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Spring (Apr 2019)SPRINGFNDC values sharing information to deaf children, families, professionals and the communities that support them. These events, advertisements and/or articles do not necessarily reect the viewpoint of FNDC or offer an endorsementTwitter: @FNDC andDYTFacebook: www.facebook.com/fndc.caI revised an article I wrote 19 years ago (June 2000) and it still rings true today…I remember a quote from Dr. Joe McLaughlin: “Language increases with socialization”. That’s the entire philosophy of our Deaf Youth Today program. While your children think the program is just fun – we know they are soaking up lots of new language (ASL), and that’s our goal! I am extremely passionate about language exposure and devel-opment. When our daughter Mari was diagnosed as deaf, we immediately joined the John Tracy Oral Program. In those days, it was a ‘mail-in’ correspondence course. Obviously, we weren’t one of their major success stories, but what I learned: TALK, TALK, TALK. That same philosophy was carried over when we signed to Mari: SIGN, SIGN, SIGN. I gured out very quickly, the real philosophy is LANGUAGE EXPOSURE. We needed to immerse our child in language. For our deaf child, that language was ASL. Language exposure isn’t only important during the early years, but it’s an ongoing process and needs to be present during the deaf/hh child’s entire day and evening—all year long! We can’t expect a deaf/hh child to develop equal language compared to their hearing peers, when exposed to language for only part of their day. If your deaf/hh shows you that signing gives them full access and inclusion to their family, community, and classroom environment, that’s fabulous! We know that there are many hard of hearing children that have access and inclusion using both listening and spoken language, and some deaf/hh children bounce back-and-forth between spoken language and signed language very easily—that’s great too! As parents, we need to assess all the time – ensuring that our deaf/hh children have a full, growing language that it is age appropriate for their access and inclusion in every aspect of life. But, back to language exposure: could you imagine what would happen to a hearing child if you only exposed them to language for a few hours a day? Would you expect the child to have good commu-nication with parents? How would they feel? Would they feel a sense of belonging with peers? Could they learn appropriately at school? What would community participation look like if they were several years behind in their language development? What would it take to catch them up? When you think about your answers above (and common sense says we could never do that to hearing children), yet why do we do this to deaf and hard of hearing children?Think about the age of your deaf/hh child and spend some time with hearing children of the same age – what is their language like? Does your deaf/hh child only use nouns and verbs and discuss concrete things? Have they become critical thinkers? Are they using their imagination, comparisons, discussing abstract concepts, using complex humour, etc.?Assess your deaf/hh child’s language. If your child has additional complex needs, language may be a struggle. Acknowledge those dierences, but don’t limit your child’s access to language. Language is not taught—it is acquired through exposure. With a rst-language base, second and third languages may be taught. For deaf/hh children who have limited exposure to a full rst language
FNDC Spring • 20192(having a weak-language foundation), language development is a dicult feat and is in constant danger of not progressing. Language is continuously developing throughout our lifetime therefore exposure is ongoing. Consider for a moment the importance of family communication. Recall how much world knowledge is acquired prior to the school-aged years (ex. children progress through the “why” stage, where they are open to learning anything and everything). Children in this stage are like sponges for information. How, without communi-cation, can families transfer values, norms, expectations, limitations, and manners - many of the life-skills we hope our children will have? Hearing children learn from each other, from their siblings, neigh-bours, parents, TV, and radio - imagine how much ‘regular learning’ deaf/hh children miss because they cannot access language exactly like their hearing peers?The goal for all deaf/hh children is that they experience access and inclusion in their family, community, and educational environment. Will that child have the language needed to build strong family relationships? Will that child have full access to school curriculums on topics like Shakespeare or Physics? Educational access doesn’t just mean academics, it includes: the Arts, life skills, sports, and the biggest one - social development and friendships! It is for these reasons that ongoing language exposure and development are critical. How can a deaf/hh child experience belonging if they don’t have a full language to engage with others?Expose your child to lots of dierent language models and ll their brains with all kinds of new and exciting facts and information. Continue to raise the bar so they aren’t behind their hearing peers in their language development. Check out our Deaf Youth Today summer program so your deaf/hh kids can soak up more ASL this summer! CeceliaLanguage exposure: Bree Sproule as a baby soaking up language from preschooler, Mari Klassen
