Return to flip book view


Page 1

Family Network for Deaf Children and our deaf program SPRING Deaf Youth Today Deaf Youth Today Spring Apr 2017 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 Spring is in the air and summer is just around the corner The countdown is on until the end of the school year Watch for our Deaf Youth Today Summer Program brochure coming soon in May Spring is a time of new beginnings but I thought I would write an article about a topic that is generally not often talked about Death and background knowledge for deaf children If this is an emotional topic for you just skip this front page and move into the happy section of our newsletter If you have followed any of my writings over the years you will know that I am passionate about immersing deaf children s minds with tons of language pre teaching or filling them up with background knowledge to enrich life experiences and maximize learning For hearing children access to background information that we take for granted is readily accessible everywhere listening to family members conversations including the whispers we think are private television radio overhead announcements YouTube etc stranger s conversations eg dr s offices movie theatre lineups airport waiting areas For deaf children they may only have some access or often no access until it is explicitly interpreted or taught to them Sadly they miss out on background knowledge and language learning This can lead to significant holes in background information that become even more evident in the teenage years As parents of deaf and hard of hearing children and youth we have a responsibility to ensure our kids have a growing first and second language Giving them access to all the necessary background information allows them to be confident well informed individuals who feel empowered and included Ultimately it s our responsibility as parents and yes it is a lot of work but if we don t do it who will The topic of background knowledge and death is a subject that I am sensitive to I was almost 5 years old when my dad passed away At the time my mom was in shock and deep grief so I was never really told anything Thankfully I overheard conversations had some basic knowledge and was able to put together enough puzzle pieces to understand what was happening The whole experience was quite overwhelming but I often think what if I didn t have that background knowledge As a mom I wanted all my children including my deaf child to be included in family events and emotions Death is one of those topics We don t want to talk about it but it is part of the circle of life Death really is a topic that needs a lot of discussion and pre teaching When a deaf child is faced with the emotions of loss having background knowledge helps them deal with the emotions they don t become overwhelmed with not understanding the concept or get stuck on the millions of logistical questions while others around them are grieving So many questions How do you know someone is dead How does it happen What is a funeral v memorial Cremation Burial Grieving Emotions What to say to loved ones after someone has died The list is endless We have a large extended family so attending funerals of distant relatives was part of our family experience Having our kids attend a memorial service was a time for them to experience loss and ask questions without it being an overly emotional experience for them Years later with the very painful loss of their grandparents our kids were prepared to focus on grief and healing and not get lost in the confusion of basic questions It seemed that our deaf child had many more questions again reminding us of the need to keep her informed with background knowledge that her siblings had through incidental learning and overhearing conversations We had some humorous moments too When Mari was about 8 years old we attended my Uncle George s Memorial service First off Mari had affectionately given him a sign name from the movie George of the Jungle So his sign name was BEAT THE CHEST Well we arrived at the memorial service and at the front of the church was a photo of Uncle George and two urns for ashes one for him and one for his wife who had passed away a few years earlier Mari spotted the cremation urns and jumped up out of the pew pointing and emphatically signing with a lot of facial expression Look Look Uncle George was so fat they couldn t fit him into one urn Even if you didn t know sign language it was very evident what she just said Twitter FNDCandDYT Facebook www facebook com fndc ca

Page 2

A few tips Don t be afraid to talk about death and answer questions Begin with insects birds pets and work your way up to people depending on the maturity level of your child Don t leave this to TV and movies to do your work for you as this can lead to misconceptions lack of emotion and fear For families in rural areas opportunities are all around but for kids living in urban areas you may need to go out of your way to see a dead bird or have a funeral for your pet hamster Our family stopped at the side of road to see a dead beaver I know I know It sounds macabre but it does help with new language questions discussion and a bonding time between parents and kids to talk about facts and emotions that our youth group tour a funeral home to see the process a family may go through from selecting a casket yes we walked through a room with many sample caskets in it seeing the size of a box of cremated remains the costs yes still shocking I was 14 years old and with my friends so we were able to nervously laugh together It helped diffuse some of the fear and mystery We experienced the process without any emotion attached Sounds weird but I chalk that up as one of the best learning experiences of my life Talk about your family values traditions your culture in respect to death If you have a faith experience make sure to share that with your child too For some families death is a finality and for some the afterlife will also be a topic of discussion Hire an interpreter for access and inclusion When close family members passed away we hired an interpreter who stood at the front of the Church For distant relatives we hired an interpreter and sat off to the side where the interpreter could sign discreetly Also don t forget about an interpreter for family gathering time in the home Often this is when memories are shared crying laughing and family bonding takes place Talk about the pragmatics of the funeral experience When I was a teenager I had the unique experience of having a pastor who worked with families during grief He felt that it was important Share emotions Share your journey of family or friends that have passed away How did you feel It s ok to cry and crying can be an important way for your child to see and feel your emotions Well that was a somewhat heavy topic My apologies but I encourage you to fill your children with lots of language and background knowledge and no topic is too tough to avoid Cecelia FNDC 2 Spring 2017

Page 3

More detailed Job descriptions and requirements are posted on our website Apply today at WWW FNDC CA EMPLOYMENT FNDC 3 Spring 2017

Page 4

DEAF YOUTH TODAY DYT Summer Camp 2017 DATE Theme Ages D HH Sibs Coda DYT KIDS DEAF CAMP AT HORNBY ISLAND Ages 8 15 16 18 CIT Deaf HH THEME TBA Ages 5 9 9 12 Deaf HH Sibs Coda SUMMER IMMERSION WITH PDHHS Ages 5 8 9 12 D HH Sibs JUL 31ST AUG 3RD THEME TBA Ages 5 8 9 12 Deaf HH ONE DAY EVENT TEEN EVENT TBA Ages 13 18 D HH Sibs Coda AUGUST 8TH 10TH THEME TBA Ages 5 8 9 14 D HH TEEN DRIVER S PREP WITH PDHHS Ages 15 18 D HH AUGUST 14TH 17TH THEME TBA Ages 5 8 9 12 D HH ONE DAY EVENT TEEN EVENT TBA Ages 13 18 D HH Sibs Coda TH TH JULY 9 13 JULY 17TH 20TH TH JULY 24 27 TH TH AUGUST 8 11 REGISTRATION WILL BE OPEN IN MAY 2017 www fndc ca summerprogram2017 FNDC 4 Spring 2017

Page 5

FUNDING SUPPORT FOR SUMMER 2017 FNDC is seeking sponsorship to provide personal support workers for deaf and hard of hearing children with additional special needs The approximate cost per week is 500 per child to provide the necessary one toone support Last summer we needed almost 25 000 00 to provide one one one workers for deaf and hard of hearing children with additional special unique needs We are hoping you would consider fully or partially supporting a child for one week Our BC Society Registration Number is S 33351 We have been a registered Charity since April 1 1998 and our Federal Registered Charity No is 88622 5655 RR001 Tax receipts will be issued for donations over 20 00 We rely on donations and grants to make our summer accessible and inclusive for all the deaf and hard of hearing children we serve You may donate online at www fndc ca or contact us by email at fndc fndc ca We have donations letters available for you to share with friends family and places of employment that may want to donate FNDC 5 Spring 2017

Page 6

FNDC 6 Spring 2017

Page 7

FAMILY DEAF CAMP 2017 FUNDING Does your family need funding for Family Deaf Camp 2017 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 275 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 and therefore will only be available on a first come first served basis Due to limited funding priority will be given to families who are planning to attend 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 7 Spring 2017

