark Lunn Foundation Megan Waterman Sarah Coyle Karen Birchenall Lisa Cable Alya Carmichael BC Deaf Sports Federation Many anonymous donors FNDC 13 Summer 2016

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23st Annual Family Deaf Camp 2016 At Tribune Bay Outdoor Education Centre Hornby Island July 14th 17th arrive afternoon on July 14 until after breakfast on the July 17 Your Hosts Gord and Allison Campbell Email camgor telus net PHONE 250 335 0080 FAX 250 335 0890 www tribunebayoutdoored ca Program The camp is for parents with deaf hard of hearing children and Deaf hard of hearing parents with their children This camp is designed for families that use sign language for all or part of their communication There is something for everyone and most of the programs will be interpreted The Centre staff and DYT Deaf Youth Today staff will be offering family programs and programs especially for children and adults Some examples of programs include the usual climbing on the tower hiking high ropes course beach fun lots of games mystery hunts crafts kayaking marine tours by our 12 passenger boat great campfire stories skits and the very popular women s and men s separate adult island bus tour and stops at appropriate spots New this year we have stand up paddle boards Accommodation Meals Bring your own tent or RV cooking camping gear Outhouse toilets showers are available Some meals are on your own but we supply Friday and Saturday Supper and Sunday Breakfast at the Lodge Everyone is asked to volunteer for one meal cleanup Camp fee 260 includes tax for family rate for the entire camp Extra individual not part of family is 115 Includes tax For your information the Campbell family s gift to you is the low subsidized fees in support of you coming The regular individual rate would be 206 85 and a family of four would be 827 40 but you only pay 260 family rate Due to our low fees only IMMEDIATE family will be included in the family rate Any additional people will be added at the individual rate and cannot be included in Family fee I we will be coming to Deaf Camp 2016 I am sending this back early because space is limited FAMILY LAST NAME EMAIL PHONE Parents Adults 1 Children 1 3 Deaf HH Hearing age_ age_ Deaf HH or H Deaf HH or H 2 Adult 2 4 Deaf HH Hearing age_ age_ Deaf HHor H Deaf HH or H I we will be at camp Thursday Friday Saturday Sunday I am sending a cheque of to pay camp fee Please make out cheque to Tribune Bay Outdoor Education Society and send with form to Tribune Bay Outdoor Education Centre 6050 St John s Pt Rd Hornby Island V0R 1Z0 Ferry information We will send by email only you a ferry schedule and information on the BC Experience Card a ferry card which is the best rate for the small Hornby Denman ferries the card never expires and can be used on large ferry back to Vancouver There is no discount on large mainland ferry only small ferries Yes please send me ferry information 14 Summer 2016 FNDC I have written my email address above

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Fun Family Picnic Saturday June 18 2016 11 00am to 3 00pm at Provincial Deaf and Hard of Hearing Services 4334 Victory Street Burnaby Parking is available on Victory Street and McKay Avenue We will provide Hot Dog Lunch Entertainment games An opportunity to mix mingle with other families and with youth young adults who are deaf and hard of hearing An event for deaf hard of hearing and deafblind children their siblings and parents We also welcome Deaf hard of hearing parents and their children CODA Pre registration is required so we can feed everyone Register online at www chhaparents com by June 14 Please bring with you A plate to share salad fruit vegetables or dessert note thre is no access to a freezer fridge oven Lawn chairs or a blanket to sit on Hosted by BC Hands and Voices Guide By Your Side BC Early Hearing Program CHHA BC Parents Branch Family Community Services Family Network for Deaf Children Deaf Youth Today Rain or Shine Free Admission Donations gratefully accepted Thank you DYT DYT is the main reason why I decided that I wanted to become a social worker When I was little I was part of the DYT program all the way up to leadership staff at the camps during my teenage years DYT had a huge impact and influence on my thinking It made me realize how much I love to meet families and children helping them out From that experience I have decided that I will be a social worker and am now on my way to a Master s degree I am glad that I made this decision Bree Sproule FNDC 15 Summer 2016

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What It s Like to Be a Deaf University Student University of Victoria Written by Molly Feanny March 29 2016 FNDC Editor s Note Molly was a past DYT Camper and Counsellor in Training Staff So from the title you may have guessed that I am a university student that happens to be deaf I was born with profound hearing loss in both of my ears due to unknown reasons Clearly I have several different experiences compared to those of my fellow classmates I have decided to share what it is like being a deaf student concerning my lifestyle classes and social life Classes Since I can t hear I would miss out on all the things that my professors say in my class if I didn t have some accommodations Here at my school I have two options for getting the information presented in my classes I use a sign language interpreter that translates what the professor says and I watch him or her sign away and then get notes for the classes from a note taker Or I can get a transcriber who types everything the professor says out loud on a computer and relays it back to me on my laptop in the classroom It s kind of like a unique instant messaging program I mainly use transcribers for my lectures and interpreters for my labs I usually get in touch with the people at the Resources for Students with Disabilities building and all my instructors are informed at the start of the semester So far I have been lucky with all of my professors as they were understanding and willing to accommodate me However I have had professors talk to the interpreter instead of talking to my face even though the interpreter stops to explain this to the professor Some professors find it difficult to understand that in a professional setting the interpreter s role isn t to be a third party but rather a tool for communication Office hours are tough for me though since I have to arrange for an interpreter to match up their busy schedules just to have a clear conversation with a professor Often they end up being too busy and I have to come to office hours without an interpreter When you re stuck in this situation you just have to be creative so I often use my notebooks to ask questions to my professors FNDC 16 Summer 2016

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Lifestyle When your deafness makes your daily routine slightly difficult you have to be creative Luckily compared to the past fifty years modern technology has made life relatively easier for me For example if I have an early class in the mornings how do I get up in time if I can t hear the alarm clock ringing Well I have this special device connected to an alarm clock that basically vibrates the bed to shake me awake Or how about communicating with my friends If I was alive at least fifty years ago everyone had to use the phone at their houses or talk face to face just to get to know people But now there are so many options to communicate with people through technology I text and message with my friends through my cell phone and Facebook Messenger and I can have video calls with my family through FaceTime where we can both sign to each other I often use my cell phone to communicate everything in public settings especially if I m ordering a drink or asking a salesperson about the latest MAC lipstick I think I have about 500 notes consisting of Starbucks orders and questions about clothes makeup on my phone alone I use hearing aids every day and it really helps me out with various situations like hearing my mom call my name hearing the doorbell ring or dancing to a song at a party A lot of people may not expect this from a deaf person but I do like to listen to music I use my hearing aids to listen to the tunes while my feet feel the beat through the floor So yes some deaf people like to dance to music as well I put my hearing aids on all the day long and take them off for the night I must admit that it s nice to not hear loud noises throughout all the night and have a good sleep especially when you re a university student living with other people My family all knows sign language and can easily talk with me which I am so grateful for Many deaf people s families never bother to even learn sign language I ve heard some sad stories about the parents forcing their child to talk and end up having their children isolated from everyone else Social Socializing has been always hard for me especially if I m shy around most people With deafness it makes socializing even harder Even if I have a family who signs away with me I m still the only deaf person in my family and even then I m only one of the two current deaf students in my hometown That observation alone can set up a huge barrier for communication Even though I can read lips decently I only end up understanding about 20 of what is spoken and often I end up being lost While my hearing aids slightly help me in one to one conversations I can only understand about 25 to 50 of what the person is saying Too many times especially in noisy and busy settings social situations end up becoming a surreal setting where I m Charlie Brown and everything the other people say becomes the gibberish the adults speak in the comic strip However it s nice to tune out other conversations that would normally annoy a person trying to study or talk to FNDC 17 Summer 2016

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their friends and focus on what you re paying attention to Obviously it takes more effort to even start a conversation with someone for me and sometimes it can be exhausting and discouraging I often have encounters with strangers that are unaware that I can t hear and when they realize they usually are okay with it and try to communicate clearly Although several times when I have to point to my ears or write down on a paper to tell them that I can t hear them it ends up with either the person saying Oh ok and then just walking off or just ignoring it and talking to my face like nothing happened The fact that I can t hear doesn t mean that you can just jump to an extreme and just leave me alone or just ignore that and keep yammering away when you know I can t understand what you re saying Although it can be an advantage sometimes like when you re trying to avoid creepy strangers I can just shake my head and be like oh sorry I can t hear you and then just dash off I ve always felt nervous in group conversations because often nearly all of the people don t know sign language and often leave me out of the conversations Sometimes I m lucky enough to have a familiar friend there who knows how to sign or is willing to write on paper but too often I end up being left out completely Even worse I sometimes feel bad if I have to ask a friend to interpret because I feel like I have to rely on other people and I don t want my friends to feel that way I feel like most people have no idea how to approach or communicate with a deaf person and they get intimidated and often leave me alone But often leaving me alone ends up making me feel even more isolated and lonely I think if people would take the time and energy just to even try to communicate with me they would understand that my deafness doesn t solely define me and I am a regular student like everyone else But I ve always and will always deal with those struggles all my life and I will have to accept it As a result I ve developed a good sense of humor and a positive outlook on my life I join clubs I go to the gym and I go out with friends sometimes Basically I have fun like other university students I m also grateful that I have some friends who are so interested in learning sign language and also understand me as a person as well I also have people who do not know sign language as friends as well and I get a bit creative with talking with them such as bringing a notebook to write back and forth or typing out a conversation on my phone Recently a lot of people here are super interested in learning sign language and I always get excited when people want me to teach them sign language even if they want me to teach them rude and dirty words My school offers sign language classes and I am so glad I enrolled in them because I feel at home with people who are speaking my language What I Have Learned from Being Deaf To sum up my experiences so far being deaf is an unique experience that can be both a blessing and a struggle in life I know I could have a worse situation compared to what I got in life now and I always thank my lucky stars that I m alive and healthy Even if I can t hear I m just a regular university student who likes to have fun like other people I just have to be resourceful to get through the hurdles created by deafness I often think You know what If other people can do it I can do it too FNDC 18 Summer 2016