FNDC Spring • 20193Counsellor in Training2D Animation CampHornby Island Kids CampSwimkids WeekExplorations WeekArchery EventDeaf Theatre Week Adventure WatersportsHero Week July 7 to 11, 2019Ages: 8 to 15 years (Deaf/HH only)$175 before June 23 | Late fee $225 aer June 24 DYT Registration July 7 to 11, 2019Ages: 16 to 18 years (Deaf/HH only)$75 before July 5 July 15 to 18, 2019 | 9:00 am to 3:00 pm Ages: 5 to 7 years (Deaf/HH only)$80 before June 30 | Late fee $130 aer July 1July 15 to 18, 2019 | 9:00 am to 3:00 pmAges: 8 to 15 years (Deaf/HH only)$250 before June 30 | Late fee $300 aer July 1July 22 to 25, 2019 | 9:00 am to 3:00 pmAges: 5 to 12 years (Deaf/HH/CODA & SIBS)$80 before July 7 | Late fee $130 aer July 8July 26, 2019 (one day) | 1:00 pm to 6:00 pmAges: 10 to 15 years (Deaf/HH only)$25 before July 12 | Late Fee $35 aer July 19July 29 to Aug 1, 2019 | 9:00 am to 3:00 pmAges: 5 to 15 years (Deaf/HH only)$80 before July 14 | Late fee $130 aer July 15August 6 to 8, 2019 | 1:00 pm to 7:00 pmAges: 5 to 15 (Deaf/HH/CODA & SIBS)$80 before July 22 | Late fee $130 aer July 23August 12 to 15, 2019 | 9:00 am to 3:00 pmAges: 5 to 12 (Deaf/HH only)$80 before July 28 | Late fee $130 aer July 29 Proudly hosted by the Tribune Bay and DYT sta! Campers will participate in a variety of activities including paddle boarding, kayaking, beach combing, hiking, climbing, rappelling, high and low ropes, group games, sports, drama/skits, campre fun, deaf-friendly activities, and interactive workshops.In the CIT program at Hornby Island, you will learn from DYT Sta, participate in training and workshops, gain leadership and communication skills, team building, interpersonal relations and participate in campre performances. Our morning swim lessons will help campers discover condence and joy in the water without the fear and distraction that can come with large, crowded swim classes. Highly trained instructors will work alongside our DYT sta so that throughout the lessons your child can stay focused on learning to swim.DYT will be working with BYTE CAMP to host this Specialized 2D Animation Camp. Turn your drawing skills into awesome animation skills on our tablets! We will show you how to make beautiful animations as wild as your imagination. Participants will learn storyboard skills and use some advanced animation.Explorations Week will oer our campers rich and diverse activities within a dynamic and safe environment. Our thoughtfully structured program includes a day to explore at Science World, a shing lesson at Lafarge Lake, art and water activities, as well as play and social time outdoors.All campers will be taught by certied instructors and learn how to shoot a recurve bow (with the opportunity to try compound and longbows), range safety, equipment set up, scoring, and will develop the skills needed to become a safe and consistent archer.Campers will be introduced to fun, interactive drama activities lead by experienced Deaf Mentors. e camp will allow your child to unleash their creativity through movement, improvisation, ASL, and dance. Your child will have an opportunity to work with Deaf Actors and Mentors. DYT will be working in collaboration with Windsure at Jericho Beach to introduce the campers to 3 days of Adventure Watersports! Will be taught Stand up Paddleboarding, Skimboarding, Canoeing and Windsurng. Hero Week will be both on and o-site at Burnaby South. is camp will introduce campers to a variety of fun activities and education about our local and historic Police Department as well as an introduction to Knighthood and medieval times. To Register or More Detailswww.fndc.ca/summercampDeaf Youth TodaySummer Camp 2019
FNDC Spring • 20194 2019 Tribune Bay Outdoor Education Centre, Hornby Island, BC Thursday, July 4th to Sunday July 7th, 2019 Website: www.tribunebayoutdoored.ca New this year! Family Network for Deaf Children (FNDC) and our, Deaf Youth Today (DYT) program is now managing registration for Family Deaf Camp. All registration and payment will be done online. Family Deaf Camp is for parents with deaf/hard of hearing children and Deaf/hard of hearing parents with their children. This camp is designed for families that use sign language for all or part of their communication. There is something for everyone and most of the programs will be interpreted. The Tribune Bay Centre staff (Hornby camp) and DYT (Deaf Youth Today) staff will be offering family programs and programs for children and adults. Some examples of programs include: climbing on the tower, hiking, high ropes course, stand-up paddleboards, beach fun, games, mystery hunts, crafts, kayaking, marine tours (12 passenger boat), campfire stories & skits in ASL. Accommodation/Meals: Bring your own tent, cooking & camping gear. Outhouse toilets (pay showers are available). A few meals are on your own. Friday dinner, Saturday dinner and Sunday Breakfast (at the Lodge) are provided for you. Camp fee: $275. (includes tax) for a family for the weekend camp. FYI: The regular rate is $216.85 per person but you pay only $275.00 for your whole FAMILY. ONLY IMMEDIATE family may be included