Page 8

What Role did DYT play in my life From the perspective of young deaf adults I grew up in a hearing family in the Okanagan My mom registered me for DYT programs when I was young Now looking back I am very fortunate to have been part of the DYT program Hornby and the CIT program as well This program has taught me so much including the development of my identity confidence language social skills and deaf culture Every time I returned home from Hornby I always wanted to go back because I had so much fun with my deaf peers Many of the people I met through DYT programs and Hornby are my best friends today If it was not for this program not only would I not have met them my parents would not have met other parents of deaf children which was a really important support system for them The DYT staff were all wonderful role models and motivated all of us to go to college and achieve our goals Thanks to DYT Hornby and CIT I am in graduate school today with a few of my friends from Hornby and I am chasing my dreams Bree young deaf adult Social Work Graduate Student When I was a camper and counsellor in training DYT shaped my life DYT taught me who I am as a deaf person and to understand myself as I began learning how to be a leader from the role models that surrounded me at DYT DYT shaped me and inspired me to recognize my value in the community and now I have become a role model to the younger children I m now giving back Amar young deaf adult It is impossible to be part of Deaf Youth Today DYT and leave the same person If someone were to ask me to describe myself I would have to mention DYT It inspired me to be more DYT in my every day life to embrace every zany idea to be more compassionate and to live fully Deaf Youth Today is life concentrated Hornby Island is where we built friendship bonds and trust with all the deaf campers and deaf role models staff The counsellor in training program provided me so much training and experience so I could work for DYT and continue my education and career goals It all starts at Hornby Island with DYT staff and continues throughout the summer Scott young deaf adult now DYT Summer Coordinator I have been a DYT camper and DYT staff and those experiences taught me a lot about teamwork leadership and empowerment In other camps I ve been to I always felt lonely as I tended to not to have friends due to communication The only person I could chat with was my interpreter DYT gave me the chance to be with other kids like me and finally I felt included This changed my life and my understanding of what belonging really means All DYT s staff know sign language so I always had full and clear communication even when I was a young and they caught me doing something sneaky DYT gave me a dream that I could be a staff member one day and be a leader in the community and I did I am so very thankful for DYT Mari young deaf adult ASL Teacher DYT was created to provide a program for the deaf and hard of hearing children youth where they can meet old new friends and learn more about their identity culture and language Turns out that there are many OTHER benefits that come out of this program and one of these was to provide CIT opportunities and jobs for Deaf and hard of hearing youth DYT has really changed my life big time I was able to grow as an individual and build the confidence that I can be a leader too Having the experience in leadership training my perspectives changed and I felt great about myself a lot more More people have recognized my passion in working with children and families My experiences from DYT enabled me to apply what I have learned at university now I am very grateful for the DYT program Julia young deaf adult Early Childhood Education Student FNDC 8 Spring 2017

Page 9

How did DYT shape the life of my deaf child A parent s perspective When we moved to BC in 2010 I was overwhelmed by the Deaf Youth Today DYT program Our daughter was born profoundly deaf and had until that point spent her summer programs with hearing children with little valuable and meaningful communication DYT has offered our daughter an inclusive summer program each year and when she was 10 she was able to attend the Summer Camp on Hornby Island We are a scouting family that values the outdoors and were thrilled to find this opportunity for our deaf daughter She is able to take part in outdoor activities with peers staff and counsellors that are Deaf which is important as she has a shared language with them all as her first language is American Sign Language ASL The team building opportunities and the friendships that are built during the Hornby Island camp are lasting beyond the summer and can be witnessed in my daughter s confidence and friendships each day Our daughter s leadership skills have been developed due to the exceptional Deaf staff that are employed as camp counsellors and have become wonderful role models Last year our daughter was able to volunteer as a Counsellor in training CIT where she worked along DYT staff for 4 weeks During this time she was learning the role of camp leadership and working with children who are Deaf hard of hearing or have additional needs under the advisement of experienced staff This experience led to employment as a babysitter and a mom s helper with the deaf children during this last year and she is excited to apply to work at the DYT program this summer DYT offers our daughter the same life experiences and lessons as her hearing peers without the barrier of language Our daughter has grown in confidence leadership and through the CIT training last year she is ready to work with young deaf children and is currently considering this as a career The DYT experience as a camper and then as a CIT has been life changing for our daughter Without the funding that subsidizes DYT Hornby Kids Deaf Camp I know that our daughter would not have been able to attend each year as we have 2 other children and could not have afforded to send her each year I hope that the Hornby Island kids camp can continue for the younger children who I am sure will keep coming back each year until they are in the CIT program and then later staff Karen parent of a deaf high school student It would be hard to imagine what my son s life would have been like without his DYT experiences I would even venture to say that he would not be where he is today without it He began as a DYT camper then graduated to a CIT and finally reached his goal of becoming a DYT leader Through all of his years at DYT he has gained confidence encouragement a greater depth of understanding of ASL and valuable job skills The greatest gift that DYT has given him is the lifelong friendships that found their beginning sitting around the campfire on Hornby Island The best way that I can describe his DYT experience is by using a gas tank analogy Particularly when JC was in a mainstreamed setting in high school he felt isolated different and disconnected from deep friendship By the time June rolled around his tank would be empty He needed to connect with friends He needed full communication access to typical youth activities He needed time with deaf role models Essentially he needed to reaffirm his value as a deaf person The summer DYT programs especially the DYT Hornby Kids Deaf Camp would refill his tank When I would see him off at the ferry to head to camp he would be running on empty At the end of his week when I would join him for family camp on Hornby his tank once again full He was a different kid Shear happiness emanated from him DYT got him through all of the tough times in school that many deaf children face As he got older it helped to develop his work ethic and skills I believe that it gave him the confidence to work hard so that he could go to Gallaudet University He recently graduated with a business degree alongside his three of his fellow graduates whom he had met many years ago at DYT Nicki parent of young deaf adult FNDC 9 Spring 2017

Page 10

BCDSF Drop in SPORTS BCSD South Gym 5455 Rumble St Burnaby BC Thursdays May 4 June 15 2017 6 30 PM 8 00 PM Free for Members More info email BCDSF at info bcdeafsports bc ca FNDC 10 Spring 2017

Page 11

Burnaby Public Library in partnership with Family and Community Services and Provincial Deaf and Hard of Hearing Services at the Ministry of Children and Family Development FAMILY STORYTIME IN SIGN LANGUAGE AND ENGLISH Join a Deaf storyteller and a children s librarian for stories songs rhymes and crafts presented in both American Sign Language and English Interpreters will be present Free drop in for children of all ages and abilities together with a parent or caregiver THREE SATURDAYS 3 00 4 00 pm March 25 April 22 May 27 TOMMY DOUGLAS LIBRARY 7311 KINGSWAY 604 522 3971 Tommy Douglas Library is on the north side of Kingsway just west of Edmonds Street Take the Millennium or Expo line to Edmonds station or take the 106 112 or 129 bus Free parking underground enter off Arcola Street which is off Walker Avenue For more information e mail Randi at the library Randi Robin bpl bc ca or Roger Chan at Family and Community Services Roger Chan gov bc ca Follow us Burnaby Public Library www bpl bc ca kids facebook com burnabypubliclibrary burnabypl FNDC 11 Spring 2017

Page 12

Inclusive Outdoor Games for Deaf Children FNDC editor s note This article is from Britain Some of the suggestions are aimed at auditory verbal children but can easily be adapted for signing deaf children Posted at www pentagonplay co uk news and info inclusive outdoor games for deaf children Deaf children have the potential to attain and achieve the same as any other child given the right level of support Most teaching and learning all the way through the stages from EYFS KS1 to KS2 takes place through the main senses of sight and sound This presents deaf children with particular challenges Just as no two children are the same there is a considerable variation in the levels and types of childhood deafness Children who are deaf may have a permanent mild moderate severe or profound hearing loss in one or both ears or a temporary loss of hearing such as glue ear They have a diverse range of needs including the amount and type of learning support that they need an understanding of the ways in which they prefer to communicate and the type of hearing technology they use if any Whatever the level of deafness it is essential that deaf children have access to and opportunities for outdoor play and activities for the same reasons that children with full hearing need to get moving outside Regular physical activity and physical fitness are especially important in maintaining the health and well being of children of all ages and all abilities Several studies have shown that deaf children are more likely to have difficulties with balance than their peers who have full hearing There can be several causes to balance disorders and a balance disorder isn t always associated with hearing loss However some balance problems occur when the balance system in the inner ear does not work properly vestibular hypofunction Examples include balance disorders caused by glue ear congenital sensorineural hearing loss or an enlarged vestibular aqueduct the tiny bony canal that extends from the inner ear towards the brain With vestibular hypofunction the development of a child s balance function may be delayed so that a baby or young child can take longer to reach developmental milestones such as sitting unsupported or walking An older child may find some activities such as learning to ride a bike or scooter more difficult A balance disorder will usually have an effect on motor performance especially in dynamic and sporting situations However because physical activities are so important for a child s development good health and well being a balance problem cannot be allowed to stop a child from getting involved with and being allowed to take part in physical outdoor activities On the contrary there are many great outdoor activities that can help a child to improve balance and motor skills focusing on learning balancing techniques and improving strength and body awareness FNDC 12 Spring 2017