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May 30 2016 To Deaf Well Being Program contractors and service providers This is to inform you of some changes to the Deaf Well Being Program DWBP that are beginning to take place As a result of the feedback given at a series of engagement sessions conducted with the Deaf Hard of Hearing and Deaf Blind community in 2015 the Deaf Well Being Program under the direction of Vancouver Coastal Health is undergoing a program redesign The redesign expected to be in place by fall 2016 will have the goals of increasing access to enhanced mental health and well being services for a greater number of individuals in need in the Deaf and Hard of Hearing community across BC This is not a budget reduction but a redesign of the program The redesign of the program will incorporate many new benefits including The creation of a Mental Health Clinician position which will be responsible for providing direct clinical services provincially as well as creating stronger links with our provincial partners including other mental health and substance use services A new Life Skills position which will focus on teaching job readiness budgeting and integrating life skills into our clients mental health treatment plan An expansion of our Child and Youth Mental Health Team by one full time clinician where the focus will be not only on working directly with children and youth but also to support their parents in developing stronger networks and community supports A new Administrative Communications Specialist will be hired who will be responsible for the day to day office administration as well as ensuring the website is updated regularly to ensure our clients are aware of all the services available to them across the province We are also already in the process of expanding the number of our peer support workers who will be able to support our clients throughout BC While some current staffing roles will change with the implementation of the redesign there is expected to be no loss of positions for the program overall with the creation of new roles that better align with the priorities of Deaf Well Being service delivery We recognize that change can be difficult and we want to assure clients contractors and service providers alike that we will continue to work with you through this time of program redesign We value our relationships with our contractors and service providers and recognize that you have an important role in our program s success Please be assured we will continue to receive referrals and provide enhanced services to those in need We are looking forward to undertaking this redesign that will provide enhanced services and improved access to better meet the health needs of the Deaf and Hard of Hearing community across the province and will continue to keep you informed throughout the process In the meantime if you should have any questions regarding the redesign please don t hesitate to contact Program Coordinator Kristen Pranzl at kristen pranzl vch ca or myself Thank you Mary Dowdall CYMH Program Manager Vancouver Coastal Health mary dowdall vch ca FNDC 19 Summer 2016

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ASL Interpreter Appreciation April 29 2016 http www huffingtonpost com lydia l callis asl interpreter appreciat_b_9796694 htm American Sign Language Interpreting is a profession like no other Each day and each assignment is vastly different offering the ability to learn and see things from a new perspective This field attracts a certain type of individual with a deep passion for communication and developing relationships But more than that ASL interpreters must be gracious friends and fierce allies of the Deaf community that welcomes us into their lives Interpreters have the unique opportunity to share in a wide range of unscripted personal experiences From job interviews to family reunions from business meetings to parent teacher conferences we are granted access to the lives of deaf consumers and this is a responsibility that should never be taken lightly These relationships are the human element of interpreting that assist in bridging the cultural gap In service to the Deaf community ASL interpreters are invited into this diverse culture that has no racial religious or ethnic barriers It is distinctly American yet has its own heritage and set of social customs such as the long lasting phenomenon known as the Deaf goodbye or assigning people their Name Sign Interpreters who can hear must be willing to become a minority within the Deaf community we must be able to step back from our privilege to assume a new identity as mediator or bridge between the deaf and hearing worlds What inspires a person to become a sign language interpreter Some are motivated by their deaf family members or friends These people already use ASL and they have seen firsthand the prejudice and barriers that exist within our society Others enter this field driven by their fascination with languages cultures and community No matter what brings a person to this profession we all share a common desire to assist in creating connections and uplifting the Deaf population When we see effective communication happening it s a truly fulfilling experience ASL interpreting is a career that requires continuous growth it attracts people who are prepared to engage in lifelong personal and professional development As interpreters there are such a wide variety of scenarios we can work in once we have the qualifications and experience Everyone has their own specialty area favorite setting and a type of situation they would love to interpret for For example my specialty is educational interpreting having worked in a college environment for more than 6 years My favorite setting is business interpreting where I have the opportunity to assist in making connections within companies and organizations to ensure the deaf consumers success And the scenario I love to interpret for is behind the scenes on film and television sets here I get to help facilitate higher visibility for Deaf talent within the entertainment industry Taking on different roles allows interpreters to take a microscope to all these different parts of society We are granted access to people s everyday lives and to be effective we must come to understand the situations that Deaf consumers find themselves in FNDC 20 Summer 2016

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To create effective communication a Business interpreter will endeavor to understand the ethics of the company and the power dynamics between each person involved When working in a mental health setting an interpreter must really have a thorough understanding of the healthcare profession and the patient and they will take an active interest in the long term treatment plan for the individual When providing services for a play or musical interpreters will immerse themselves in the piece yes but they also must come to know the character as portrayed by the performer For religious ceremonies interpreters are invited to take part in deeply held traditions which requires reverence and respect Interpreters who work family events play an important role in creating cherished memories I ve personally witnessed deeper connections and more meaningful relationships being formed within my own family thanks to the interpreters who join us for events and holidays Interpreters who work in medical settings assume responsibility for accurately conveying critical complex and highly specialized information between deaf and hearing parties This is why ongoing relationships between interpreters and consumers can be beneficial for everyone involved Besides offering ample opportunity for growth sign language interpreting is a career that can take one all around the world Deaf people travel for both work and enjoyment and they often ask interpreters to help facilitate communication in these everyday situations A business executive might bring a certain interpreter with them when they travel because they feel that person accurately represents them and their business Interpreters who work for government officials are entrusted to faithfully maintain the personality of the deaf individual and they get a rare insider perspective into the world of politics From weddings to school plays to kickboxing lessons from births to job promotions to funerals sign language interpreters stand beside the deaf community through life s many ups and downs I don t think I am alone in believing that ASL interpreting is so much more than just a career Between overnight emergency stays at the hospital with consumers and the weekend long professional development conferences ASL interpreting becomes a way of life Interpreter is an identity within Deaf culture it is one that I wear proudly on Interpreter Appreciation Day May 1 and every other day of the year FNDC 21 Summer 2016

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When you hire a deaf employee you make our world more welcoming Apr 19 2016 http www munkymind com blog 2016 04 19 hire deaf Deaf people are generally underestimated When I say generally you need to interpret that as really quite often unfortunately even though it shouldn t happen This is true in the general population and this is true with those who are in the position of hiring new staff for companies We are underestimated and as a result the job opportunities for deaf individuals are drastically reduced This can be changed when you the employers start to see that we are capable of far more than you might have realized In the Deaf Community we all know this We see our abilities we see the potential we have to become valuable employees and so often we face discouragement Sometimes sadly we give up I understand the fear you might have You have a job opening and you want someone qualified to do the job who will do well and make your life easier in this regard So when you have little or no direct experience with anyone from the Deaf Community doubts sprout up everywhere in your thoughts and you see a big flashing neon sign in your head that says CAN T Oh yes we can Did you know there are deaf people in nearly every profession Did you know that there are deaf people with college degrees even PhDs Did you know that a deaf person can be a devoted hard working employee regardless of the profession if only the opportunity is given Did you know that the White House receptionist is Deaf Did you know there are deaf doctors lawyers professors scientists clowns mail carriers stockpersons restaurant owners artists writers poets and so much more Sadly most people do not know these facts or believe them if they are told We have the burden of an unemployment rate that s been estimated as high as 50 Here s one such resource showing this data There are others Deaf people are burdened by an unemployment rate that s been estimated as high as 50 hiredeaf I m not going to pretend that every deaf person in the world would be the best employee you could ever possibly have Some of us are hard working devoted and determined to do our best We can be on time thorough flexible adapting to the tasks at hand Some are not Just like you ll find in the general population full of hearing people where some are excellent and motivated and some are terrible at their jobs and everything in between We have the same kind of potential employees Your best employee could be a deaf employee Or perhaps not Only one way to find out hire someone deaf We deserve as much of a chance as anyone does at proving our worth Know what I ve noticed with the majority of those who are deaf and do have jobs Loyalty is common We usually really appreciate our jobs knowing how difficult it is to get these jobs Those of us who are especially aware of the importance of working will often work even harder to keep these jobs Not as a rule of course because like I said there are always some who don t put forth that effort If we are not given the opportunities simply due to a preconception that we re not capable of doing the job how are we to prove our value as employees Today s technology has become so astounding that there are ways to accommodate us that you might never have expected You can contact us through video relay services where your words will be translated into American Sign Language through a third party interpreter to the deaf employee who answers at home on his VP This is a FREE service These are just a couple of potential scenarios that a future YOU can experience as an employer FNDC 22 Summer 2016

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Scenario 1 One of your employees is out sick and you re stressed You pick up the phone and call your deaf employee that you hired a year before knowing how reliable he has proven himself to be The numbers automatically connects with a video relay service operator a sign language interpreter who is calling your deaf employee He answers his videophone signs Hello this is Fred You hear the relay operator voice for him and you say Hey Karen s out sick Can you take her shift No problem your deaf employee replies through the video relay operator s voice At work you use notes to communicate with Smith For special meetings or employee performance reviews you always get an ASL interpreter because you want to be sure that meeting is completely effective You know that it s worth the added cost to ensure Fred is kept as informed as your other employees Scenario 2 You have a deaf employee with a videophone set up in her workstation Kara s able to take phone calls and do business through the videophone She works hard on the computer as a data analyst Math is something she s not only good at but loves She communicates with you mostly through e mail even though she is one room away She has taught you a few signs that you use often because you find it fun to use even a little ASL and you want to feel connected to your staff in this way Her skills and experience have been a blessing because you know you can always rely on her All you had to do was be willing to accommodate and you did Scenario 3 You have a deaf employee that doesn t sign and relies on hearing aids and lip reading You take the time to ask Joseph how you can make simple accommodations to ensure communication works He gives you guidance simple requests like a well lit room and a willingness to repeat phrases if needed He tells you that for all the important communication in detail that e mail works best In return for your being willing to accommodate for him you have an employee who feels valued Joseph feels a part of the team and his work shows that he appreciates it A job opens at your company and you get a deaf applicant You have come to realize that a deaf applicant deserves an opportunity to be considered on his or her own merits just like anyone else This is a good place to be This is a line of thinking that is positive encouraging and optimistic This is a line of thinking that will change the world for our community Isn t that something you want to pursue Instead of automatically thinking this person can t do the job you can ask yourself how can I make it possible for this person to do the job If you re genuinely uncertain ask If you d rather not ask the applicant contact a local deaf services agency and ask for advice Just don t put that application at the bottom of the pile Some of us are comfortable with English and some of us are not That alone doesn t define whether we will be the employee you need Clearly you have to hire someone who is qualified for the job Find out if the applicant is qualified before you make a decision It s worth putting aside any initial preconceptions you might have and giving that person a chance Make use of technology Videophones texting e mails FM systems the list of technological resources that can be used just continues to grow all the time This summer there is even a type of tablet to be released that will read an ASL signers signing and translate that into spoken English And whatever you speak will be translated into written English Technology is going to continue to amaze us so make use of it where you can If at any point you feel like it s not working out and you re second guessing your decision to hire the deaf employee please don t leap ahead and think that it s time for termination Set up a meeting with your deaf employee and make sure that meeting is 100 accessible What will make that meeting accessible depends on the employee so ask If you can t find a solution between you and your deaf employee you could get advice from the local deaf service agency Just find a way We are worth that investment of time You probably know that there are laws such as the Americans with Disabilities Act that prevent discrimination against us You may be aware of your obligations as an employer to your deaf employees But I don t want you to hire us just because you don t want to discriminate and I don t want you to provide accommodations just because the law gives us these rights I want you to do it because it is the right thing to do and because you want to make this world more welcoming to us We just want each person in our Deaf Community to feel opportunities are there and the willingness for employers to hire deaf is increasing We need hope to demolish the feeling of hopelessness that often squashes dreams of employment We just want a job where we feel appreciated for what we do FNDC 23 Summer 2016