in the family rate (parents/guardians & their kids). NOTE: Any additional adults or children not in your immediate family need to be approved in advance with FNDC by email and will be added at the individual rate of $125.00. Please email: fndc@fndc.ca for this request. Financial Support: The ‘Ursula Joy - Camp Sponsorship’ ($250.00 for families with a deaf/hh child in financial need who are attending Family Deaf Camp for the first time in 2019). Contact: fndc@fndc.ca to apply. Accommodation information: As Tribune Bay is a provincial park – the use of tents is encouraged. A few cabins and 2 Yurts are available on a first come, first served basis. Cabins and Yurt may be booked at an additional fee of $25.00 per person for the weekend (sharing may be an option in cabins depending on numbers). CABINS & YURTS must be booked directly through Tribune Bay at info@tribunebayoutdoored.ca after you have registered/paid for Family Deaf Camp. • 2 Yurts (holds 10 people each - prefer two families sharing or one large family). • 1 Skylight Cabin (holds 12 people sharing – for a large family or several individuals to share). • 1 Cabana (holds 3 people but can fit 4 with two adults and 2 young kids). Camp Space is limited, therefore registering and paying online will secure your place. Ferry information: We will email you a ferry schedule and information on the BC Experience Card (a ferry card which is the best rate for the small Hornby- Denman ferries; the card never expires and can be used on large ferry back to Vancouver. There is no discount on large mainland ferry, only small ferries. Contact information: Family Deaf Camp & registration questions contact dyt@fndc.ca 604-684-1860 Tribune Bay questions & Yurt/Cabin/Cabana Bookings: Alex/Kate Ortwein: info@tribunebayoutdoored.ca 250-335-0080 UPDATE: Camp is now full, but if you wish to be on waitlist – please email: fndc@fndc.ca
FNDC Spring • 20195 FNDC Parent Workshop: Creating Change - There Needs to be a plan! with DYT Fun Day & DCS childcare Saturday, June 15, 2019, 9:30 am to 3:30 pm BCSD Elementary (South Slope Elementary School, Burnaby) Cost: $20.00 (includes lunch) THE POWER OF WORKING TOGETHER TO CREATING CHANGE Parents want to ensure their children develop into the kind of adults they want them to be. In this workshop we will discuss things that seem to be going wrong and make plans for making changes. WE NEED TO PLAN! • If a child cannot access a full natural language from birth, there needs to be a plan. • If we cannot provide the right kind of access and the right amount of access needed for first language acquisition, there needs to be a plan. • We cannot expect children without age-appropriate first language mastery at a particular age, to follow a curriculum designed for children with age-appropriate language at that age. There needs to be a plan. • If children attend school without age-appropriate first language mastery, at any age, they need a first language acquisition environment at school. There needs to be a plan. About the Presenter: Dr. Barbara O’Dea has been connected with Deaf children and adults as well as parents of Deaf children for 38 years. She taught at the Newfoundland School for the Deaf and, after further academic studies, she continued her work with Deaf children and adults and began her work educating and informing professionals and parents. Her focus has been on the abilities and potential of Deaf children when they are provided with the same advantages as other children in Canada – access to language from birth. Deaf Youth Today - FUN DAY DYT will run an ASL-rich Day Program for d/hh children and their siblings (ages 5 to 13 yrs) that have a parent or guardian attending the workshop. Cost will be: $10.00 per child. Bring a bagged lunch for your child. Deaf Children’s Society of BC – CHILDCARE For d/hh children and their siblings (birth to age 4 yrs), staff from Deaf Children’s Society (DCS) will provide childcare along with Deaf DYT staff/volunteers. Thank you to DCS for partnering with us to support families attending this workshop! Cost will be $10.00 per child. Bring a bagged lunch for your child. WORKSHOP & DYT FUN DAY/DCS childcare REGISTRATION INFORMATION ASL/English Interpreters will be provided. Captioning provided upon request. Registration at www.fndc.ca/workshop FNDC: www.fndc.ca Email: fndc@fndc.ca
FNDC Spring • 20196 Fun Family Picnic Saturday June 8th - 10:30 am to 2:00 pm At: Provincial Deaf & Hard of Hearing Services, 4334 Victory St., Burnaby BC Hosted by: BC Hands & Voices, Guide By Your Side, BC Early Hearing Program, CHHA- BC Peer Support Program, Family & Community Services, Family Network for Deaf Children, Deaf Youth Today An event for deaf/hard of hearing and deafblind children, their siblings and parents. We welcome Deaf/hard of hearing parents & their children (CODA). Join us for a fun day! We will provide: • Hot dog lunch, entertainment and games for the kids • An opportunity to mix and mingle with other families and with youth/young adults who are deaf or hard of hearing. Please bring with you: • a salad, fruit or vegetable plate or dessert to share (note: no freezer/fridge/oven) • lawn chairs/blanket-a grassy area is reserved for families with infants/toddlers Registration opening soon @ https://www.fndc.ca/ - Rain or Shine! Free admission!