Page 13

When teaching deaf children outdoor games and activities good communication is absolutely key A child s safety and ability to learn and participate properly will depend on their understanding of the information and instructions given to them Effective communication is at the heart of all learning and is essential for the proper social and emotional as well as physical development of all children Even a mild hearing loss can result in significant communication difficulties and misunderstandings Here are some ways in which you can make sure that deaf children can participate fully in outdoor games in your school and some activities to help them improve their balance Before you run outside here s how to communicate clearly and effectively during outdoor activities Deaf children are usually already effective at meeting their own communication needs Some children may have some hearing which is supplemented by hearing aids Others may have no functional hearing and may rely entirely on signing such as Makaton or lip reading or a combination of the two Before your outdoor activities begin explain to other children in your class group that a deaf child is present and able to communicate Show the group what to do to communicate with each other encourage them to work together as a group and make sure everyone in the group understands Teaching can sometimes be tricky outdoors as in general children will be running around having fun and not aware that they need to be paying attention to instructions Here are some things that you can do to ensure proper communication where there are deaf children in the group Make sure that you have the full attention of all of the children before you start talking and giving instructions Then speak clearly and at your normal pace If you speak slowly or exaggerate your mouth movements it will be harder for a deaf child who is used to lip reading to understand you Shouting and whispering will also make mouth patterns harder to follow Always make sure that a deaf child can see your face and lips when speaking Never put something in front of your face or talk with your back to the group as a child who is lip reading will lose their communication with you as if you had just stopped talking This is easily done when teachers need to turn away to pick up a piece of equipment If you have to do this pause and only continue speaking when you are back in the line of sight of the deaf child Do not stand with your back to a light source while you are communicating as a glaring light or a shadow cast across your face can obstruct a deaf child s view Outdoors it is important to remember the range at which a child with partial hearing or hearing technology can hear you effectively and to try to stay within those boundaries where it is practical to do so You can prepare a deaf child for what is expected of them in terms of following instructions and show them visual signs as you explain instructions You can set up a stop look strategy which combines visual and audible signals This could be something like waving a coloured flag and calling out an instruction to freeze Give all the children a chance to practice this so that it becomes an instinctive reaction for them to stop stand still and look at you when the flag goes up In a similar way to the stop look strategy establish an emergency signal such as a specific coloured flag which you can wave to signal that the group needs to stop and assemble at a designated place when you need to deal with an emergency situation such as an injury FNDC 13 Spring 2017

Page 14

Sometimes it can work to pair a deaf child with a hearing buddy who the deaf child can watch to see when an instruction has changed and who can be responsible for helping a deaf child to notice a new instruction This can be beneficial for both children as the buddy learns new ways of communicating and social and emotional responsibility Establish a predictable pattern of activity when you take your children outside so that they all become used to the routine of an outdoor games session for example where to gather at the start and end some warm up exercises where to gather for a drink of water etc This saves a deaf child having to follow varied routines all the time and gives them freedom to anticipate activities themselves Involve a deaf child s hearing peers and have a go at teaching the whole class some key Makaton signs or similar signs that the deaf child is used to using relevant to outdoor games This will allow them to work better as a group be more inclusive and teach them some important and relevant communication skills Encourage hearing children in the class to follow the same principles that you are using yourself to communicate with a deaf child Install a Mark Making Panel such as a Chalkboard on a playground wall so that you or the children can easily and quickly write down words or symbols that might help explain what you or they are trying to communicate Consider some adaptations to improve the listening environment for example by reducing background noise Background noise can be very distracting and make it harder for a child with partial hearing or hearing technology to hear particularly if background noise is louder than the speaker and this is often the case when teaching energetic children outside Where feasible try to hold your outdoor activity sessions away from areas where there is noise from traffic Consider softer playground surfaces that absorb sound rather than bounce sound as an alternative to tarmac Playbond is a great playground surface that is more sound and impact absorbing and better at protecting children with balance problems who are more likely to fall from accidents and injuries Have a look at some of our Playground Surfacing for ideas In the Balance great outdoor activities to help deaf children work on their balance Balance is an important skill to help all children progress with their gross motor skills physical fitness and general activities of everyday life Good balance allows a child to participate in outdoor games and physical activities with greater success With better balance and coordination there is a smaller chance that a child will stumble and suffer injury as he or she will have better postural responses when they are needed such avoiding a trip or putting their hands out to protect themselves from a fall If a child can develop better and more controlled body movement which reduces the amount of energy required to perform a task they will be less likely to suffer from fatigue Deaf children who have simultaneous balance problems need extra encouragement and support to help them improve their balance where they can and or improve their strength and body awareness There are some brilliant outdoor activities for children that can achieve just this Here are some ideas to work on both static and dynamic balance just remember good communication Be aware of a deaf child s specific needs and level of support required As with any child if they need it hold their hand for any or all of these activities until they feel confident enough to try it alone FNDC 14 Spring 2017

Page 15

Jumping along a Hopscotch or similar Playground Markings requires a child to change movement patterns quickly Sitting kneeling or standing on a platform swing or suspended ladder requires varying degrees of balance When swinging equipment moves in unexpected ways it forces the body s trunk to do more work and improves core strength Moving over unstable surfaces such as moving bridges or just simply beanbags on the floor mean the trunk has to do more work to keep upright Walking over balance beams rubber tyres and stepping stones or logs with big jumps will really challenge a child s balance as well as allowing them to have a lot of fun travelling across the playground in new ways If this is too adventurous start off by marking a line across the ground with chalk to make a pretend balance beam that is flush with the ground This will help to reduce the fear or risk of falling until the child is ready to progress onto a balance beam Group games such as football netball cricket and rounders work well for everyone and particularly for deaf children as they have clearly defined rules Staying in position to catch hit kick or throw a ball all requires balance Grab a bat and a ball and have some fun Riding a bike trike or scooter and navigating across a playground require a child to make frequent changes to their posture to maintain balance Stand on top of a bosu ball balance board or a stool on one leg This is challenge in itself but can you jump and down Before attempting this try standing with one foot on the ground while the other foot is resting on the stool ball or balance board in front You can then progress to standing on one leg or up on a higher level If this becomes too easy try catching and throwing a ball to friends at the same time Have some fun on a trampoline Jumping up and down without falling will work on balance and body strength and it s a great aerobic activity too Try standing on just one leg To make it even harder ask someone else to jump on the trampoline while trying to keep balanced Trampolines are brilliant because if you do take a tumble it s a gentle landing Once you have mastered doing all of the above have a go with your eyes closed Balancing with your eyes closed is much harder than with them open You can be creative and change the level of difficulty of all of these activities as your children progress and learn to use their muscles properly to adapt to changes in movement and environment Ensuring that children are well supervised and supported throughout all of these activities is very important to reduce the risk of injury Use mats or safety surfacing where there is a risk of falling As children gradually build their confidence they will be able to carry out the activities with greater ease We have some great playground products to help children work on their balance FNDC 15 Spring 2017

Page 16

FNDC 16 Spring 2017

Page 17

The Greater Vancouver Association of the Deaf T9 1 1 Service for the Deaf T9 1 1 provides 9 1 1 call centres and or emergency services with the ability to communicate with a Deaf person during an emergency using wireless text messaging SMS A deaf person who wants to use the service must register for it with their wireless service provider A compatible handset is required for this service This can be verified with the Deaf person s wireless service provider When the Deaf persons requires 9 1 1 services they dial 9 1 1 on their cell phone There is no need for them to use voice as the 9 1 1 call taker will receive an indicator that tells them to communicate with the caller via text messaging The 9 1 1 call taker then initiates text messaging with the caller to address the emergency Generally a voice plan is NOT required to call 9 1 1 However you will need to have a valid text messaging plan in order to use the T91 1 service Please consult your service provider s Web site for information about their wireless service plans For more info see this link http textwith911 ca how to make a t9 1 1 call You may also be interested in two NEW How to Make a 9 1 1 Call videos that were just uploaded recently https www youtube com watch v w6LSvPc8jLM 2 09 min And the ASL version https www youtube com watch v 7bLXcbS_mHw ASL 4 02 min If you are interested in registering for the T9 1 1 service you can register online at http textwith911 ca registration For assistance please contact us by emailing at gvadoffice gmail com Hope this helps FNDC 17 Spring 2017

Page 18

New Online Storytelling Program First of its kind in Canada a s l ASL RAPP rogram Parents P Reading And E N I L N O ks for Families A learning resource to help increase opportunities for family communication and family connection strengthening the bond between parents and children Designed to support ASL English language development in children aged 1 to 10 who are Deaf hard of hearing or non verbal Pac Online RAPP Packs include Online ASL Storybook Video Reading and Language Tips for Parents Arts and Crafts Printable Template BROUGHT TO YOU BY FNDC 18 Spring 2017 Initial Release of 10 Titles Subscribe and receive a new ASL RAPP Pack every month www aslrapp org