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FOR IMMEDIATE RELEASE The deaf and hard of hearing should have fair access to the Disability Tax Credit Friday April 22 2016 You can watch the video here https youtu be 7yI1ZVBRzgA OTTAWA Today Peter Julian New Westminster Burnaby tabled Bill C 263 An Act to amend the Income Tax Act hearing impairment which would enhance access inclusiveness for people with hearing disabilities by allowing them fair access to the Disability Tax Credit Canadians with hearing impairments should receive the tax break they deserve This bill recognizes the reality that these Canadians face and I am proud to sponsor a bill that prioritizes their well being said Julian The current regulations are unfair and do not reflect real life situations in our communities Bill C 263 would resolve this by Amend quiet setting to be a normal setting for sound levels in tests Altering the eligibility requirement so a person qualifies if they are unable to understand another person rather than a person familiar to them Removing the requirement that the person must be wearing an assisted listening device when their degree of impairment is being assessed These changes represent a long overdue need that deaf and hard of hearing Canadians be treated fairly and equitably by our tax system Julian said Our current arrangement is neither fair nor just and now is the time to end this problem 30For more information please contact Office of Peter Julian peter julian parl gc ca Canadian Deaf Athletes prepare for 2017 Deaflympics Turkey Qualifying tournaments will be held this summer PanAm Deaf Volleyball June 29 to July 4th at Gallaudet University 2016DeafVolleyball PanAm Deaf Basketball July 1 to 6 at Frederick Maryland For more information Canadian Deaf Sports Association website www assc cdsa com FNDC 24 Summer 2016

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ASL and Deaf studies introductory courses 2016 2017 Course Schedule SIGN 1000 American Sign Language Level 1 TERM 201660 201660 201670 201670 201740 201740 CRN 62437 62438 74036 74032 43897 43896 DATES July 4 Aug 12 July 4 Aug 12 Sept 12 Mar 22 Sept 13 Mar 23 Jan 9 June 21 Jan 10 June 22 DAYS M F M F MW T TH MW T TH TIME 9 a m 2 p m 9 a m 2 p m 7 p m 9 30 p m 7 p m 9 30 p m 7 p m 9 30 p m 7 p m 9 30 p m LOCATION BWY BWY BWY BWY BWY BWY FEES 385 89 385 89 385 89 385 89 385 89 385 89 TIME 7 p m 9 30 p m LOCATION BWY FEES 385 89 SIGN 2000 American Sign Language Level 2 TERM 201670 CRN 74030 DATES Sept 12 Mar 22 DAYS MW Fees The fees for both SIGN 1000 and SIGN 2000 are 385 89 each Fees are subject to change without notice The cost consists of the tuition fee and the non refundable fees student union college initiative and campus resource fees Non refundable application fee of 35 applies for new students and returning students who have not taken an ASL and Deaf studies course within the last 12 months Supplies such as textbooks and videotape DVDs are not included estimated cost 140 If attending a summer intensive session the 38 U Pass fee will also apply for the month of July although the summer class continues to mid August Course admission requirements SIGN 1000 No specific level of previous education is required but applicants must have completed at least Grade 9 English or CLB Level 7 in all skills An English assessment may be necessary SIGN 2000 Successful completion of SIGN 1000 or a comparable course recognized by VCC How to apply Visit www vcc ca and click Applying on the homepage and then click Apply Now Choose the program from the drop down menu ASL and Deaf Studies introductory courses Click Submit Click Online application Click Create an Account or Log in if you already have an ApplyBC account Fill out the Personal Information Create your User ID and Password Follow the application steps For Program Selection choose Sign language Studies as your subject area and ASL Deaf Studies introductory courses as your program from the drop down menus Fill out the remainder of the application form RevisedFNDC March 30 25 2016 Summer 2016

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This Vernon cashier will make your day without saying a word NOTHING IS IMPOSSIBLE http infotel ca newsitem vernon cashier will make your day without even saying a word it29829 VxrVoKdKOU facebook April 20 2016 VERNON The hardest part of Kirsten Ward s job as a cashier at Safeway isn t being deaf It s remembering all the codes She writes this answer down with a laugh during an interview conducted on pen and paper the easiest format since her interviewer doesn t know sign language Born completely deaf the cheerful 44 year old has been working as a cashier at Safeway in Vernon for about a year a job she loves but didn t always think was possible Finding a job especially one that involves communicating with customers isn t always the easiest feat for people who are deaf she says But with support from the non profit corporation Community Futures of the North Okanagan she decided to approach Safeway in Vernon about giving her a chance It was a long hiring process she writes They had so many questions about how this was going to work but here I am Many don t immediately notice the orange sign on her till stating she is deaf and cannot hear them When she points at the sign people don t always know quite what to do or how to act Ward says But the confusion is only ever brief A few simple additions at the till help make things run smoothly Customers can point to answers on a laminated question card or write messages on an electronic board to communicate The most common message she gets is people commenting on the orange sign at her till They love it she writes in quick but tidy penmanship On occasion people surprise her by striking up a conversation in sign language but even those who aren t fluent in ASL will probably find communicating with Ward isn t as hard as they might have thought Her friendly positive personality helps her make instant connections with customers without hearing a single word they say Safeway store manager Craig Dickson says when Ward first applied he discussed it with his human resources advisor and they decided to bring her on even though it would mean doing things a little differently We are certainly glad we did because she s an exceptionally vibrant employee Dickson says You have to have an open mind and you have to have the latitude to tailor the job to fit the employee Customers often compliment the store for hiring diverse employees but Dickson says they aren t look for praise just good employees I think the lesson to be learned by all employers is to be open minded Don t judge a book by its cover Give people an opportunity to prove themselves and you ll be surprised Dickson says It s an open mindedness that Ward couldn t be happier to have found She loves working and interacting with people and her favourite part of being a cashier is making people s day She also works as a language facilitator for School District 22 so her shifts at Safeway are only part time and mostly on evenings weekends and holidays but she always looks forward to getting called in A lot of people I have met who are deaf comment it s hard to find work But keep believing and keep trying We can overcome barriers Some people are just learning that we are all the same Ward says Nothing is impossible Keep pushing on you can do it Asked what she considers to be her biggest achievements in life Ward says a big one is surviving cancer She was diagnosed in 2014 and underwent surgery chemotherapy and radiation but she battled her way through it Her four kids are also high on the list And then there s something else Safeway believing in me she says FNDC 26 Summer 2016

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Study of cognitive development in deaf children revisits longstanding debate Researchers investigate whether early exposure to sign language can forestall cognitive issues in deaf children From https www sciencedaily com releases 2016 02 160213185702 htm February 13 2016 University of Connecticut With the advent of universal newborn hearing screening and improved technologies such as cochlear implants more and more deaf children are relying on spoken language and not learning sign language While some herald this as a victory others point to variability in developmental outcomes as evidence that eschewing sign language may be a risky approach A team of researchers at the University of Connecticut is reexamining a decades long debate as to whether deaf children should learn sign language to maximize their potential for optimal development Research has shown that children born deaf frequently exhibit learning deficits and as a result often underperform in school Yet research on deaf children has also found children from signing families develop language cognition and literacy on normal timetables One widespread view is that learning deficits stem from lack of auditory experience And with the advent of universal newborn hearing screening and improved technologies such as cochlear implants surgically implanted devices that provide access to sound more and more deaf children are relying on spoken language from an early age While some herald this as a victory others point to the variability in spoken language outcomes as evidence that excluding sign language may be a risky approach The problem is that we can t reliably predict who s going to succeed with the spoken language approach and who isn t said Matthew Hall postdoctoral fellow and the lead researcher By the time it s clear that a child s spoken language proficiency hasn t supported healthy development across the board it may be too late for that child to master sign language On Saturday Feb 13 as part of a panel on bilingualism at the AAAS Annual Meeting in Washington D C Hall will discuss these issues and how they relate to his current study Each part of the study will involve two participant groups of congenitally deaf children between the ages of 5 and 12 40 native signers those introduced to sign language since birth and 40 cochlear implant users who have never been exposed to sign language If Hall and fellow researcher Diane Lillo Martin distinguished professor of linguistics at UConn find that early exposure to sign language can forestall cognitive issues in deaf children then that would demonstrate that auditory experience is not necessary for healthy cognitive development The researchers suspect that early exposure to sign language may be what allows these children to develop normally direct confirmation of that hypothesis will require intervention studies which they hope to carry out in the future This work is especially meaningful because it has important theoretical implications but it also has the potential to change practices that affect the lives of deaf children and their families says Lillo Martin But the UConn research team also acknowledges practical challenges surrounding that conclusion Children born deaf are most often born into non signing households Only about 10 percent of congenitally deaf children are born into homes in which linguistic input is available from birth through sign language As such many families would need to learn the new language The researchers are currently enrolling study participants through schools and organizations serving deaf and hard ofhearing children throughout the country as well as established connections between UConn and Gallaudet University a public university for the education of the deaf and hard of hearing located in Washington D C Funded by a grant from the National Institutes of Health the project is expected to be completed by fall 2016 Story Source The above post is reprinted from materials provided by University of Connecticut The original item was written by Kristen Cole Note Materials may be edited for content and length University of Connecticut Study of cognitive development in deaf children revisits longstanding debate Researchers investigate whether early exposure to sign language can forestall cognitive issues in deaf children ScienceDaily ScienceDaily 13 February 2016 www sciencedaily com releases 2016 02 160213185702 htm FNDC 27 Summer 2016