FNDC Spring • 20197Meet a deaf art director taking the world by storm https://www.hearinglikeme.com/meet-a-deaf-art-director-storm-smith/ Storm Smith grew up inspired around anything arty and creative. Today, she is taking the world by storm as an art director and motivational speaker. Born in Los Angeles, California, Smith lost her hearing at the age of two to three years old. This meant relying on her eyes to communicate with the world. From the beginning, she loved getting her hands on anything visual. She also loved to express her creativity through drawing, painting, and writing. It wasn’t long before her mom noticed her talents. “My mom told me that I was gifted at such a young age at what I do,” Smith recalls during her interview with HearingLikeMe. She embraced artistic and storytelling talents by executing projects and connecting with people. Smith attended Gallaudet University, a deaf-friendly university. There she communicated in American Sign Language (ASL) with her peers. Today she uses a mixture of ASL and speech. Filmmaker After graduating with a Bachelor of Arts degree in Psychology, Smith undertook numerous jobs. She dabbled in photography and filmmaking, but never considered them for a career. That is, until she received encouragement from a mentor while in graduate school. She made a short film in a week despite not having any film background or formal training. When she came in fifth place in a film festival, she quit grad school and began making films.
FNDC Spring • 20198As Smith told PopSugar, she became the main specialist, producer, and director at Gallaudet in their communications and marketing department. For two years, she produced content for them. Then the new president of Gallaudet – the first female president in 152 years – appointed her to “build out more visibility for the deaf and hard of hearing community around the world.” This allowed her to build her craft as a storyteller, she says, and is how she was recognized and recruited by a global leading advertising agency in New York City. Now she’s an art director for the agency, and the first deaf female there, no less. In the same PopSugar interview, Smith said that because of her deafness and being a woman of color, she’s on a mission to make the world more inclusive and diverse. She also wants to inspire “other aspiring creatives to pursue the life of their dreams.” Proactive and positive As part of her mission, one of Smith’s goals is to increase awareness in the workplace, where communication can be challenging for people with hearing loss. “Be proactive and make it work, no matter how difficult,” says Smith about working with hearing loss. “You have to self-advocate and raise awareness for hearing colleagues to meet halfway communication-wise. This way, both worlds can work together effectively.” To communicate with her colleagues, Smith uses technology tools such as notes and voice to text apps. Facing adversity and aiming high Despite her success, Smith has faced her share of obstacles in life. In addition to her hearing loss, she’s dealt with racism and sexism. As a result, she felt hurt, confused, and upset. Over the years she discovered her true self by investing in resources, such as therapy sessions, books, and seeking valuable support from family and friends. “A new perspective of light, positivity, and hope, with the declarations of ‘I love myself’ and ‘unconditionally accept for who I am,’ helped me overcome the circumstances and become stronger each time,” she says. “These strong words of advice show how important it is to put yourself first, accept your hearing loss, and to “always find a way when you face obstacles.” Smith encourages others to face challenges with adversity and to gain the tools needed to overcome obstacles.
FNDC Spring • 20199“We all don’t have it all figured out and can’t always be too prepared,” says Smith. “As long we have the adversity tools to overcome, nothing will be in the way and will be a step closer to our dreams and goals.” Motivating others The drive she found inspired her to become a motivational speaker alongside her day job. She presents talks, lectures, and workshops on popular subjects of storytelling. Her dream is to become a producer and director for studio work. “I want to incorporate representation and the human experience that really reflects all of us,” she told PopSugar. “I want that to be on screen, for that to inspire people — especially deaf youth, deaf youth of color, deaf youth who are girls of color — to have them to see that and go, ‘Wow, I can go just as far as you can, Storm.'” Recently she was invited to speak at a creative summit about “Visual Accessibility and Maximizing Audiences with Creative Captioning.” Her presentation provided new eye-opening perspectives and a new way of thinking, especially for businesses. It’s incredible to see Smith using her platform as a way of inspiring, educating and raising awareness to others. Speaking publicly enables her to “give back to communities by sharing my experiences and resources that they deserve to thrive for bigger things in life,” she says. “Any types of disability, including a range of hearing loss, is a massive struggle in this society,” Smith adds, “but as long we tap the relatable stories and resources with the light of possibilities in the distance, nothing can stop us. We become warriors.” Smith’s main motto remains clear: “Always remember – any types of obstacles you face does not define who you are.” The writer of this Article: Ellie Parfitt Ellie was born profoundly deaf, uses verbal communication, lipreads andwearsPhonakhearingaids.SheiscurrentlylearningBritishSignLanguage.Ellie hasn’t let her disability stand in the way and embraces every newchallenge. Her deafness didn't prevent her from achieving majoraccomplishmentsinherlife,suchasexcellinginhereducation,workingasaMarketingExecutiveforaSpa&HealthClub,EventsandPromotionsStafffora local newspaper as well as blogging for Hearing Like Me. She is passionate about deafawareness,campaigningforequalityandhelpingothersthroughherpersonalblogasDeafieBlogger.