Page 19

What are people saying about ASL RAPP We are the parents of a hard of hearing 6 year old girl who relies on American Sign Language to communicate We are very pleased to express our strong support for the ASL RAPP program an invaluable resource for those with Deaf and hard of hearing children The RAPP program provides structured ASL learning and guidance from ASL experts This combined with the high quality tip sheets provides an excellent opportunity to connect with our daughter through her mother tongue and allows us to enhance our ASL skills on an ongoing basis This ultimately creates opportunities for us to learn how to better understand and communicate with our child Erin and Derek Meester 2015 I have a 4 year old Deaf granddaughter and 7 hearing grandchildren The RAPP program has helped me become more comfortable signing and has given me a fun way to share a reading experience that includes both Deaf and hearing grandchildren This program is giving me more confidence as I am still a novice signer I love this program and my grandchildren all enjoy the stories and learning experience Dawn Adams 2015 We help build your connection There is a critical shortage of resources in ASL for families that wish to develop their ASL skills and improve communication and engagement in their homes The ASL RAPP project showcases renowned Deaf ASL storytellers and introduces families to Deaf adults ASL ASL literature and child parent activities We are excited about ALSO upscaling the ASL RAPP project and reaching out to families and programs across Ontario and we congratulate the Ontario Trillium Foundation for its support of this project Kelly MacKenzie Executive Director Silent Voice Canada Inc 2015 The ASL RAPP project is highly beneficial to our community as it contributes to family literacy supporting school readiness for the child and language literacy development for the family as a whole It also serves to enhance the parent child relationship something parents of children who are Deaf or hard of hearing especially long for as often communication is a challenge Belinda Lanning Interim Board Chair of Ontario Hands Voices 2014 www aslrapp org Heartwood House 404 McArthur Ave Ottawa ON K1K 1G8 Phone 613 233 8660 Email kim also ottawa org Web www also ottawa org FNDC 19 Spring 2017

Page 20

ASL Learning Resource Available beginning October 25 2016 asl ASL RAPP Reading And Parents Program Every child loves a story ASL RAPP Packs L English Designed to support AS in children language development af hard of aged 3 to 10 who are De layed hearing or language de increase A learning resource to unication opportunities for comm gthening the and connections stren d children bond between adults an ains Each ASL RAPP Pack cont Storybook ASL Storybook DVD ge Tip Sheet Reading and Langua Craft Instructions 30 www aslrapp org FNDC 20 Spring 2017 om titles to choose fr dividually Order ASL RAPP Packs in ndles bu or SAVE by ordering in

Page 21

What are other organizations saying about ASL RAPP I have been encouraging several of the families I work with to attend the ASL RAPP sessions at ALSO Over this past year I have also had the pleasure of participating in many of the RAPP sessions During the ASL storytelling I have observed parents learning new ASL signs and becoming more confident in signing stories to their children The parents have been able to use the RAPP packs to practise signing the stories at home using the DVDs for reference They have also been able to use the crafts and tip sheets to extend the literacy experiences through creative activities with their children So far the RAPP sessions have been accessible to mainly families in the Ottawa area but there are Deaf and hard of hearing children and their families throughout Ontario who would benefit from having access to this wonderful literacy resource It is exciting that ALSO is able to upscale the ASL RAPP project thus reaching these families I will definitely be recommending the ASL packs and web portal to my colleagues in the Provincial Schools Branch We at the Bob Rumball Centre for the Deaf fully support ALSO s ASL RAPP program We are confident that this program will complement the services we offer and would be very interested in purchasing the ASL RAPP packs participating in information sessions and providing information to our families about membership on the web portal Cathy McKibbin Director of Educational Services The Bob Rumball Centre for the Deaf 2015 Deaf Durham Services is a nonprofit organization that offers services and educational programs to promote self reliance within the Deaf deafened and hard of hearing community Our aim is to promote integration of the two communities Deaf and hearing and prevent feelings of separation and isolation I feel the ASL RAPP program would benefit the families involved with our Family Communication Program and be a great resource to use Yvonne Brown Executive Director Deaf Durham Services 2015 Janet Naismith Preschool Home Visiting Teacher Sir James Whitney School for the Deaf 2015 As a parent of a child who is Deaf and as the Interim Board Chair of Ontario Hands Voices I view the ASL RAPP project as a wonderful resource for parents and children Our daughter and I attended the ASL RAPP pilot project I found it to be valuable in many ways the development of the children s literacy skills in both English and American Sign Language ASL an opportunity to socialize and network with other parents and children the chance to create and expand on what we ve read and learned via crafts games at each session the opportunity to review via take home materials and activities The ASL RAPP project is highly beneficial to our community as it contributes to family literacy supporting school readiness for the child and language literacy development for the family as a whole It also serves to enhance the parentchild relationship something parents of children who are Deaf or hard of hearing especially long for as often communication is a challenge Belinda Lanning Interim Board Chair of Ontario Hands Voices 2014 ALSO is a safe and caring community learning centre serving adults and families ALSO has been providing free adult and family literacy services in downtown Ottawa for over 30 years Working with both English stream and Deaf stream learners we offer literacy skill upgrading to assist students reach their goals of obtaining work training and further education We are a registered charity and proud to provide guidance and support enabling learners to strengthen literacy numeracy and employability skills www aslrapp org Heartwood House 404 McArthur Ave Ottawa ON K1K 1G8 Phone 613 233 8660 Email kim also ottawa org Web www also ottawa org FNDC 21 Spring 2017

Page 22

How Being Deaf Made the Difference in Space Research From the Smithsonian Museum of Air and Space At https airandspace si edu stories editorial how being deaf made difference space research In the late 1950s researchers faced many unknowns about the effects of space travel on the human body How would motion sickness impact the ability of astronauts to function and survive To better understand and manage potential dangers they looked to the Deaf community The U S Naval School of Aviation Medicine and the newly formed National Aeronautics and Space Administration NASA recruited deaf people for weightlessness balance and motion sickness experiments Researchers selected test subjects that met specific criteria All but one of the selected test subjects became deaf from spinal meningitis which impacted their inner ear physiology This meant they could endure motion and gravitational forces that make most people nauseous The ability to withstand intense movement turned the so called labyrinthine defect into a valuable research asset no matter the test of equilibrium the deaf participants simply never got sick In the late 1950s the U S Naval School of Aviation Medicine and the newly formed National Aeronautics and Space Administration NASA recruited deaf people for weightlessness balance and motion sickness experiments FNDC 22 Spring 2017

Page 23

From 1958 to 1968 11 deaf men joined the research effort led by Dr Ashton Graybiel from the U S Navy Other deaf people including one woman briefly joined the study The core group was known as the Gallaudet Eleven because they came from Gallaudet University in Washington DC a university dedicated the education of students who are deaf The group participated when called upon and remained involved in the research for many years On April 11 2017 Gallaudet University will open Deaf Difference Space Survival an exhibition that shares their story The exhibition is a collaboration between Gallaudet University s students and staff the University s museum and five of the original Gallaudet Eleven participants The Gallaudet Eleven provided an opportunity for researchers to observe how the human body and mind functions in extreme conditions Experiments included whirling in water filled tubs spinning in centrifuges while bolted into body casts and tipping in contraptions that held their heads steady while cameras snapped ocular photographs Weightlessness flights each with multiple zerogravity episodes tested body orientation and gravitational cues Counter rolling of the eyes or lack thereof was documented during several aerial maneuvers to record individual responses to weightlessness Researchers measured test responses in every conceivable way Blood and urine tests along with blood pressure recordings and heart monitors measured physical reaction to motion and gravitational force Photographs tracked eye movements Leveling devices set and reset during rolling and tipping showed the perceived horizon Deaf participants also documented their sensations and shared perspectives with the research team For 12 days four of the test subjects lived in a circular room rotating at 10 revolutions per minute They performed hours of physical and cognitive tests per day and at night slept with their heads to the center of the circular room like spokes on a wheel The rotation room 6 meters 20 feet in diameter had a full complement of test equipment and the necessities for living a sink refrigerator stove shower and toilet The room stopped its revolutions only for delivery of supplies and for Navy researchers to enter in the morning and exit in the evening Tests measured the men s ability to retain and record sequences of numbers as well as perform dexterity and balance exercises while spinning FNDC 23 Spring 2017

Page 24

A few of the Gallaudet Eleven performed even more surprising tasks One for instance rode the Empire State Building express elevator up and down continuously for hours to see how it might affect balance Another had to draw his own blood while spinning in a centrifuge pod A third wrote his signature over and over as air was removed from the sealed testing room he received oxygen when his scribbles became illegible Several rode through a violent storm with 40 knot winds on the icy North Atlantic It was a tumultuous voyage and ironically experiments on board had to be cancelled because the research staff became motion sick The deaf men were unaffected and played cards Enjoying the heave and sway of the ship they watched a porthole as stars outside appeared to jump up and down left and right in the night sky We were different in a way they needed Harry Larson one of the research participants explained We were different in a way they needed Indeed their difference made it possible for researchers to explore human reactions to weightless environments and extreme motion and to better understand the complexity of entangled human sensory systems With a spirit of adventure and sense of patriotic duty the Gallaudet Eleven endured physically cognitively and psychologically challenging tests that most people could not Their participation has been a source of great personal pride a unique contribution they could make because of not in spite of a physical trait Now the public can share in their story of dedication and difference The Gallaudet Eleven Harold Domich Robert Greenmun Barron Gulak Raymond Harper Jerald Jordan Harry Larson David Myers Donald Peterson Raymond Piper Alvin Steele John Zakutney Other deaf people known to have participated for brief studies Pauline Register Hicks James Bischer All images courtesy of Gallaudet University Archives collections of Jerald Jordan Barron Gulak David Myers Harry Larson This guest post comes from Jean Lindquist Bergey associate director of the Drs John S Betty J Schuchman Deaf Documentary Center and curatorial advisor for the exhibition Deaf Difference Space Survival at Gallaudet University FNDC 24 Spring 2017