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MINGLE PLAY August 3 4 5 2016 Three days of fun with deaf hard of hearing children birth to 5 years and their families All families that are receiving services from BC Family Hearing Resource Society Deaf Children s Society of BC and or Children s Hearing Speech Centre of BC are welcome to attend Network with other parents and introduce your child to peers Enjoy crafts games activities in the sun Parent participation is required Lunches snacks are provided Let us know of allergies when registering Event is rain or shine 9 30am to 1 00pm daily at BC Family Hearing Resource Centre Come for one two or all three days Friday Award Winning Musician Will Stroet PRE REGISTRATION IS REQUIRED this is not a drop in program Registration deadline July 22nd Online registration at https goo gl 7Fnj6I ASL Interpreters will be on site for all 3 days Accommodations for outreach families are available on a first come first serve basis Please contact Cathy Luther at cluther bcfamilyhearing com for more information on accommodations BC FAMILY HEARING RESOURCE SOCIETY 15220 92nd Ave Surrey BC V3R 2T8 Voice 604 584 2827 Toll Free 1 877 584 2827 TTY 604 584 2800 Email info bcfamilyhearing com Web www bcfamilyhearing com FNDC 28 Summer 2016

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Deaf student told to stay home from school in afternoons says mother http www cbc ca beta news canada north deaf student told to stay home from school in afternoons saysnunavut mother 1 3581849 May 16 2016 I really want my deaf child who is 15 years of age to go to school too just like any other normal student A mother in Arviat Nunavut says her deaf daughter has been told to stay home from school in the afternoons because of a lack of sign language interpreters Rochelle Suluk s daughter Kimberly Joy Anoee is a Grade 9 student at John Arnalukjuak High School in a community of about 2 700 At the beginning of the school year Suluk said she met with the principal of the school who informed her about her daughter s change in schedule The principal was saying that she only has to go to school only in the mornings because the ASL American Sign Language interpreter is looking after other students she said School only has one full time interpreter The high school has one full time American Sign Language ASL assistant According to the superintendent there are two deaf students in the school Rochelle Suluk and her daughter Kimberly Joy Anoee At the beginning of the school year Suluk was informed Anoee would only be able to attend class in the mornings Suluk says a handful of other students hard of hearing also require the use of the ASL assistant and are able to attend a full day of class I really want my deaf child who is 15 years of age to go to school too just like any other normal student who goes to school everyday Suluk said Suluk said her daughter spends her afternoons at home with nothing to do She has failed Grade 9 once and her mother is worried that by not going to school full time her education and social life is being compromised Nunavut s department of education would not discuss the details ofSuluk s daughter citing confidentiality and privacy concerns but said it provides appropriate programming for children with special needs Cully Robinson the superintendent for schools in the Kivalliq region said staff positions are reviewed on an annual basis There s an ongoing gradual increase in school aged children with profound hearing impairments and ASL assistants assist with facilitating communication inside and outside the classroom he said Robinson said a student s schedule could be reduced for a variety of reasons including social physical or academic needs A change would not be implemented without family agreement involvement of the school team school administration and the involvement of the student support consultant he said adding the aim is to make sure every student is receiving the best education possible The best way for parents to support their children is to work with the school and staff there who are very empathetic to the situation and want to help anyway that they can he said No help Suluk said she has contacted the school s committee and district education authority officials to discuss why her daughter is not attending class in the afternoon I talked with them so many times Suluk said I thought they would be helping me from the very start She said it s heartbreaking when her daughter asks her why she can t go to school in the afternoon When she grows up she says Anoee hopes to become a sign language interpreter to help other students in Arviat If she ever graduates FNDC 29 Summer 2016

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Dancing with the Stars Nyle DiMarco Reveals I ve Never Wanted to Hear From People Magazine May 11 2016 http www people com article nyle dimarco deaf star dancing stars i have never wanted to hear Every time Nyle DiMarco enters the ballroom on Dancing with the Stars the model and actor is met with a thunderous applause but he hears none of it because he is deaf Not that DiMarco minds I ve never wanted to hear the America s Next Top Model winner says in the current issue of PEOPLE That s never existed in my life I m happy Born in New Jersey and raised in Frederick Maryland by his single mom DiMarco is just one of more than 25 deaf people in his family His twin brother his older brother his parents grandparents and great grandparents All deaf Growing up I was always involved in the Deaf community says DiMarco who socialized with hearing children while playing sports at the park and riding bikes around the neighborhood but attended a school for the deaf for most of his elementary middle and high school years If I d been born into a hearing family and went to a public school I would have probably felt much more isolated and being deaf would have become my identity says DiMarco who vlogs about his DWTS experience exclusively for PEOPLE Since I knew my deaf identity since birth it wasn t hard for me to be comfortable confident and independent in a hearing world And now DiMarco 26 is using his time in the spotlight to make sure deaf youth get to experience that same sense of independence I started to realize that there are a lot of people who are unaware of Deaf culture and I ve been given a great platform to reframe the Deaf community I want to use my celebrity for good says DiMarco who recently established the Nyle DiMarco Foundation Through his foundation DiMarco is advocating that parents teach their deaf children American Sign Language even if they plan on getting their child a cochlear implant or hearing aid It s fine if parents want to get their kids implants or hearing aids says DiMarco who admits he has never seriously considered getting an aid or implant for himself But research shows that being bilingual improves their chances of speaking Depriving them of ASL is denying them language Looking past his time on DWTS DiMarco hopes that his foundation will be his lasting legacy I m improving deaf children s lives and I m involved in the Deaf community he says It s what I ve always dreamed about doing FNDC 30 Summer 2016

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Burnaby contest brings out best in local deaf students Annual Optimist Communication Contest hits local theatre April 13 2016 www burnabynow com news education burnaby contest brings out best in local deaf students 1 2230425 Twenty four deaf and hard of hearing students hit the stage of the Michael J Fox Theatre in Burnaby last week to test their oratorical skills at the Optimist Communication Contest Patterned after the Optimist Oratorical Contest the annual competition gives deaf and hard of hearing youth from around B C a chance to get together and compete in speech and sign language presentations A pair of B C Provincial School for the Deaf BCSD students Nina Ward and Ethan Bolton took first and second place respectively in the American Sign Language category expressing their thoughts on this year s theme how my best brings out the best in others This year s competition was a highlight in Deaf Connections Week a new initiative by the Provincial Outreach Program Deaf and Hard of Hearing POPDHH aimed at getting some of the province s more than 1 200 deaf and hard of hearing kids together We provide opportunities for them to meet like peers and to be immersed in that environment to have a concept that I m not alone in this world there are others just like me POPDHH education consultant Lynley Lewis told the NOW You could be the only child who s deaf and hard of hearing in a school and what does that say for your self concept when you see no one else like you Deaf Connections Week brought together about 150 students from around B C for a tour of the provincial deaf school housed at Burnaby South Secondary and South Slope Elementary And after the Optimist competition a group of students also signed up to spend the night at the Vancouver Aquarium and sleep next to the belugas FNDC 31 Summer 2016

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GVAD 38TH CORNFEST AND 90TH ANNIVERSARY Saturday August 13 2016 1 pm midnight Bear Creek Park 13750 88 Avenue Surrey M M meat beef chicken or veggie burger with side dishes Hotdogs for children Deadline August 4 2016 PRICES 25 00 includes burger 30 00 includes smokies 15 00 students includes burgers 5 00 2 yrs 6 yrs old includes hotdog For tickets Please contact Peggy at peggygfee gmail com or Kim at susanbrowneyed2 gmail com AMERICAN SIGN LANGUAGE ASL Effective April 1 2016 Continuing Education in Child Family and Community Studies at Douglas College will no longer offer American Sign Language ASL courses DEAFBLIND INTERVENTION CERTIFICATE PROGRAM Effective April 1 2016 Continuing Education in Child Family and Community Studies at Douglas College will no longer offer the Deafblind Intervention certificate program BC Societies Act new changes will impact Non Profit Groups The Alliance for the Arts is presenting a workshop on the changes to the BC Societies Act which impacts non profits There will be ASL interpretation at this workshop which runs July 6 9 30 12 00 at 100 938 Howe Street Vancouver downtown The workshop is keeping at least half their seats available for interested Deaf persons Registration http www allianceforarts com alliance workshops FNDC 32 Summer 2016

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BC Cultural Society of the Deaf Movie Night Starring Nyle DiMarco June 24th 7 pm at Vancouver Community College CBC Radio Accessible On behalf of the CBC we are pleased to update you on our ongoing initiative to make public radio accessible to a wide range of Canadians As you may know CBC launched a pilot project earlier this year to publish text transcripts of our daily current affairs program www cbc ca radio thecurrent online with the help of a grant from the Broadcasting Accessibility Fund Since that launch we are thrilled to report that The Current s transcripts have been viewed by 20 000 people As part of this project CBC also posts one American Sign Language ASL interpreted radio documentary from the show every month We are excited about the number of Canadians that are engaging with the transcripts and want to ensure that this initiative continues to reach those that can benefit the most from the project The growing library of transcripts now have the potential to appeal to a large and diverse audience including English language learners rural Canadians and post secondary students We are looking forward to engaging with those communities in addition to the deaf and hard of hearing community Links to the transcripts are located on The Current s Past Episodes page They re easy to view and easy to share with others who may benefit from the transcripts Your feedback and questions about this initiative are warmly welcomed FNDC 33 Summer 2016

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Former DYT campers staff graduate from Gallaudet University From left to right Bree Sproule Oyama Bachelor of Arts Social Work JC Horton Vancouver Bachelor of Science Business Isaac Flink Surrey Bachelor of Science Biology Elizabeth Dagg Langley Bachelor of Arts Facebook pages groups for BC Families FNDC DYT Facebook page click like school age Community Updates www facebook com fndc ca CHHA BC Parents Branch Facebook Page click like school age Community Updates www facebook com CHHAParents BC Hands Voices Facebook page click like birth to age 5 Community Updates www facebook com handsandvoicesBC Parents of Deaf Hard of Hearing Children 0 5 click join www facebook com groups 853918531357842 Parents of Deaf HOH School age or approaching school age click join www facebook com groups parentspsdhh FNDC 34 Summer 2016