FNDC Spring • 201910FREE CONFERENCE in Fresno, California For more information: www.bit.ly/ScarlettsParkConference2019 The Second Annual Scarlett's Park Conference focusing on Deaf and Hard of Hearing Children with Autism Date: September 27 & 28, 2019 Location: Fresno State Campus, Satellite Student Union Topic: Deaf and Hard of Hearing Children with Autism Spectrum Disorder Conference Will Address 1. New DSM-5 criteria for diagnosing autism 2. Red flags indicating a possible diagnosis of autism spectrum disorder (ASD) 3. Evidence-based treatment methods for DHH children with ASD 4. Modifications to evidence-based treatment methods for DHH children with ASD 5. Sensory considerations for DHH children with ASD 6. Family centered service delivery for birth to 3 DHH children with ASD 7. Multicultural considerations in service delivery for DHH children with ASD 8. Support for DHH people with ASD throughout the lifespan 9. Occupational and recreational opportunities for DHH adults with ASD Keynote Addresses 1. Won't you be my neighbor? How Mister Rogers' Neighborhood can give us the answers we need to support children who are Deaf and have Autism by Christen A. Szymanski 2. Be Their Advocate: Amplifying the Needs of Your DHH Child with ASD by Rosangela Jaech 3. Red Flags: The Presentation of ASD in Children who are DHH & Considerations for Support and Intervention by Amy Szarkowski 4. Opening the Door that Got Stuck: Exploring Pathways of Communication for Children on the Autism Spectrum by Jeffery S. Bravin 5. Understanding the DSM-5 Diagnostic Criteria for Autism and Best Practice Assessment Guidelines by Holly Miller 6. Evidence-based Treatment for Children and Adolescents with Autism Spectrum Disorder by Karen Wilson
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FNDC Spring • 201912CHS Scholarships Program About the CHS National Scholarship Program The Canadian Hearing Society proudly offers scholarships to Deaf and hard of hearing students to help break down barriers to higher education and build brighter futures. Scholarships of $3,000 a year for full-time students and $1,000 a year for part-time students are awarded to top qualified candidates who are pursuing post-secondary education at an accredited institution, inside or outside of Canada. Awards may cover tuition, residence or educational resources. Additionally, CHS is making a commitment to award this year’s winners with up to four years in funding to help remove as many financial barriers as possible, and to significantly reduce the stress of finding funding each year. The exact number of awards will be dependent on the number and ranking of qualified applicants. Eligibility Criteria • Applicants must be Canadian citizens or permanent residents of Canada; • Applicants must be either hard of hearing or Deaf; • Applicants must be 17 years of age or older and attending an accredited post-secondary institution in the Fall of 2019 as first-time or returning students; or mature students, 19 years of age or older. www.chs.ca/scholarships Application Deadline: May 20, 2019, 4 pm E.S.T. Date of notification of successful candidates: September 11, 2019 or sooner
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FNDC Spring • 201914BC BUDDIES DAY AT THE HERITAGE FARM! Who: deaf and hard of hearing children, ages 9-15 What: Join us for an interactive farm field trip, scavenger hunt, and outdoor lunch! When: Saturday May 4th 2019 9:45am – 2pm Where: Southlands Heritage Farm 6767 Balaclava St., Vancouver, BC V6N 1R7 Cost: $20.00 Register at: https://goo.gl/forms/sbvnMxRQUYthdn9a2 Registration deadline: April 27th 2019
FNDC Spring • 201915BC BUDDIES DAY AT THE HERITAGE FARM! Who: deaf and hard of hearing children, ages 9-15 What: Join us for an interactive farm field trip, scavenger hunt, and outdoor lunch! When: Saturday May 4th 2019 9:45am – 2pm Where: Southlands Heritage Farm 6767 Balaclava St., Vancouver, BC V6N 1R7 Cost: $20.00 Register at: https://goo.gl/forms/sbvnMxRQUYthdn9a2 Registration deadline: April 27th 2019 How to create an accessible home for deaf and hard of hearing people https://www.hearinglikeme.com/accessible-home-for-deaf-and-hard-of-hearing-people/ Therearemanychanges,bothbigandsmall,thatcanbemadetoahomeinordertofittheneedsandpreferencesofthosewholiveinit. For example, people with hearing loss may prefer special accommodations to reduce environmental sounds, improve safety and enhance the ability to see or communicate. Some homes may already include a good number of these features. Others may need a little work. Preferences will vary from person to person, but keeping the following ideas in mind can help move things in the right direction when looking for a new place, or customizing the home you’re in right now to be an accessible home for deaf and hard of hearing people. Layout and Construction Open Floor Plan Open floor plans can enhance one’s ability to see gestures and faces of the people they’d like to communicate with. Unnecessary walls and doors are a barrier that can separate living areas in a home. Luckily, open floor plans are a popular design choice for modern homes, increasing the number of options with this already “built-in”. In a home where this is not the case, it may still be possible to transition into a more open concept with relative ease — just make sure to be careful when removing walls. Sound-Dampening Windows