Page 25

FNDC 25 Spring 2017

Page 26

The Sounds of Silence Those without sound respond to vibrations the motion of lips and the dance of expressive hands from Harvard Medical School at https hms harvard edu news harvard medicine sounds silence by Sanjay Gulati About the author Sanjay Gulati MD is a child psychiatrist who works at Cambridge hospital and Boston Children s Hospitals The son of two physicians he grew up in a medical environment where cure of medical disease was the only goal Experience in the disability community however offers an alternate way to look at pathology Deafness for example can be experienced as a mode of human existence just as valid as being hearing Dr Gulati s research interest is in one type of deafness which unquestionably is experienced as disability deaf people who were never exposed to adequate language signed or spoken to develop fluency The needs of this population are rarely recognized All too often in fact medical and educational practises worsen their language deprivation rather than ameliorating it Before becoming deaf himself Dr Gulati intended to be a physicist The experience of hearing loss pushed him to look inwards at the subjective world leading him to an interest in psychiatry He attended medical school in Virginia residency in New York and child psychiatry fellowship at Cambridge hospital where he founded the Deaf Service in 1994 This clinic has since provided 20 000 communication and culturally accessible patient visits Since 1993 he has also been a member of the multidisciplinary team at Boston Children s Hospital s deaf and hard of hearing program in the department of Otolaryngology and communication enhancement which provides educational placement of valuations for deaf children Modern neurobiology suggests that the human senses are more numerous than the five Aristotle identified They are also less distinct they overlap and intertwine Lip readers like me for example experience seeing as hearing My mind creates a voice for everyone I meet I once heard the high melodic voice of a woman until I realized that she was actually male and the voice I had imagined dropped an octave On another occasion I finally caught the word London on the lips of a young scientist with whom I had been struggling to converse The word triggered a mental filtering when I reassigned him a British accent and diction he was instantly audible I came to lip reading relatively late I began losing my hearing in late childhood by early adulthood I was deaf And although my musical training has stayed with me I can play a symphony in my head or a fugue on the piano my perception of physical linguistic and social space has changed remarkably Perception of body language for example has replaced perception of intonation And an acute awareness of vibrations has replaced hearing through walls We all respond to the feel of sound Deaf people sometimes hold balloons while dancing at parties as the light vibrations of the balloons transmit the music s bass line and beat Physical vibrations in fact can often be heard Aspirated consonants produce an audible puff of air the p in spot for example as compared with that in stop Remarkably a puff of air felt on the back of the hand can make listeners perceive an unaspirated consonant as aspirated At the same time what I see can change what I think I hear I learned American Sign Language as an adult so my mind still gives lip reading priority over signing I can be blind to perfectly clear sign language when I see a different word on a speaker s lips The more readily I can predict a speaker s words of course the better I will hear them Paper or plastic is easy to catch at the cash register The frustrating corollary is that the most interesting information is always the most difficult to hear I ll hear a joke but miss its punch line Despite these new perceptions I still compose a soundtrack for life imagining footfalls a teakettle s whistle even road noises while driving FNDC 26 Spring 2017

Page 27

Listening to Reason Real hearing exists on a continuum from the supernormal hearing of many children and musicians through the many degrees of hearing impairment and deafness to the rare cases in which hearing is entirely absent While a deaf person s broken ears can seem tragic to hearing people a nonsigning person s inexpressive hands can seem just as lamentable to signers For hearing people the acquisition of language is effortless and its ongoing use largely unconscious As a result a dividing line seems to fall somewhere at the level of being able to use the telephone and to make dinner table conversation those with hearing above that line are often unkind to those with hearing below That attitude can sometimes soften I serve as a consultant psychiatrist to the American School for the Deaf In its surrounding community of West Hartford Connecticut the culture has shifted toward inclusivity Instead of floundering in discomfort local restaurant and store employees communicate flexibly with deaf customers writing on tablecloths engaging in rudimentary sign language and accepting some awkwardness There the deaf person feels invited to belong to society Disability does not inhere within the body after all it is created equally by physical status and societal response Marginalization within society is a potential loss for people without hearing yet some deaf people experience a deficit even more profound The most disturbing symptom among the deaf patients in my psychiatric practice and the focus of my research is language dysfluency caused by language deprivation Children learn sign languages early as they do spoken ones with a nearly complete comprehension of grammar by age three Those not exposed to usable language by the age of four will never learn any language fluently And a child with no exposure by seven or eight will acquire a form of mental retardation Sound is not language We know little about how our innate capacity for language allows us to transform into linguistic beings Even when hearing aids or cochlear implants provide some sound children may fail to master a language They can be deprived of language when early intervention services are skimpy when educational methods fail or when grieving parents cannot bring themselves to learn sign language Whatever the reason the result is heartbreaking A young deaf man who had not been exposed to sign language until age nine once signed to me That in a you know people me deaf same want want that you know stay family love lost communication fail Straining my interpreter and I guessed that he was saying that for ease of communication he would rather live in a group home with other deaf people than with his family whom he loved Nonsigning observers might mistakenly believe that he was signing fluently Psychiatrists unfamiliar with language deprivation might misdiagnose him as psychotic or cognitively impaired His lack of language had shattered his life In less severe cases language deprivation results in diminished fluency Deaf adolescents may sign like children and their achievements as adults may be vastly compromised Language deprivation also correlates dramatically with aggression and self injury Deprived children may lash out when they can neither communicate their feelings in words nor manage those feelings internally through language Lending an Ear I had loved music and spoken language so much while growing up that I could never have predicted how I would feel about deafness But my experience confirms what linguists have found that sign languages often the most natural forms of communication for deaf people are the equals of spoken My experience also confirms what disability advocates contend that health and happiness are not the same The hard of hearing me cranked my hearing aids to full volume trained my eyes on the speaker s mouth and gamely guessed at the words The deaf me has shed hearing devices experiences an expanded peripheral vision and reads the light and joyous dance of signing hands There are many ways to hear One can hear a singer s voice pure and soaring in an auditorium One can hear a speaker s animated mouth Or one can hear a signer s blessedly evocative hands Metaphorically hearing is about attending to and understanding one another Those with sound still have much to learn about listening to the deaf Sanjay Gulati MD is an HMS instructor in psychiatry He serves as a child psychiatrist for both the Deaf and Hard of Hearing Service at the Cambridge Health Alliance and the Deaf and Hard of Hearing Program at Children s Hospital Boston FNDC 27 Spring 2017

Page 28

Dr Deborah Chen Pichler from Gallaudet University is looking for FAMILIES and ASL teachers to participate in a study Hello We are sign language researchers studying how hearing people learn ASL as a second language We know that exposure to ASL in the home by signing parents dramatically enhances deaf children s chances of developing linguistic and cognitive skills on time so this is the major motivation behind our project Many early intervention programs recognize that typical college ASL curricula are not necessarily appropriate for what parents of young children need to learn yet there is no standard family ASL curriculum currently available There is also very little research documenting the many creative ways early intervention groups use for teaching ASL to hearing parents or the success of these methods As a first step to addressing these gaps we are interviewing hearing parents with deaf children and ASL instructors who work with these families Interviews are informal with a flexible structure focusing on your personal experiences and observations including questions like the following for parents What made you decide to learn ASL What aspects of the language have you found the most intuitive or the most difficult to learn How do you use ASL at home for ASL instructors What type of ASL materials do you use to teach ASL to hearing parents of deaf children and what works best In what way are hearing parents different from typical college aged hearing ASL learners Interviews can be by video chat or in person depending on your location and will be filmed if you give permission Each participating family or ASL instructor will receive 20 as compensation for your time After the interview you will be invited to optionally participate in additional activities related to this project to be scheduled and compensated separately If you are interested or would like to ask us more about this project please contact Dr Deborah Chen Pichler at deborah pichler gallaudet edu We look forward to hearing from you FNDC 28 Spring 2017