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Mentorship Program for Teachers EA s offered by Provincial Outreach Deaf Hard of Hearing POPDHH Please find a link below to the application forms for the Teacher of the Deaf and Hard of Hearing Mentorship Program offered by the Provincial Outreach Program Deaf and Hard of Hearing We are also adding another group for Educational Assistants Special Education Providers who work with children that have hearing loss while special consideration will be provided to TDHHs Learning Resource Teachers who fulfill the role of Hearing Resource Teacher and provide support to students who are DHH are also welcome to apply We are piloting a mentorship group for Educational Assistants special consideration will be given to EAs who are currently working with a student who has a hearing loss but anyone with an interest in deafness should apply All modes of communication are supported in this group What is it about It is an extended opportunity to build a network of professional contacts for the purposes of collaboration and learning Successful candidates will participate in professional development sessions in person and online and contribute to working groups Where is it The location varies depending on where our teachers are located Stay tuned When is it TDHHs will meet in person at least once per term sometimes more frequently depending on needs and availability EAs will have a slightly different format with most of the training being done in short sessions online Why is this such an important opportunity TDHH often work in isolation and have limited resources at their disposal The goal of this group is to address the need for professional collaboration and sharing of materials and resources so that teachers feel confident about meeting the unique needs and challenges of our province s students who are DHH EAs working with students who are DHH require special skills in order to provide access to the classroom activities and support communication development Click on this link http www popdhh ca forms and find 1 An outline of The TDHH Pro D Program and The EA Pro D Program 2 The application forms for each of the groups If you are interested in attending please print these documents review them with your director and return completed forms to our office please note that the application form must have your director s signature on it Return completed forms to our office by Friday June 3 2016 at office popdhh ca or Fax 604 296 9063 If you have questions about this program please contact Tamara Lister by email tamara popdhh ca FNDC 35 Summer 2016

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Announcement from Still Interpreting Chris Dunn Retires It is with incredibly mixed feelings we announce that after 22 years with Still Interpreting Chris Dunn has decided to retire Her last day with us will be May 31 Chris has been our office manager for nearly as long as we have been in business She has worked hard for us over the years behind the scenes taking care of our day to day needs Chris role with our company can sometimes go unnoticed but we are very aware that she was often going that extra mile to make sure work was covered and customers and contractors satisfied It is strange to imagine Still Interpreting without Chris because she has been such a big part of our success over the years One of the many strengths Chris brought to us has been her warmth and interest in others She would always remember to ask how someone s child was or how a vacation had gone so it is not surprising that becoming a grandparent has been one of the greatest blessings in Chris life After retirement Chris will be moving to Maple Ridge to live with her son and his family where she will be able to enjoy more fully her role as grandma We are going to miss her terribly but we wish her the best in this exciting new chapter of her life We are happy to announce that filling Chris very large shoes as office manager will be Karen Fran who will be joining Still Interpreting as of June 1 As most of you know Karen has been an interpreter in our community for many years In addition to her friendly and energetic personality Karen brings strong organizational and interpersonal skills We are really looking forward to working with her and we expect a smooth transition Chief Justice Uses Sign Language as Deaf Lawyers Sworn In He is believed to be the first U S chief justice to use sign language from the bench http www huffingtonpost com entry john roberts sign language_us_5717abe7e4b024dae4f0a8ce In an historic first U S Chief Justice John Roberts used sign language from the Supreme Court bench on Tuesday as he welcomed a dozen deaf and hard of hearing lawyers who took part in a ceremony authorizing them to argue cases before the court The 12 members of Deaf and Hard of Hearing Bar Association were sworn in as members of the Supreme Court bar After they were presented to the court for admission Roberts signed in American Sign Language Your motion is granted Membership in the Supreme Court bar allows a lawyer to argue cases before the justices but most of its members never actually do so Roberts appointed by Republican President George W Bush in 2005 is believed to be the first U S chief justice to use sign language from the bench It was also the first time members of the Deaf and Hard of Hearing Bar Association took part in a swearing in ceremony at the court The lawyers then stayed for oral arguments in two cases in the ornate courtroom assisted by an interpreter standing in front of the mahogany bench where the eight justices sit The lawyers were permitted to use an instant transcription service that was transmitted to electronic devices Normally no electronic devices are allowed in the courtroom One of the attorneys Teresa Curtin of the Weitz Luxenberg law firm said in a statement the event was aimed at encouraging more people with disabilities to embark on legal careers When she began her law career in the late 1980s there was only a handful of deaf lawyers in the United States while now there are around 250 Curtin said In 1982 a deaf lawyer Michael Chatoff argued a case before the Supreme Court assisted by a real time transcription system That case concerned whether a school board was required to provide a deaf student with a sign language interpreter Chatoff lost the case in a 6 3 ruling FNDC 36 Summer 2016

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Signing App Have fun with adorable animals and learn how to sign ASL Animals is a warm and fuzzy application that teaches both hearing and deaf children about animals The app will introduce your toddler to 36 animals and their cute little babies For each animal a video is attached showing how to sign the animal in American Sign Language Your child can easily navigate between 3 boards In each one 12 pictures of various animals will be available for selection Babies are endlessly fascinated with animals It s no coincidence that so many board books feature friendly furry critters This is a fun and educational app that kids love to learn with giving them a portable zoo they can access on your iDevice FAMILY DEAF CAMP FUNDING Does your family need funding for Family Deaf Camp 2016 FNDC has limited funding is available for families to assist with the costs of your Family Deaf Camp Registration Fees The Criteria for the funding is Your family resides in British Columbia Your family has a deaf or hard of hearing child school age K to 12 The cost of Family Deaf Camp is more than your budget can handle The amount available per family is up to 260 00 registration fees for a family of four The funding has been made available from private donations specifically for this purpose There is only a limited amount of funding therefore will only be available on a first come first served basis Due to limited funding priority will be given to families attending Deaf Camp 2016 for the first time In respect to our donors we ask that only those in true financial need apply If your family qualifies using the criteria above please send an email to fndc fndc ca ALL requests will be kept confidential FNDC 37 Summer 2016

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Gallaudet University named as one of the top 50 Historically notable colleges in the USA FROM http www bestcollegereviews org features historically notable colleges Our nation s colleges are steeped in history the history of freedom and a peoples attempt to live up to high ideals From the first colleges founded on the shores of Colonial America to colleges who saw battle during the Civil War stood up in the face of segregation or those founded out west as land grant institutions every college has a unique story that is woven into a tapestry of history we call America We have many colleges and universities that are designated as National Historic Landmarks or Districts due to their stunning architecture notable architects famous founders and each school s place in the story of America Selected colleges for this list had to hold an official designation by the government as a National Historic District or have a considerable amount of buildings on the National Historic Register have at least five buildings or structures on campus and also have a significant contribution to American history Most of the information gleaned for this article was taken directly from the National Park Service s National Register of Historic Places The ranking was created based on the following criteria The size of the historical district 50 Historical significance 25 Access and availability to the public 25 Gallaudet University founded in 1864 as the National Deaf Mute College has been the only institution of higher learning in the United States devoted specifically to the education of the deaf The college opened in September 1864 with 13 students In 1894 the name of the college was changed to Gallaudet in honor of Thomas Hopkins Gallaudet a notable figure in the advancement of deaf education The historic district consists of most of the original campus which was planned in 1866 by Olmsted Vaux Co This prominent late nineteenth century landscape architecture and planning firm felt that since the college s students lacked the ability to hear extra care should be taken so that the senses of sight and smell are gratified in a most complete and innocent way Chapel Hall is one of finest examples of post Civil War collegiate architecture in the United States and is the focal point of the campus It is a picturesque brownstone High Victorian Gothic Revival building The building was consciously designed to be a symbol of the national importance of the institution the only collegiate institution for the deaf in the United States Today Gallaudet University remains an important piece of American history as well as a leading force in deaf education Kickball Save the date Saturday September 9th South Surrey Watch for flyer this summer but mark it on your calendar now Fun event to play or just watch and socialize FNDC 38 Summer 2016

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VISUAL LANGUAGE VISUAL LEARNING NSF supported Science of Learning Center on Visual Language and Visual Learning SBE 0541953 Gallaudet University RESEARCH BRIEF RAISING THE WHOLE CHILD SOCIAL EMOTIONAL DEVELOPMENT IN DEAF CHILDREN LEARNING FROM RESEARCH 11 Key Findings on Social Emotional Development in Deaf Children Social emotional development promotes language skills and language skills in turn support social emotional development Direct communication with numerous adults and peers is important to learning and social emotional development Deaf and hard of hearing children show gains in self esteem and self confidence when they have friends who are also deaf or hard of hearing Linda Risser Lytle Ph D Gina A Oliva Ph D After school weekend and summer programs with deaf and hard of hearing peers are excellent means for developing friendships and a feeling of belonging Deaf and hard of hearing children are empowered when they are considered part of the overall diversity among students in a school 1 of 12 FNDC 39 Summer 2016

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NSF SCIENCE OF LEARNING CENTER ON VISUAL LANGUAGE AND VISUAL LEARNING RESEARCH BRIEF NO 11 RAISING THE WHOLE CHILD What is Social Emotional Development Early social and emotional skill development provides a critical foundation for life success From birth and very likely before birth parents are intrinsically involved in the social emotional development of their children However they are often unaware of how important social emotional skills are nor do they know how to support development of these skills There are significant research findings that show social emotional competence is a critical determiner of success in school and in life 1 2 This is equally true for deaf and hard of hearing individuals 3 4 Several qualities and characteristics are thought to make up social emotional development Good communication skills top the list and this is a particular concern for deaf and hard of hearing children Other qualities include having good selfdirection and self control and being able to think independently show empathy and understand one s own feelings as well as those of others Some qualities are particularly important for functioning well in our multicultural world today understanding the perspectives of others knowing when dependence and interdependence on others is needed and being able to understand and appreciate both FNDC 40 Summer 2016 There are significant research findings that show social emotional competence is a critical determiner of success in school and in life This is equally true for deaf and hard of hearing individuals one s own and others cultures Age appropriate social emotional behavior supports self esteem self confidence healthy relationships flexibility and ability to attain socially approved goals Social Emotional Development is Linked to Language Development Researchers are learning that social emotional development is an important key to learning and language development in children including deaf and hard of hearing children 5 6 7 8 Vygotsky 9 studied language development intensively and found that language is best learned through positive social experiences Deaf and hard of hearing children s language gains can be predicted based on their responsiveness within their relationships with caretakers 10 Researchers who observed mothers of deaf infants found that a mother s ability to respond to her deaf infant was a powerful predictor of the VL2 GALLAUDET EDU May 2016 2 of 12