FNDC Spring • 201916Background noises can be a nuisance or distraction for those with hearing loss who rely on hearing technology. Windows allow a lot of noise to enter the house throughout the day. Single pane windows, in particular, offer little protection from noises outside. Dual pane windows and heavy curtains can help cut back on exterior noises. Wider Hallways People who sign or read lips need to see the person they’re communicating with during a conversation. Narrow hallways prevent people from walking side by side as they talk. Wider hallways enable people to better communicate while walking next to one another in the house. One suggestion from Gallaudet’s DeafSpace project is to opt for rounded corners over 90-degree corners for high-traffic areas. If this is not an attainable or realistic modification, utilizing decorations like mirrors at the ends/corners of hallways can help inhabitants avoid bumping into other members of the household. Echo-Dampening Flooring, Ceilings and Walls Echo-dampening floors, ceilings, and walls cut back on noise inside the house, preventing echoes from hindering communication. Carpeting has excellent echo-dampening properties. Special acoustic wall and ceiling material has the same effect. The vibrations caused by appliances like a washing machine might be particularly bothersome or annoying for some people. Modifications may be needed in and around the areas where they sit. Tall ceilings cause noise to reverberate, potentially making life difficult for someone who is hard of hearing. For a person who is building their own home, it’s relatively easy to work low ceilings into the design of the house. For a homebuyer who is planning to purchase a pre-owned home, it’s easier to buy a home with relatively low ceilings than it is to convert a home with high ceilings. Soft Lighting and Colors Soft paint colors in natural hues make it easier for people to see and process visual information. Paint and furniture colors that contrast with skin tones may help in a similar way. Gentle lighting also helps with these goals. Hanging sheers in the windows help soften daylight, creating a gentle glow indoors during the day. At night, light from multiple light fixtures can also be used to create a gentle glow in the house. This mimics the light found in the home throughout the day. Appliances & Technology Technology can be used to improve safety around the house, and many products exist to assist with specific needs. Specialized smoke detectors and carbon monoxide detectors can alert homeowners to a problem by flashing bright lights and vibrating. The same types of alarms can also be used in smart security devices, which can help keep households safe from intruders.
FNDC Spring • 201917Motion activated lights can help illuminate the property and alert inhabitants when someone has arrived. Vibrations, blinking lights, and bright lights can help ensure that people running their appliances know when the appliances are finished. With the advent of smart technology, there may be even more gadgets and devices on their way in the future. This is one aspect of a home that may be the most customizable of all. It may require a good amount of research to truly understand one’s options. Household Customizations Improve Quality of Life Cutting out noise/distractions and improving sight lines throughout the home can be excellent ways to make communication easier for deaf and hard of hearing people. There are many ways that this can be done, depending on one’s budget or DIY skills. There’s no one-size-fits-all approach to this, but these principles might help steer things in a productive direction. DeafSpace https://www.gallaudet.edu/campus-design-and-planning/deafspace Deaf people inhabit a rich sensory world where vision and touch are a primary means of spatial awareness and orientation. Many use sign language, a visual-kinetic mode of communication and maintain a strong cultural identity built around these sensibilities and shared life experiences. Our built environment, largely constructed by and for hearing individuals, presents a variety of surprising challenges to which deaf people have responded with a particular way of altering their surroundings to fit their unique ways-of-being. This approach is often referred to as DeafSpace. When deaf people congregate the group customarily works together to rearrange furnishings into a “conversation circle” to allow clear sightlines so everyone can participate in the visual conversation. Gatherings often begin with participants adjusting window shades, lighting and seating to optimize conditions for visual communication that minimize eyestrain. Deaf homeowners often cut new openings in walls, place mirrors and lights in strategic locations to extend their sensory awareness and maintain visual connection between family members.