Page 29

25 celebs with hearing disabilities Posted online at http www mid day com articles world hearing day 25 celebshearing disabilities halle berry william shatner rob lowe news 18044164 Note This article was edited by FNDC to only include the celebrity status and hearing loss info Here s a list of 25 famous people who have not only coped with hearing loss in their lives but excelled in their fields Hopefully these people will inspire you teach you that hearing loss or any other impairment should not hold you back 1 Helen Keller Helen Adams Keller was an American author political activist and lecturer She was the first deaf blind person to earn a bachelor of arts degree Helen proved to the world that deaf people could all learn to communicate and that they could survive in the hearing world She also taught that deaf people are capable of doing things that hearing people can do She is one of the most famous deaf people in history and she is an idol to many deaf people in the world 2 Rush Limbaugh Rush Hudson Limbaugh III is an American entertainer radio talk show host writer and conservative political commentator In late 2001 he acknowledged that he had gone almost completely deaf although he continued his show He was able to regain much of his hearing with the help of a cochlear implant in 2001 3 Marlee Matlin Marlee Beth Matlin is an American actress She won the Academy Award for Best Actress in a Leading Role for Children of a Lesser God 1986 and is the only deaf performer to win the award Her work in film and television has resulted in a Golden Globe award with two additional nominations and four Emmy nominations Deaf since she was 18 months old due to illness and high fevers she is also a prominent member of the National Association of the Deaf 4 Bill Clinton William Jefferson Bill Clinton was the 42nd President of the United States from 1993 to 2001 In October 1997 he announced he was getting hearing aids due to hearing loss attributed to his age and his time spent as a musician in his youth 5 Lou Ferrigno Lou Ferrigno with Sahil Khan Louis Jude Lou Ferrigno is an American actor fitness trainer and retired professional bodybuilder As an actor he is best known for his title role in the television series The Incredible Hulk Soon after he was born Ferrigno says he believes he suffered a series of ear infections and lost 75 to 80 of his hearing though his condition was not diagnosed until he was three years old Hearing loss caused Ferrigno to be bullied by peers during his childhood 6 Holly Hunter Holly Hunter is an American actress and producer For her performance as Ada McGrath in the 1993 film The Piano she won the Academy Award for Best Actress She suffered from mumps as a child and lost hearing in her left ear But she hasn t let being deaf hold her back In fact in an interview she attributed some of her success as an actor to her impairment FNDC 29 Spring 2017

Page 30

7 Rob Lowe Robert Hepler Rob Lowe is an American actor The actor has been completely deaf in his right ear due to an undiagnosed case of the mumps when he was an infant 8 Ludwig van Beethoven Ludwig van Beethoven was a German composer and pianist By his late 20s his hearing began to deteriorate and by the last decade of his life he was almost completely deaf In 1811 he gave up conducting and performing in public but continued to compose many of his most admired works come from these last 15 years of his life 9 Danny Elfman Daniel Robert Danny Elfman is an American composer singer songwriter and record producer In an interview Elfman had stated that he had significant and irreversible hearing damage as a result of his continuous exposure to the high noise levels involved in performing in a rock band 10 Pete Townshend Peter Dennis Blandford Pete Townshend born 19 May 1945 is an English musician singer songwriter and multiinstrumentalist best known as the lead guitarist backing vocalist and main songwriter for the rock band The Who Townshend has hearing loss and tinnitus in both ears believed to be because of the loud noise exposure from performing at concerts and wearing earphones in the music studio while recording 11 William Shatner William Shatner and Leonard Nimoy as Captain James T Kirk and Mr Spock respectively from Star Trek Pic YouTube William Shatner is a Canadian actor author producer and director In his seven decades of television Shatner suffers from tinnitus which he has speculated might be the result of a pyrotechnical accident on set while shooting the Star Trek episode Arena 12 Halle Berry Halle Maria Berry is an American actress film producer and former fashion model The actress has an 80 hearing loss in her left ear caused by being hit in the head by her boyfriend 13 Thomas Edison Thomas Alva Edison was an American inventor and businessman who has been described as America s greatest inventor He developed many devices that greatly influenced life around the world including the phonograph the motion picture camera and the long lasting practical electric light bulb Edison developed hearing problems at an early age The cause of his deafness has been attributed to a bout of scarlet fever during childhood and recurring untreated middle ear infections Around the middle of his career Edison attributed the hearing impairment to being struck on the ears by a train conductor when his chemical laboratory in a boxcar caught fire and he was thrown off the train in Smiths Creek Michigan along with his apparatus and chemicals In his later years he modified the story to say the injury occurred when the conductor in helping him onto a moving train lifted him by the ears 14 Eric Clapton Eric Patrick Clapton CBE is an English rock and blues guitarist singer and songwriter The musician developed hearing loss and tinnitus in both ears as a result of years of performing at concerts 15 Leslie Nielsen Leslie William Nielsen was a Canadian actor comedian and producer Nielsen was legally deaf and wore hearing aids for most of his life FNDC 30 Spring 2017

Page 31

16 Jane Lynch Jane Marie Lynch is an American actress singer and comedian She is best known as Sue Sylvester on Glee The Glee star is deaf in her right ear While her impairment was most probably the result of a high fever as a baby she realised she s deaf in one ear only when she was seven years old 17 will i am William James Adams born March 15 1975 known professionally as will i am pronounced will eye am is an American rapper singer songwriter entrepreneur actor musician DJ record producer and philanthropist He is best known as a founding member of the hip hop group The Black Eyed Peas will i am suffers from tinnitus which is a permanent ringing in his ear that can be caused by loud noise 18 Stephen Colbert Stephen Tyrone Colbert is an American comedian television host and author Colbert has hosted The Late Show with Stephen Colbert a late night television talk show Colbert underwent an operation as a child to repair a severely perforated eardrum but the surgery was a failure and left him deaf in his right ear 19 Jodie Foster Alicia Christian Jodie Foster is an American actress and filmmaker who has worked in films and on television Foster has spoken about her hearing loss and been photographed wearing a hearing aid 20 Whoopi Goldberg Whoopi Goldberg born Caryn Elaine Johnson is an American actress comedian author and television host Goldberg wears hearing aids in both ears and believes her hearing loss is due to consistently listening to very loud music in the past 21 Robert Redford Charles Robert Redford Jr is an American actor director producer businessman environmentalist and philanthropist Redford suffered from a severe ear infection that led to 60 hearing loss in one ear in 2013 when he insisted on performing his own water stunts in All Is Lost 22 Gerard Butler Gerard James Butler is a Scottish actor who has appeared on film stage and television Butler developed a 50 hearing loss in his right ear after surgery due to a childhood ear infection He also attributed his crooked smile to that surgery which left his right ear physically deformed 23 Arnold Palmer Arnold Daniel Palmer was an American professional golfer who is generally regarded as one of the greatest players in the sport s history Palmer struggled with hearing loss for years after discovering it at the age of 40 He wears a hearing aid 24 Chris Martin Christopher Anthony John Chris Martin is an English singer songwriter record producer and multi instrumentalist He is the co founder and lead singer of the British alternative rock band Coldplay Martin had in an interview revealed that he had been suffering tinnitus for many years The musician blamed the painful ear condition on listening to loud music as a teenager 25 Phil Collins Philip David Charles Phil Collins is an English singer songwriter instrumentalist record producer and actor note article didn t talk about his hearing loss FNDC 31 Spring 2017

Page 32

HOSTED BY ADMISSION COST ASL and Deaf Studies Program 5 person 10 for families of 3 or more Travel throughout the Deaf Deaf World and join us in Deaftopia Join us for a fun filled event to learn about Deaf Culture American Sign Language and much more Wheelchair accessible WHEN June 3rd 2017 FNDC 32 Spring 2017 WHERE Vancouver Community College Broadway Campus Building B 1155 East Broadway Vancouver BC V5T 4V5 TIME 11 00AM 3 00PM

Page 33

Halifax Explosion documentary to tell untold survival story of deaf students School s survival story never documented before through film or book Posted www cbc ca news canada nova scotia halifax explosion documentary deaf 1 3780525 platform hootsuite The Halifax School for the Deaf was a boarding school attended by about 90 students from all over the region It was located on Gottingen Street where the George Dixon community centre stands today Facebook Two novice documentary filmmakers are hoping to spread the word about the Halifax School for the Deaf and its students who miraculously all survived the Halifax Explosion on Dec 6 1917 Linda Campbell and Jim McDermott who are both professors in Halifax and are both deaf say the story of the school during that time is well known in the deaf community but has not been shared more broadly Many deaf individuals especially older deaf individuals who have been passing away have told me these stories said McDermott There s no book that s been written on that no movies no documentation at all None of the survivors of the school at the time of the explosion are alive today Hundreds dead thousands injured Twenty minutes after ships Mont Blanc and Imo collided in Halifax harbour in 1917 the Mont Blanc which was loaded with explosives blew up killing about 1 500 people immediately Hundreds more later died of their injuries More than 9 000 were injured It was the largest man made explosion the world had ever seen Patricia Krueger prepares some gory makeup with broken glass on the arm of one of the actors in the documentary Flying glass during the explosion injured many in 1917 Facebook McDermott and Campbell are in the process of filming their documentary which will be released in time for the 100th anniversary next year The Halifax School for the Deaf was a boarding school attended by about 90 students from all over the region It was located on Gottingen Street where the George Dixon Centre stands today It was about one kilometre from the blast site FNDC 33 Spring 2017