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NSF SCIENCE OF LEARNING CENTER ON VISUAL LANGUAGE AND VISUAL LEARNING RESEARCH BRIEF NO 11 RAISING THE WHOLE CHILD child s ability to develop attentiveness social skills and language 11 Infants and toddlers thrive on close relationships with their caregivers Through these experiences they develop positive self esteem and trust in others 12 Parents need to provide their deaf and hard of hearing infants and toddlers with slightly different experiences in order to develop the same levels of positive selfesteem and trust Spencer and Koester 8 stress the importance of parents using tactile contact to help their deaf infants calm soothe and comfort themselves Tactile contact also reinforces parentchild bonding Studies suggest that deaf parents use vision movement rhythm pacing mirroring and following the child s lead differently naturally and more effectively than do hearing parents However these skills can be learned and are simple and easy to incorporate into daily interactions 8 Babies and toddlers need to experience being part of a community learn boundaries between self and others develop reciprocity and acquire initial social communication skills These skills are basic building blocks for the important skill of turn taking a requirement for the development of early communication language development and social connections Early parent child experiences that are reciprocal and responsive are key to developing these skills Language Development is Linked to Social Emotional Development Children learn social behaviors in the home through effective language based and nonverbal communication Parents often do not recognize the importance of communication at early ages 6 We know that exposing deaf children early to language has significant and positive impacts on their personality and emotional development 6 13 14 For example Allen Letteri 14 analyzed the relationship between early language skill and social competence in schoolage children and found that deaf preschoolers who demonstrated strong bilingual language skills in ASL and English were rated by their parents as being more willing to share toys and participate eagerly in school activities than those with lower levels of language skill Other research shows that deaf children with family members who sign well consistently have better selfesteem than those in homes where sign is not used or is not used effectively Deaf children whose families speak and sign have higher self esteem than those with families that use only spoken language 15 Deaf children who lack effective communication skills have difficulty controlling their behavior and regulating their reactions to stressful situations and they have less knowledge about social rules In addition their selfesteem and independence are less well developed 3 6 16 In sum current research has explored the interconnections among social emotional development language development and cognitive development including in deaf and hard of hearing children who use one two or more languages and modalities Thus in a child s early life effective strategies to support these developmental domains are critical for a child s learning and well being This research brief discusses some of these strategies The Key Role of Families Families greatly influence social emotional outcomes for deaf and hard of hearing children 3 17 18 19 20 21 Families can support positive social emotional health and thus influence future outcomes including academic outcomes for their children 17 18 22 23 Parents play a critical role as models during their child s growth by nurturing the development of social emotional strengths In order to be emotionally available to their children parents must first take care of their own needs Findings show that strong parental support networks both formal such as early intervention programs and informal are effective in helping parents through the emotional process of accepting that they have a deaf child and navigating the many choices they face during their journey 11 24 25 26 27 Almost invariably hearing parents quickly realize that their friends and families do not fully understand many of the issues involved in parenting a deaf or VL2 GALLAUDET EDU May 2016 3 of 12 FNDC 41 Summer 2016

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NSF SCIENCE OF LEARNING CENTER ON VISUAL LANGUAGE AND VISUAL LEARNING RESEARCH BRIEF NO 11 RAISING THE WHOLE CHILD Tips for Parents Birth 5 years old Learn about the critical importance of early language exposure and consider the benefits of using both signed and spoken languages with your child Make time everyday to enjoy your child be spontaneous and playful Comfort and soothe your baby with loving facial expressions eye gaze touch mirroring and rhythmic movement Educate yourself about all aspects of raising a deaf child Read books and visit websites including those written or managed by deaf and hard of hearing professionals We particularly recommend the ones listed in the resource tab of the VL2 Parents Package website at vl2parentspackage org Investigate and join social media sites for parents with deaf children that support both spoken and signed languages Make regular and consistent efforts to develop and maintain friendships with other families with deaf and hard of hearing children including those with deaf parents Arrange regular play dates for your child with other deaf and hard of hearing children include deaf children with deaf parents if possible Learn about your rights related to the federally mandated Individual Family Service Plan IFSP for children from birth to age 3 and an Individualized Education Program IEP once your child turns 3 Fight for your child to get any all services needed including services to facilitate social emotional development Insist on funding to support your child s social interaction with other deaf and hard of hearing children prior to beginning school Insist on services from both speech and sign language specialists It becomes important that these parents find and sustain support networks that include individuals in the Deaf and hard of hearing community Parents who have this early support become more comfortable and confident in their skills and thus more emotionally available to their child hard of hearing child It becomes important that these parents find and sustain support networks that include individuals in the Deaf and hard of hearing community 3 28 29 30 31 Parents who have this early support become more comfortable and confident in their skills and thus more emotionally available to their child This in turn helps the child develop in healthy ways 4 32 Parents feelings and attitudes about their child s deafness also impact the child s social emotional development and success in school 6 Strong family focused early intervention supports families in being able to deal with negative or confused feelings Once these feelings are positively resolved stress often lessens significantly The family members are then more emotionally available to their child and able FNDC 42 Summer 2016 VL2 GALLAUDET EDU May 2016 4 of 12

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NSF SCIENCE OF LEARNING CENTER ON VISUAL LANGUAGE AND VISUAL LEARNING RESEARCH BRIEF NO 11 RAISING THE WHOLE CHILD to move in a positive direction 8 30 33 Research shows that deaf children can grow up to be as well adjusted as their hearing peers However like hearing children deaf children need highquality parenting 3 6 Quality parenting includes teaching children specific skills such as how to label understand and regulate their own emotions These skills are vital to understanding one s self and getting along with others Furthermore acquiring these skills requires language and communication skills Children who have these skills are able to recognize when they feel happy sad or angry and express these feelings in appropriate words and ways Communication is the number one requirement for developing strong socialemotional skills 3 6 and ease of communication with parents is a major predictor of self esteem and social competence 34 The Role of Schools in Social Emotional Development Early intervention programs which are significant sources of information and support for most families abruptly stop providing services when the child enters kindergarten There is no comparable support structure to replicate the important services that early intervention programs provide to assist families as they navigate numerous challenges throughout the child s K 12 years 8 35 This systemic deficiency fails deaf and hard of hearing children and their families and means parents must work very hard to stay closely connected with their child s school and teachers from kindergarten through 12th grade Another concern for most deaf and hard of hearing children in general education settings is that teachers and administrators often are poorly prepared to welcome these children and their families into the school community When a child feels like a visitor rather than a full member of the school community this can result in low self esteem marginalization and isolation Full membership in school communities help meet students needs and make them feel highly valued and accepted 3 In order to reduce the likelihood of isolation and maximize student growth educators must ensure that deaf and hard of hearing Tips for Parents K 12 Learn about your legal rights within the school system Valuable resources include www deafchildren org and www ceasd org Bring a knowledgeable or professional advocate or supporter with you to every IEP meeting Insist on support for your child s social emotional development as well as academics Be willing to invest time and money for your child to regularly participate in weekend and summer programs with other deaf and hard of hearing children throughout the year including during high school Insist that the school system pay for transportation to any after school weekend or summer programs with other deaf hard of hearing children If there are insufficient weekend and or summer programs in your geographical area team up with others to start programs and push the district and or state to provide funding for these services including for staff facilities and transportation Ensure weekend and summer programs include deaf and hard of hearing staff Ensure weekend and summer programs provide opportunities for children to talk about their everyday experiences and discuss strategies to make their experience at school more positive and productive Ensure weekend and summer programs provide opportunities for developing resilience students are viewed as full participating members of a rich and culturally diverse community 3 35 Creating positive experiences within schools often involves a delicate balance between accommodating individuals specific needs and treating all students the same This requires a unique skill set for teachers who ideally will take an interest in the experience of being deaf and in American Sign Language ASL and who are generally caring sensitive people Teachers and peers who communicate comfortably verbally and non verbally rather than who communicate awkwardly avoid communication or always go through an interpreter make a positive difference 3 35 36 VL2 GALLAUDET EDU May 2016 5 of 12 FNDC 43 Summer 2016

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NSF SCIENCE OF LEARNING CENTER ON VISUAL LANGUAGE AND VISUAL LEARNING RESEARCH BRIEF NO 11 RAISING THE WHOLE CHILD Tips for Educators Educate yourself about deaf and hard of hearing people from a cultural viewpoint View the deaf or hard of hearing child as part of the rich diversity within your school and classroom Consider new knowledge skills and awareness that will result from having this child in your class and school community and infuse these into your curriculum and or classroom activities Make a point to regularly communicate directly with deaf and hard of hearing students whether through spoken language in conducive spaces not noisy or visually distracting sign language or print media text notepads Keep interactions positive so deaf and hard of hearing students can gain skills and confidence in their ability to interact with peers and adults Be alert to the child s accessibility needs Turn on captioning for TV videos and movies each and every time Consider how physical aspects of your classroom noise levels seating configurations affect the deaf or hard of hearing child If the student on their own or through an interpreter says something unclear give the student a chance to express it again including through different means Be aware that confusion or lack of clarity may be due to an interpreter s inadequate skills If there are two or more deaf and hard of hearing students in the school create ways for these students to meet and interact in meaningful ways even if they use different languages or modalities What is important is that they meet others like themselves Provide for ASL classes and or an ASL Club and empower the deaf child to lead this club At the high school level offer ASL for World Language credit Engage the deaf student s in creating activities or course content to educate classmates about Deaf Culture famous Deaf individuals past and present and contemporary Deaf adults who have successful careers in various fields Engage the deaf student in creating activities or course content focused on the Deaf experience and signed languages in the visual and performing arts FNDC 44 Summer 2016 Middle school and high school are stressful for students in general for academic and social reasons and often more so for deaf students Deaf and hard of hearing students use significantly more effort and energy concentrating on and understanding lectures and discussions in general education classrooms and they often spend hours studying independently in order to make up the work they miss in these classes This extra and often excessive energy expenditure happens regardless of the type of accommodations provided and leads to increased fatigue and stress 37 Whether deaf and hard of hearing students are placed in mainstream classrooms or in residential schools it is of paramount importance that social emotional goals are established within the context of each student s Individualized Educational Plan Children s ability to succeed academically requires social competence However social competence is a daily challenge for deaf and hard of hearing students in general education classrooms Deaf and hard of hearing students in these classes have very few social models 6 35 Deaf students often are not included in the social structure of the classroom and often cannot participate effectively due to communication barriers 35 38 39 40 Researchers have found that placing deaf students in classrooms with hearing children with inadequate support more often than not will lead to feelings of isolation Evidence shows that having a large social group such as residential schools often provide leads to more normal social development and includes such social benefits as leadership opportunities more accurate assessment of self image and greater selfesteem 6 Whether deaf and hard of hearing students are placed in mainstream classrooms or in residential schools it is of paramount importance that socialemotional goals are established within the context of each student s Individualized Educational Plan IEP VL2 GALLAUDET EDU May 2016 6 of 12