FNDC Spring • 201918These practical acts of making a DeafSpace are long-held cultural traditions that, while never-before formally recognized, are the basic elements of an architectural expression unique to deaf experiences. The study of DeafSpace offers valuable insights about the interrelationship between the senses, the ways we construct the built environment and cultural identity from which society at large has much to learn. The DeafSpace Project In 2005 architect Hansel Bauman (hbhm architects) established the DeafSpace Project (DSP) in conjunction with the ASL Deaf Studies Department at Gallaudet University. Over the next five years, the DSP developed the DeafSpace Guidelines, a catalogue of over one hundred and fifty distinct DeafSpace architectural design elements that address the five major touch points between deaf experiences and the built environment: space and proximity, sensory reach, mobility and proximity, light and color, and finally acoustics. Common to all of these categories are the ideas of community building, visual language, the promotion of personal safety and well-being. DEAFSPACE CONCEPTS sensory reach Spatial orientation and the awareness of activities within our surroundings are essential to maintaining a sense of well-being. Deaf people “read” the activities in their surroundings that may not be immediately apparent to many hearing people through an acute sensitivity of visual and tactile cues such as the movement of shadows, vibrations, or even the reading of subtle shifts in the expression/position of others around them. Many aspects of the built environment can be designed to facilitate spatial awareness “in 360 degrees and facilitate orientation and wayfinding. Space and proximity In order to maintain clear visual communication individuals, stand at a distance where they can see facial expression and full dimension of the signer’s “signing space. There space between two signers tends to be greater than that of a spoken conversation. As conversation groups grow in numbers the space
FNDC Spring • 201919between individuals increases to allow visual connection for all parties. This basic dimension of the space between people impacts the basic layout of furnishings and building spaces. mobility and proximity While walking together in conversation signers will tend to maintain a wide distance for clear visual communication. The signers will also shift their gaze between the conversation and their surroundings scanning for hazards and maintaining proper direction. If one senses the slightest hazard they alert their companion, adjust and continue without interruption. The proper design of circulation and gathering spaces enable singers to move through space uninterrupted. light and color Poor lighting conditions such as glare, shadow patterns, backlighting interrupt visual communication and are major contributors to the causes of eye fatigue that can lead to a loss of concentration and even physical exhaustion. Proper Electric lighting and architectural elements used to control daylight can be configured to provide a soft, diffused light “attuned to deaf eyes”. Color can be used to contrast skin tone to highlight sign language and facilitate visual wayfinding. acoustics Deaf individuals experience many different kinds and degrees of hearing levels. Many use assistive devices such as hearing aids or cochlear implants to enhance sound. No matter the level of hearing, many deaf people do sense sound in a way that can be a major distraction, especially for individuals with assistive hearing devices. Reverberation caused by sound waves reflected by hard building surfaces can be especially distracting, even painful, for individuals using assistive devices. Spaces should be designed to reduce reverberation and other sources of background noise.
FNDC Spring • 201920The Impact of Language Deprivation on the Overall Development of Deaf and Hard of Hearing Children http://healthymindsconsulting.com/language-deprivation/ “Communication Access” Lauralee, age 6 For decades psychologists, medical professionals, and researchers have known that there is a critical period for language acquisition in humans. That critical period is approximately the first 5 years of a child’s life when there is an elevated neurological sensitivity for language development (Hall et al, 2017; Gulati, S. 2014). Language deprivation occurs due to a chronic lack of full access to a natural language during that critical period. For Deaf and Hard of Hearing students, parents and professionals must understand that access to language and language development is a crucial part of the of the overall functioning of children and adolescents. In fact, I might argue, that understanding its impact is the central issue that school and clinical psychologists must understand in order to conduct ethical and effective evaluations of cognitive, academic and social-emotional functioning. But instead of “nerding” out about the diagnostic process, let me instead explain language deprivation and what it looks like in the growing Deaf or Hard of Hearing child, talk about the ways in which language deprivation can impact the growing child, the grown adult, and whether or not hearing levels dictate the significance of language deprivation impact. This article will be heavily ladened with research references for a few reasons: 1) I hope you can use this for your own resource when you are discussing this issue with others. 2) I want you, the reader, to understand that my position is based not only on my 20+ years of experience assessing Deaf and Hard of Hearing children, but also on years of research in this field. My colleagues in this field have conducted many rich, valid studies that have helped to elucidate the field and provide the foundation for my work. Oh and 3) I’m a nerd. I mentioned that, right? I love research and numbers. What is language deprivation? As I mentioned above, language deprivation occurs due to a chronic lack of full access to a natural language during the critical period of a child’s life, the first five years where neuroplasticity is at its peak. First, let’s define “natural language.” By this I am referring to any spoken or signed language such as that accepted and generally used by the community / country within which the child lives. For the purposes of this article, this will mean spoken English (even when the home language may be Spanish*) and American Sign Language (ASL). ASL is distinguished from artificial, though helpful, communication systems such as Cued