Page 34

Campbell teaches environmental science at Saint Mary s University In 2013 she and McDermott who teaches in the deaf studies department at the Nova Scotia Community College attended a workshop offered by the Toronto International Deaf Film and Arts Festival That s where the idea for the film was born Before people had the concept of explosions Campbell explains that all the students were in the assembly hall for their morning prayers at the time of the explosion one of the safest rooms in the building There were windows unfortunately so they did get hurt when the windows were blown out and doors flew off from the impact of the explosion said Campbell But many of the children were situated away from the buildings and the windows Confusion ensued and the principal took charge of the situation immediately adds Campbell It was before Hollywood movies It was before people had the concept of explosions They had no idea what had even occurred A lot of people were hurt or injured in the school They were cut by the glass and bleeding There was shock and panic and stress Everyone was ushered to the basement Because it was a boarding school they had all the supplies they needed including a nurse They were able to weather the winter storm that blanketed the city the next day They had the resources there at their disposal and they were able to bring them in They had the community to help each other said Campbell The Norwegian steamship Imo is shown beached on the Dartmouth shore after the 1917 Halifax explosion Its collision with the munitions ship Mont Blanc sparked the fire that set off the explosion Nova Scotia Archives Record Management Canadian Press The film is based on stories that have been shared in the deaf community through the years by families of survivors Campbell and McDermott also researched original documents The Nova Scotia Archives has an excellent deaf collection There are pictures there reports and so forth So we went through those archives said Campbell They even found a handwritten log book by the chair of the board describing the events of the explosion The film will be narrated by McDermott through sign language and it will include English subtitles The filmmakers received 25 000 through various grants including 10 000 through the Halifax Explosion 100th Anniversary Commemorative Fund FNDC 34 Spring 2017

Page 35

How to interview Deaf job candidates using ASL interpreters From https medium com bgramer how to interview deaf job candidates using asl interpreters 80da6e7c6c51 Today s world is becoming more inclusive every day Research has shown that companies benefit greatly from a diverse approach to hiring and cultivating an inclusive culture of many types including the Deaf community If you want to learn more about the Deaf culture there are many books but in this context Deaf Gain stands out as a great example because it shares in more detail how society and companies have benefitted from their contributions To sum it up it s a great idea to hire Deaf people When the opportunity arrives that a job candidate has self identified as Deaf and applies for a role at your company careful consideration must be given to remove potential barriers that may hinder a successful interviewing experience The best way to start is to ask how can your company help accommodate the job candidate s communication needs during the interview process You will get different answers from different folks but if one wants to use sign language interpreters then the guidelines below will help create a positive experience for everyone involved 1 Let your job candidate choose their interpreter for the interview and make the arrangements for them It is important for the job candidate to feel in control of the back and forth dialogue or at the very least be equivalent to the interviewers The interpreters are there to help the candidate communicate as much as they are there for you They help facilitate the flow of conversation back and forth If the candidate has a preferred interpreter contact someone within your company who s responsible for coordinating accommodations to make payment arrangements and or arrange an interpreter for these who don t have a preferred list Let them know the Date Time Location of the interview and any other pertinent information they will need to complete the request for an interpreter It takes at least 2 3 days so please plan this early if not further out to allow a smooth experience If you don t know who arranges for accommodations ask someone in your HR department If your company has never requested interpreters before this is good practice for doing it again whenever a Deaf employee becomes an employee at your company 2 You are interviewing the candidate not the interpreter If unsure then ask to clarify Please consider that interpreters may not be familiar with industry terms or jargon so if whatever they speak back to you sounds incorrect definitely ask for clarification it may be that it is the interpreter who doesn t understand the content not the job candidate and that something got lost in translation between ASL to voice I have been frustrated before because I work in Product Design and we use technical jargon Sometimes sign language isn t as precise as the spoken word so that needs to be considered When possible try to send the booked interpreter a copy of the job description a list of the general jargon and terms visit Nick Beese s post for a great example that will be used at the interview If the candidate is bringing his her own interpreter then this might not be necessary ahead of time This will allow the interpreter to familiarize themselves before the interview and translate stuff they actually understand which makes a big difference in smoothening out the flow of conversation between two languages ASL and English FNDC 35 Spring 2017

Page 36

3 Everything is shared even when you secretly whisper Interpreters are trained ethically to speak or sign exactly what is shared including whispers and background talking So if someone whispers and the interpreter hears it they probably will sign it to the candidate Don t think that if you sneak in a comment or whisper that it won t get noticed or shared Awkward Yes seriously 4 Plan ahead and allow time for set up This has happened to me when I use interpreters at Amazon and will be true for your company if it has a large presence covering several buildings Make sure the interpreters know where they need to be at for you or the recruiter to pick them up It may take a few minutes to get settled in so encourage the interpreters to be early to allow for pickup time and room set up A good trick is to have your reserved room s duration start 30 minutes earlier so you don t have to wait for the previous attendees to leave the room on the dot before having to plan out the seating arrangements 5 Focus on the job candidate and not the interpreter If you re doing a group interview session such as a portfolio review it s important that everyone understands how the communication flow would work focus on the job candidate and ignore their diverted gaze which will focus on the interpreter It doesn t mean candidate is dozing off or not paying attention or eschewing them The interviewers shouldn t feel weird or slighted and know that it is a normal part of the conversation 6 Freshen up on awareness of your own unconscious bias It is encouraged for you and or the company recruiter in charge of the interview loop to communicate upfront with your interviewers about the arranged accommodations and how it helps with the flow of communication It is up to you to decide if they need to be reminded about their potential unconscious bias and tell them to put that aside It prevents that distraction from determining whether the candidate is qualified and a good fit for the role Sometimes people are unaware and just need things to be explained to them to get it If interviewing candidates using interpreters have been normalized as part of your process you may not have to do it Go with your gut 7 Can they succeed at your company Will your company commit to having a culture that lets them be successful Interviewers at your company shouldn t worry about how to work with the candidate when making a decision about whether they are hireable It s really about the quality of their work their qualifications and their capability to be a good fit for your company s job requirements If a candidate is qualified then the bigger question about whether your company is set up to help them become successful should be addressed Do NOT let your company s limitations prevent the hiring of a qualified job candidate Rather treat this as an opportunity to make the company more diverse Have a conversation with the candidate about which accommodations would help them succeed in their role Look for ways to incorporate the inclusiveness of that job candidate s needs into the DNA of your company s culture I will go into more detail about this area in another post soon 8 Inspiration Porn Interviewers should be careful not to be patronizing or communicate that they are inspired by the candidate known as inspiration porn which is disliked within the Deaf community Example My Deaf wife ran for a District Director position in the 2015 Seattle School Board election When she was going from district to district seeking endorsements people often approached her to say they were inspired that a deaf person would run for a school board position and that they didn t know deaf people could do that too Everyone at your company should treat the job candidate with respect as if they were equivalent not as in OMG you can do it too I hope the above guidelines help your company navigate its way through a successful interview loop with a Deaf job candidate FNDC 36 Spring 2017

Page 37

This is a wonderful opportunity to earn tax free income to help cover the cost of living in the Lower Mainland Hello I am Patrick and I am looking for a family household to share their home with me I currently live with my parents but I feel it is time for the next stage of my life I am Deaf and my first language is American Sign Language ASL I also use basic English text when needed to communicate and I am comfortable using Facebook and iPhone messenger I am very social outgoing love children pets enjoy sports and all of the recreational opportunities Vancouver has to offer I love to be around people I work part time in Vancouver volunteer at a community day care and am active in Burnaby Special Olympics I have a supportive family and a growing personal support network through Planned Lifetime Advocacy Network PLAN Ideally my new home share will know ASL or be willing to learn have easy access to SkyTrain and buses include me as a contributing member of an active household provide support to ensure safety security and wellbeing help organize my daily schedule activities For more information about Patrick contact vancouverkathy hotmail com For contract details and responsibilities contact LBlackwell posAbilities ca This is a Community Living B C CLBC home share contract FNDC 37 Spring 2017

Page 38

Job Readiness Program Preparing Deaf and hard of hearing adults for the workforce Learn job search skills resume cover letter and reference writing interview skills personal management problem solving and communication skills This 10 month full time program helps Deaf and hard of hearing participants explore a variety of work placements career choices job skills and training Courses are presented through lecture small group discussion assigned readings projects lab activities field experience tours presentations self study and two six week work experiences Financial services may be available For more information contact Job Readiness instructor Marcia Tanaka 604 871 7000 ext 7076 voice mtanaka vcc ca FNDC 38 Spring 2017