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NSF SCIENCE OF LEARNING CENTER ON VISUAL LANGUAGE AND VISUAL LEARNING RESEARCH BRIEF NO 11 RAISING THE WHOLE CHILD Research has shown that the degree of hearing a child has does not relate to degree of social competence Social skill development can present problems for hard of hearing as well as deaf children 42 43 44 Both groups of students are at risk of missing significant conversations and information are often rejected by peers and struggle academically 45 Yet students with mild and moderate hearing levels often are perceived wrongly as not needing services and connections with deaf and hard of hearing peers 46 PHOTO BY CLAIRE CASSIDY Hearing Levels and Social Emotional Development With so many children receiving cochlear implants in infancy terminology to describe hearing levels has become ambiguous and confusing Parents struggle to identify whether their child is deaf hard of hearing or partially hearing Technology that allows a deaf child to hear some things e g one on one conversations in quiet environments conversations about known subject matter frequently leads parents and school personnel to treat a child as hard of hearing or partially hearing Parents and teachers have difficulty discerning what children can and cannot hear and they routinely overestimate the percentage of information the child is receiving and understanding Deaf students themselves may contribute to this confusion by pretending they understand verbal communication rather than ask for repetitions particularly when they think the likelihood of understanding is low 37 Hopper 41 found that even deaf individuals themselves underestimate the amount of information and conversation they miss This creates the risk that parents and teachers may in turn underestimate the level of support the deaf student needs in the classroom and during social and extracurricular activities Parents and educators need to be aware that even with implants and hearing aids deaf and hard of hearing children experience limited access to surrounding conversations in classroom discussions and in most informal settings Most people vastly underestimate how much conversation and incidental information deaf and hard of hearing individuals miss Many hearing people are unaware of how much they hear and absorb without any effort at all on a daily basis This kind of information is called incidental learning and missing this information can adversely impact social emotional and cognitive development from a very young age 8 35 41 47 Various studies tell us it is difficult to be the only girl in a classroom of boys 48 49 or the only Black student in a classroom of white students 50 Similarly numerous studies show it is challenging to be the only deaf or hard of hearing student in a school 35 38 39 40 51 52 53 54 It is lonely being the only member of a socially disadvantaged group e g disabled minority race female within a larger majority group This is potentially damaging to the individual s social emotional development and academic achievement Furthermore growing up in this setting challenges identity formation Identity Formation A major task of adolescents and young adults is to understand who they are who they want to be and where they fit into the world around them this is the essence of how identity is formed Several important issues impact identity development for deaf and hard of hearing individuals Researchers have found that how one feels about one s hearing status being VL2 GALLAUDET EDU May 2016 7 of 12 FNDC 45 Summer 2016

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NSF SCIENCE OF LEARNING CENTER ON VISUAL LANGUAGE AND VISUAL LEARNING RESEARCH BRIEF NO 11 RAISING THE WHOLE CHILD deaf or hard of hearing is an important part of what shapes identity Identity research clearly shows that being bicultural or being able to interact comfortably with deaf and hearing individuals has a positive impact on identity Individuals who can do this generally have high self esteem 55 56 57 Isolation from others hinders or prevents children s identity formation According to Erikson 58 individuals base their identity partly on their own selfconcept and partly by incorporating how others in their communities view them This concept called psychosocial mutuality tells us that it is vitally important for those who interact with a deaf or hard of hearing child to hold and demonstrate positive views of the child s abilities and characteristics Both familial and societal acceptance is necessary for selfacceptance 58 59 Without this affirmation deaf and hard of hearing adolescents struggle to form a clear and positive identity A family that has no other deaf members may need strategies to help their deaf child arrive at a positive self identity that incorporates both vertical and horizontal identities Andrew Solomon 59 describes vertical identity as including important traits and values that families hand down to their children from generation to generation Horizontal identity includes elements that children may need to discover outside of their families from others who share a distinguishing characteristic not present in other family members The need for horizontal identities is not exclusive to deaf children but applies equally to other groups of individuals who differ in important ways from their families Examples include adopted children especially those from a different race youths with disabilities sexual minority youths and those with psychiatric diagnoses People benefit greatly from friendships with those who share a trait or characteristic with themselves these connections make us feel whole For example a deaf child may need support from their family to develop friendships with other deaf and hard of hearing children these friendships are fulfilling in crucial ways that support identity development and self esteem FNDC 46 Summer 2016 it is vitally important for those who interact with a deaf or hard of hearing child to hold and demonstrate positive views of the child s abilities and characteristics Both familial and societal acceptance is necessary for self acceptance One of the best and easiest ways deaf and hard of hearing youth can develop a healthy horizontal identity is by participating in programs and events that involve other deaf and hard of hearing children and adults Summer and Weekend Programs Close friendships are vitally important to life success 2 57 Families of deaf and hard of hearing children must work hard to meet these children s needs for friendships Outside of school environments deaf and hard of hearing teens often miss out on going to the mall hanging out and flirting all of which may seem superficial but are very important 6 35 47 60 Since it is so challenging for these adolescents to fully engage with hearing peers it becomes crucially important to ensure deaf and hard of hearing children have ample opportunities to develop friendships and social networks with each other VL2 GALLAUDET EDU May 2016 8 of 12

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NSF SCIENCE OF LEARNING CENTER ON VISUAL LANGUAGE AND VISUAL LEARNING RESEARCH BRIEF NO 11 RAISING THE WHOLE CHILD Summer and weekend programs provide a structured educational means for meeting deaf and hard of hearing peers and adults during the school years Attending these programs is one clearly identified way to meet the need for friendships and consequently identity development that are not met in general education settings 35 47 These programs provide adolescents with opportunities for full acceptance by peers full access to conversations and full support for a strong and positive identity They provide a broader view of the world one in which the child is not the deaf child but is allowed to simply be a child without consideration of hearing and or speech ability Within these programs children learn that friendships with other deaf and hard of hearing children are vitally important These friendships and connections boost their self concepts and support healthy identity development While friendships with hearing peers are also important they do not and cannot offer what deaf peers provide the normalcy of being just like everyone else 3 35 61 Conclusion In conclusion parents and school personnel who focus on social emotional competence in turn provide strong support for building cognitive language and academic competence Each area of competence supports the other Frequent and sustained interactions with other deaf and hard of hearing children offer important social emotional opportunities Having social models and being a part of a large social group leads to greater normal social development because it includes leadership opportunities more accurate assessment of one s self image and greater self esteem 6 In general education settings focused attention is needed to supplement the social environment for each and every deaf hard of hearing or partially hearing student Social emotional development has a vital place in successful parenting and education Research 1 Feuerstein R 1980 Instrumental enrichment Baltimore MD University Park Press 2 Goleman D 1995 Emotional intelligence New York NY Bantam 3 Antia S D Kreimeyer K H 2015 Social competence of deaf and hard of hearing children New York NY Oxford University Press 4 Calderon R Greenberg M 2011 Social and emotional development of deaf children Family school and program effects In M Marschark P Spencer Eds The Oxford handbook of deaf studies language and education Vol 1 2nd ed pp 188 199 New York NY Oxford University Press 5 Antia S D Kreimeyer K H Metz K K Spolsky S 2011 Peer interaction of deaf and hard of hearing children In M Marschark P Spencer Eds The Oxford handbook of deaf studies language and education Vol 1 2nd ed pp 173 187 New York NY Oxford University Press 6 Marschark M 2007 Raising and educating a deaf child New York NY Oxford University Press 7 Pipp Siegel S Biringen Z 2001 Assessing the quality of relationships between parents and children The emotional availability scales In Yoshinaga Itano C Sedey A L Eds Language speech and social emotional development of children who are deaf or hard of hearing The early years The Volta Review 100 5 monograph 8 Spencer P E Koester L S 2015 Nurturing language and learning development of deaf and hard of hearing infants and toddlers New York NY Oxford University Press Translating VL2 Research The National Science Foundation Science of Learning Center on Visual Language and Visual Learning VL2 publishes research briefs as a resource for parents educators and others who work with deaf and hard of hearing children These briefs review important research findings summarize relevant scholarship and present informed suggestions The information provided in this brief is intended to address social emotional development in deaf and hard of hearing children Find us online vl2 gallaudet edu www vl2storybookapps com www vl2parentspackage org VL2 has created evidence based translational educational and ethical resources for educators practitioners policymakers parents researchers and the greater public These resources are based on foundational knowledge provided by scientific discoveries from VL2 Key discoveries that contribute to VL2 s translation of science span multiple VL2 laboratories and include the discovery that early exposure to a visual language provides visual processing and higher cognitive processing advantages early bilingual ASL and English exposure provides powerful dual language benefits and visual sign phonology plays an important facilitative role in the young deaf child s early acquisition of reading English in the same way that sound phonology has a facilitative role in young hearing children s accessing of meaning from English print VL2 GALLAUDET EDU May 2016 9 of 12 FNDC 47 Summer 2016