Page 39

Speechreading Lip Reading Advantages and limitations of speechreading How to combine what you see with what you hear Contact Us DHH is the only program in B C to offer direct instruction in sign language and or speech to Deaf and hard of hearing adults How to identify factors that affect your ability to communicate You must be Deaf or hard of hearing and 18 years or older How to use a variety of strategies to communicate more effectively An interview with the department head is required How to behave assertively in difficult situations Tips for stress reduction and relaxation VCC s Speechreading courses for hard of hearing adults run for 12 sessions on Monday evenings or Tuesday afternoons Students must have good spoken and written English Family and friends are also encouraged to enroll Financial services may be available Vancouver Community College Program for Deaf and Hard of Hearing Adults Programs Courses for Deaf and Hard of Hearing Adults English Upgrading ASL American Sign Language Job Readiness Program Speechreading Room 2502B 1155 East Broadway Vancouver B C TTY 604 871 7341 Voice 604 871 7000 ext 7342 dhh vcc ca vcc ca dhh Full Time Part Time Speechreading contact 604 871 7348 ldillonedgett vcc ca Canadian ASL DHH ASL videos available vcc ca dhh English Upgrading Job Readiness Program Gesture Reading Job search ASL vocabulary Writing Resume writing ASL grammar Vocabulary Interview skills ASL structure Grammar Keeping a job Fingerspelling Basic computer use Problem solving decision making Deaf culture and community Communication skills Work life balance American Sign Language Communication skills 2 six week work experiences Communication skills VCC s English Upgrading for Deaf and hard of hearing adults provides students with the basic English skills to further their education or improve their ability to find employment Communication Skills DHH students have the opportunity to work on personal communication skills in a one to one setting VCC s Job Readiness Program for Deaf and hard of hearing adults is a 10 month full time certificate program beginning in September Coma_PR_SiLa_0006 VCC s ASL for Deaf and Hard of Hearing Adults gives Canadians and newcomers to Canada the basic Canadian American Sign Language ASL skills for communicating with other people Students learn skills to handle school workplace and social situations FNDC 39 Spring 2017

Page 40

Hear Your Way to Success A Career Panel for Deaf and Hard of Hearing Youth Hear Your Way to Success A Career Panel for Deaf and Hard of Hearing Youth Do you want to know what the process is like in seeking employment Are you unsure when to disclose your hearing loss Do you want to meet other hard of hearing people who currently have successful careers If your answer is yes to all of the above come to the session on Friday April 28th 9 30am 11 30am at Burnaby Central Secondary 6011 Deer Lake Parkway Burnaby BC There will be 4 hard of hearing young adults from education health and performance arts field to share their stories You will also know what your rights are in requesting workplace accommodations To register email chhabcypsp gmail com FNDC 40 Spring 2017

Page 41

FNDC 41 Spring 2017

Page 42

Broadway Across Canada presents THE PHANTOM OF THE OPERA July 23 Sign Language Interpreted Performance Cameron Mackintosh s spectacular new production of Andrew Lloyd Webber s THE PHANTOM OF THE OPERA will come to Vancouver as part of a brand new North American Tour Hailed by critics as bigger and better than ever before this production boasts many exciting special effects including the show s legendary chandelier new scenic and lighting designs new staging and choreography The beloved story will be performed by a cast and orchestra of 52 making this PHANTOM one of the largest productions now on tour Broadway Across Canada is pleased to provide Vancouver s deaf and hard of hearing community with the opportunity to enjoy this Broadway spectacle On July 23rd at 2 00pm a limited number of discount tickets will be available for deaf and hard of hearing audience members in a designated seating area with a professional American Sign Language English interpreting translator from Preferred Interpreting Services To reserve your seats at a discounted price visit this link http vancouver broadway com preferredinterpreters Derrick Davis and Katie Travis Photo by Matthew Murphy Offer expires June 30th 2017 If you have any questions please feel free to contact Michael Albert by emailing malbert broadway com or calling toll free 1 877 841 5296 ext 241 FNDC 42 Spring 2017

Page 43

Spring Swimming Lessons in Surrey with an ASL Interpreter REGISTRATION OPENS SUNDAY APRIL 9 Parent Tot Age 4 36 months 10 spaces 9 15 9 45 Saturdays May 6 to June 24 No lesson May 20 Red Cross Preschool 1 3 Starfish Duck Sea Turtle 28 75 Register for 4542199 Preschool Age 3 5 independent lessons not parent participation 4 spaces 9 45 10 15 Saturdays May 6 to June 24 No lesson May 20 Red Cross Preschool 4 Sea Otter 58 75 Register for 4542200 Registration opens Sunday April 9 and is first come first serve so register as soon as possible to guarantee your space You may register over the phone or in person Online registration is not available at this time If the course is already full please ask to have your name put down on the waitlist This shows the high demand for accessible programming and could lead to increased options in the future Thank you By Phone Call Recreation Surrey 8 30 4 30 Monday Friday at 604 501 5100 In Person Guildford Recreation Centre Aquatics 15105 105 Avenue Surrey 604 502 6360 http www surrey ca culture recreation 12672 aspx If you have any questions or would like assistance with the registration process please contact bcdhhkids gmail com FNDC 43 Spring 2017

Page 44

April 11 2017 PRINCIPAL BC SCHOOL FOR THE DEAF The BC School for the Deaf provides a broad range of educational opportunities for deaf and hard of hearing students from K 12 This inclusive educational environment offers deaf and hard of hearing students the experience to learn with their hearing peers or in a signing environment while enjoying the traditional values of language culture and Deaf heritage As a province wide program it will be your responsibility to build and nurture relationships of trust with all our stakeholders enhanced by your successful experience working with the deaf and hard of hearing community Your deep understanding of the unique needs of the deaf and hard of hearing community and collaborative communication style will be crucial in this role Leading a collaborative team you will support and strengthen our passion for developing the full learning potential and positive self identity of each of our students Leveraging the full spectrum of research based learning strategies personalized learning technology in education and language development you will provide exemplary instructional leadership and the ability to model evidence based practices in teaching Leading teams at both BCSD Burnaby South Secondary and BCSD South Slope Elementary you will be supported by a Vice Principal who will work alongside Principals of mainstream schools You hold a Master s of Education in Deaf Education are ASL fluent and have training in educational leadership supervision of instruction or program and curriculum development Additionally you are eligible for membership in the Ministry of Education Teacher Regulation Branch Preferably you are also eligible for CAEDHH Canadian Association of Educators of the Deaf and Hard of Hearing certification and bring a broad spectrum of deaf education experience demonstrated leadership ability administrative experience and the ability to work effectively with a leadership team You are research focused and a strong curriculum leader with a background in language development and special education including working with students who display challenging behaviors Please forward a detailed resume including professional credentials statement of educational philosophy and a minimum of three current letters of professional reference by 4 00 pm Friday June 2 2017 to Human Resources at the address below Human Resources Burnaby School District 5325 Kincaid Street Burnaby B C V5G 1W2 EMAIL applications sd41 bc ca FNDC 44 Spring 2017

Page 45

Family Network for Deaf Children DONATIONS NAME Tax receipt name if different from above COMPANY NAME if corporate donation EMAIL TELEPHONE optional please provide your email so we can email you your tax receipt ADDRESS CITY PROVINCE POSTAL CODE Please accept my donation of 25 50 100 200 Other Please designate my donation to FNDC wherever needed DYT program ie personal support worker Hornby Kids Camp day camps Family Deaf Camp sponsor a family In Memory of a loved one Other Donation payment method Cheque Charge card Visa MasterCard EXPIRY DATE MM DD YY Yes Please print my name in the FNDC newsletter acknowledging my donation amount not printed No Please do not publish my name Can we add you to our email list for our our community updates and newsletter Yes No thank you Please make your donation payable to Family Network for Deaf Children and mail to Family Network for Deaf Children PO Box 50075 South Slope RPO Burnaby BC V5J 5G3 w Official Charitable Registration No 88622 5655 RR0001 w B C Non Profit Society S 33351 w Please allow 2 3 weeks for a tax receipt w Tax receipts are issued for donations of 10 or more THANK YOU FOR YOUR SUPPORT FNDC 45 Spring 2017

Page 46

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 Charlie Coyle Director Joy Santos Director Gwen Wong Director Laura Batista Director Leigh Chan 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 Scott Jeffery DYT Coordinator scott fndc ca Terry Maloney DYT Hornby Island Coordinator terry fndc ca Andrea Maloney DYT Registrations andrea fndc ca Alayna Finley DYT Summer Immersion Coordinator alayna 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