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NSF SCIENCE OF LEARNING CENTER ON VISUAL LANGUAGE AND VISUAL LEARNING RESEARCH BRIEF NO 11 RAISING THE WHOLE CHILD 9 Vygotsky L 1978 In M Cole V John Steiner S Scriner E Souberman Eds Mind in society The development of higher psychological processes Cambridge MA Harvard University Press 10 Pressman M A Pipp Siegel S Yoshinaga Itano C Kubieck L Emde R N 2001 A comparison of the links between emotional availability and language gain in young children with and without hearing loss In YoshinagaItano C Sedey A L Eds Language speech and social emotional development of children who are deaf or hard of hearing The early years The Volta Review 100 5 monograph 11 Meadow Orlans K P Spencer P E Koester L S Steinberg A G 2004 Implications for interventions with infants and families In K P Meadow Orlans P E Spencer L S Koester Eds The world of deaf infants A longitudinal study pp 218 228 New York NY Oxford University Press 12 Bowlby J 1988 A secure base London UK Tavistock Routledge 13 Hoffman M F Quittner A L Cejas I 2015 Comparison of social competence in young children with and without hearing loss A dynamic systems framework Journal of Deaf Studies and Deaf Education 20 115 128 14 Allen T Letteri In Preparation The relationship between early language proficiency and social competence in young deaf children A structural equation model 15 Desselle D D 1994 Self esteem family climate and communication patterns in relation to deafness American Annals of the Deaf 139 322 328 16 Vaccari C Marschark M 1997 Communication between parents and deaf children Implications for socialemotional development Journal of Child Psychology and Psychiatry 38 793 802 17 Calderon R 2000 Parent involvement in deaf children s education programs as a predictor of child s language reading and social emotional development Journal of Deaf Studies and Deaf Education 5 140 155 18 Calderon R Greenberg M 1993 Considerations in the adaptation of families with school aged deaf children In M Marschark M D Clark Eds Psychological perspectives on deafness pp 27 48 Hillsdale NJ Lawrence Erlbaum Associates 19 Calderon R Greenberg M 1999 Stress and coping in hearing mothers with children with hearing loss Factors affecting mother and child adjustment American Annals of the Deaf 144 7 18 22 Bodner Johnson B 1986 The family environment and achievement of deaf students A discriminant analysis Exceptional Children 52 443 449 23 Calderon R Greenberg M Kusche C 1991 The influence of family coping oon the cognitive and social skills of deaf children In D Martin Ed Advances in cognition education and deafness pp 195 200 Washington DC Gallaudet University Press 24 Greenberg M T Lengua L J Calderone R 1997 The nexus of culture and sensory loss Coping with deafness In I N Sandler S A Wolchik Eds Handbook of children s coping with common stressors Linking theory research and interventions pp 301 331 New York NY Phenum 25 Meadow Orlans K P 1990 The impact of child hearing loss on the family In D F Moores K P Meadow Orlans Eds Education and developmental aspects of deafness pp 321 338 Washington DC Gallaudet University Press 26 Meadow Orlans K P 1994 Stress support and deafness Perceptions of infants mothers and fathers Journal of Early Intervention 18 91 102 27 Meadow Orlans K P Steinberg A G 1993 Effects of infant hearing loss and maternal support on mother infant interactions at 18 months Journal of Applied Developmental Psychology 14 407 426 28 Hintermair M 2000 Hearing impairment social networks and coping The need for families with hearingimpaired children to relate to other parents and to hearingimpaired adults American Annals of the Deaf 145 41 53 29 Sass Lehrer M 2011 Early intervention Birth to three In M Marschark P Spencer Eds The Oxford handbook of deaf studies language and education Vol 1 2nd ed pp 63 81 New York NY Oxford University Press 30 St John R Lytle L R Nussbaum D Shoup A 2015 Getting Started Hearing screening evaluation and next steps In M Sass Lehrer Ed Early intervention for deaf and hard of hearing infants toddlers and their families Interdisciplinary perspectives pp 169 197 New York NY Oxford University Press 31 Pittman P Benedict B S Olson S Sass Lehrer M 2015 Collaboration with deaf and hard of hearing communities In M Sass Lehrer Ed Early intervention for deaf and hard of hearing infants toddlers and their families Interdisciplinary perspectives pp 135 166 New York NY Oxford University Press 32 Greenberg M T 1983 Family stress and child competence The effects of early intervention for families with deaf infants American Annals of the Deaf 128 407 717 20 Montanini Manfredi M 1993 The emotional development of deaf children In M Marshark M D Clark Eds Psychological perspectives on deafness pp 49 63 Hillsdale NJ Lawrence Erlbaum Associates 33 Sass Lehrer M Porter A Wu C 2016 Families Partnerships in practice In M Sass Lehrer Ed Early intervention for deaf and hard of hearing infants toddlers and their families Interdisciplinary perspectives pp 65 103 New York NY Oxford University Press 21 Stinson M S Foster S 2000 Socialization of deaf children and youths in school In P E Spencer C J Erting M Marschark Eds The deaf child in the family and at school Essays in honor of Kathryn P Meadow Orlans pp 191 209 Hillsdale NJ Lawrence Erlbaum Associates 34 Leigh I W Maxwell McCaw D Bat Chava Y Christianson J B 2009 Correlates of psychosocial adjustment in deaf adolescents with and without cochlear implants A preliminary investigation Journal of Deaf Studies and Deaf Education 14 244 289 doi 10 1093 deafed enno38 FNDC 48 Summer 2016 VL2 GALLAUDET EDU May 2016 10 of 12

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NSF SCIENCE OF LEARNING CENTER ON VISUAL LANGUAGE AND VISUAL LEARNING RESEARCH BRIEF NO 11 RAISING THE WHOLE CHILD 35 Oliva G A Lytle L R 2014 Turning the tide Making life better for deaf and hard of hearing schoolchildren Washington DC Gallaudet University Press 36 Wolters N Knoors H Antonius H N Cillessen H N Verhoven L 2012 Impact of peer and teacher relations on deaf early adolescents well being Comparisons before and after a major school transition Journal of Deaf Studies and Deaf Education 17 463 482 doi 10 1093 deafed enso21 37 Dorminy J L 2013 The experiences of non signing deaf and hard of hearing students and their academic and social integration into a primarily signing Deaf university environment Doctoral dissertation University of Maryland College Park MD 38 Keating E Mirus G 2003 Examining interactions across language modalities Deaf children and hearing peers at school Anthropology Education Quarterly 34 2 115 135 39 Oliva G A 2004 Alone in the mainstream A deaf woman remembers public school Washington DC Gallaudet University Press 40 Ramsey C 1997 Deaf Children in Public Schools Placement Content and Consequences Washington DC Gallaudet University Press 41 Hopper M 2011 Positioned as bystanders Deaf students experiences and perceptions of informal learning phenomena Doctoral dissertation University of Rochester Rochester NY 42 Davis J M Elfenbeing J Schum R Bentler R A 1986 Effects of mild and moderate hearing impairments on language education and psychosocial behavior of children Journal of Speech and Hearing Disorders 51 83 62 43 Furstenberg K Doyal G 1994 The relationship between emotional behavioral functioning and personal characteristics on performance outcomes of hearing impaired students American Annuals of the Deaf 139 410 414 44 Dammeyer J 2010 Psychosocial development in a Danish population of children with cochlear implants and deaf and hard of hearing children Journal of Deaf Studies and Deaf Education 15 50 58 doi 10 1093 deafed enp024 45 Reed S Antia S D Kreimeyer K H 2008 Academic status of deaf and hard of hearing students in public schools Student home and service facilitators and detractors Journal of Deaf Studies and Deaf Education 13 485 502 46 Moeller M P 2007 Current state of knowledge Psychosocial development in children with hearing impairment Ear and Hearing 28 729 739 doi 710 1097 UD 1090b1013e318157f318033 47 Oliva G A Lytle L R Hopper M Ostrove J M 2016 From social periphery to social centrality Building social capital for deaf and hard of hearing students in the 21st century In Marschark M Lampropoulou V Skordilis E Eds Diversity in deaf education New York NY Oxford University Press 48 Sekaquaptewa D Thompson M 2002 The differential effects of solo status on members of high and lowstatus groups Personality and Social Psychology Bulletin 28 694 707 49 Thompson M Sekaquaptewa D 2002 When being different is detrimental Solo status and the performance of women and racial minorities Analyses of Social Issues and Public Policy 2 183 203 50 Tatum B D 1997 Why are all the black kids sitting together in the cafeteria And other conversations about race New York NY Basic Books 51 Kluwin T Stinson M 1993 Deaf students in local public high schools Springfield IL Charles C Thomas 52 Ostrove J M Oliva G Katowitz A 2009 Reflections on the K 12 years in public schools Relations with hearing teachers and peers from the perspective of deaf and hard of hearing adults Disability Studies Quarterly 29 3 Retrieved from http www dsq sds org article view 931 1107 53 Stinson M S Whitmire K 1992 Students views of their social relationships In T Kluwin M Gaustad D Moores Eds Toward effective school programs for deaf students pp 149 174 New York NY Teachers College Press 54 Walters L Knoors H 2008 Social integration of deaf children in inclusive settings Journal of Deaf Studies and Deaf Education 13 21 36 55 Bat Chava Y 1994 Group identification and self esteem of deaf adults Personality and Social Psychology Bulletin 20 494 502 56 Bat Chava Y 2000 Diversity of deaf identities American Annals of the Deaf 145 420 428 57 Leigh I 2009 A lens on deaf identities New York NY Oxford University Press 58 Erikson E 1968 Identity Youth and crisis New York NY Norton 59 Solomon A 2012 Far from the tree Parents children and the search for identity New York NY Scribner 60 Kleiber D 1999 Leisure experience and human development A dialectical interpretation New York NY Basic Books 61 Lytle L R Oliva G A Ostrove J M Cassady C 2011 Building resilience in adolescence The influences of individual family school and community perspectives and practices In D H Zand J E Pierce Eds Resilience in deaf children Adaptation through emerging adulthood pp 251 277 New York NY Springer Credits Writers Linda Risser Lytle Ph D Gina A Oliva Ph D Editing and Design Tara Schupner Congdon Consultant Melissa Herzig Ed D VL2 GALLAUDET EDU May 2016 11 of 12 FNDC 49 Summer 2016

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TO CITE THIS BRIEF Visual Language and Visual Learning Science of Learning Center 2016 April Raising the Whole Child Addressing Social Emotional Development in Deaf Children Research Brief No 11 Washington DC Linda Risser Lytle Gina A Oliva FNDC 50 Summer 2016

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FNDC MEMBERSHIP FORM April 1 2016 March 31 2017 35 00 includes newsletters by MAIL update by e mail 10 00 includes newsletters updates by e mail ONLY WHICH TYPE OF MEMBERSHIP Voting Member Parent guardian of deaf hh child Non Voting Member Individual without deaf hh child Note voting members are parents legal guardians of a deaf hh child One vote per family Birth year of your deaf hh child ____ This helps with our program planning If you are unable to pay at this time please just let us know NAME ADDRESS CITY PROVINCE E MAIL TEL CELL POSTAL CODE Check if text only Note to receive FNDC email Please add fndc fndc ca and fndc shaw ca to your safe sender s list You will receive our email information via MAILCHIMP Please add Mailchimp to your safe sender s list too DONATIONS I would like to make a charitable donation of ____________ income tax receipts will be issued for donations over 10 00 Thank you for your continued support Chartiable Registration No 88622 5655 RR 0001 PAYMENT METHOD Visa MasterCard Cheque CHARGE CARD EXPIRY DATE MM YY SIGNATURE TOTAL AUTHORIZED PAYMENT Please make your cheque payable to FNDC Family Network for Deaf Children FNDC Family Network for Deaf Children PO Box 50075 South Slope RPO Burnaby BC V5J 5G3 Phone 604 684 1860 voice message Email fndc fndc ca Website www fndc ca FNDC 51 Summer 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