FNDC Spring • 201921Speech, which can be used as a tool to help develop English skills. Natural language is also distinguished from the Listening and Spoken Language approach (LSL), which is historically known as oralism. LSL is, itself, not a language. It is a systematic approach to teaching English to Deaf children in the US (or other spoken languages in their country of origin). Despite ample research to show that ASL is a formal language with its own grammar and linguistic rules, less than 8% of Deaf children receive regular access to sign language in the home (Liddel, SK, 2003; Institute, G.R., 2011). Although using ASL is encouraged for hearing babies to develop language skills before they can begin to speak, ASL is not routinely offered as a primary or complementary intervention for Deaf children; rather, if offered at all, it is often proposed as a last-resort option to Deaf children who have not developed speech abilities as expected (Humphries, T. et al 2012). This pattern occurs because many advocates, professionals, and educators believe that ASL acquisition will interfere with a Deaf child’s development of speech skills (Lyness, C. et al 2013; Sugar, M. 2016; Davidson, et al 2011; Duchesne et al. 2009; Lund 2015; Tobey at al, 2011) despite research showing that children with cochlear implants who use ASL actually demonstrate better speech skills, language development and intelligence scores than non-signing children (Davidson, et all 2011; Hassanzadeh, S. 2012; Amraeri, K. 2016). Based on current research, technological intervention alone (i.e., hearing aids, cochlear implants) are insufficient as a stand-alone approach for language acquisition in Deaf children (Humphries et al 2012b; Kral et al 2016). The research is showing us that hearing aids and cochlear implants, when used alone (i.e., without the support of ASL) do not give sufficient access to language to prevent language deprivation in Deaf and Hard of Hearing children. What does this mean? The truth is, if a Deaf child or Hard of Hearing child does not have access to ASL they are likely experiencing some level of language deprivation. Yup, I said it. I am not saying ASL only, ASL instead of, ASL at the exclusion of speech. I actually believe that children should have options and parents should take advantage of the tools that the medical field offers them. But the research has spoken and it is strong: Hearing aids or cochlear implants alone do not provide adequate access to language and should be used in conjunction with ASL. How significant is the impact? For decades clinicians have observed that children who suffered from language deprivation during the critical period have a unique presentation. We noted that the language of many Deaf and Hard of Hearing children seemed delayed, more concrete, and lacking in fundamental components despite attempts to intervene. More recent neuroimaging studies have finally clarified the reason. Language deprivation during the critical period appears to have permanent consequences for long-term neurological development (Leybert, J. & D’Hondt, M., 2003). So much so, that specific timing and quality of language access during early childhood can cause neurostructural differences (Mayberry et al, 2011; Penicaud, et al 2013; Skotara, et al, 2012).
FNDC Spring • 201922Language dysfluency and child presentation. Languages (auditory or visual) have rules and structures that make them languages; language dysfluency is a disruption of these rules and structures. In Deaf children with dysfluency this may look like limited vocabulary, lack of time markers (i.e., days, weeks, month, year), inaccurate spatial organization (a grammatical construct), and a lack of syntax; vocabulary may be more “concrete” and limited to actions and descriptions the child / adolescent has experienced directly (Glickman, N.S. 2007). These children, and later adults, also demonstrate comprehensive knowledge deficits which are best described as gaps in knowledge due to an accumulate lack of environmental information or incidental learning (Schenkel, L.S. et al 2014). Understand that normal acquisition of passive information is made through media, radio, newspapers, TV, and word of mouth – avenues typically not easily accessible to Deaf and Hard of Hearing individuals. However, current social media, the internet and captioned TV makes it easier if Deaf and Hard of Hearing individuals have the vocabulary to access these resources and the communication accessibility at home to discuss these resources with their family members. When family members do not know ASL, the captioning is not turned on on TVs around the house, the internet is not captioned, newspapers or magazines are not available (and age appropriate), Deaf and Hard of Hearing children only have access to incidental learning during the 4 to 8 hours they are in a signing environment within the classroom (assuming they are placed with signing peers). The consistent lack of exposure to everyday opportunities results in an overall loss of understanding of many aspects of societal functioning, such as school interactions (when they are not in a larger program with Deaf peers), government functions, personal behaviors, etc. This can have a long term impact on a Deaf child’s physical, mental and social health. What areas of functioning are impacted? There does not appear to be any evidence that language cannot be learned through multiple modalities (i.e. through a combination of ASL and the use of hearing aids or cochlear implants). Nor does there appear to be any evidence that using ASL impairs spoken language development, but there is strong evidence that a lack of language access will cause long term negative consequences (Lederberg et al 2013). The risk for secondary or tertiary diagnoses in Deaf or Hard of Hearing individuals seems more magnified due to language deprivation. There is evidence that language deprivation can cause cognitive delays (Niparko, J.K. et al 2010; Davidson, L.S., 2011; Tobey, E.A., et al 2011; Lund, E. 2015). Deaf and Hard of Hearing children who have a history of language deprivation are also more likely to experience abuse, trauma or exploitation (Pollard 2014; Schenkel et al, 2014). In addition, there are also studies that demonstration that Deaf and Hard of Hearing children who have suffered language deprivation also have much higher incidences of behavioral disorders (Stevenson, J. et al 2010; Barker, D.H., et al 2009). Furthermore, language deprivation leads to the inability to develop “theory of mind” (the idea that other people think differently than you do) (Ketelaar, Rieffe, Wiefferink, & Frijns, 2012). Finally, the failure to develop adequate language skills may
FNDC Spring • 201923be associated with failures to develop empathic attunement (empathy) with other people (Gulati, 2019). Dr. Neil Glickman described the impact of language deprivation quite well in his introduction for a Webinar (2018): “The mental health skills we refer to as emotional self-regulation, or coping, which is the focus of so much contemporary cognitive behavioral therapy, can be done without language (think of sensory strategies like rocking or jumping for self-regulation). However, understanding the concept of self-regulation and advancing beyond sensory movement interventions, requires formal language. Certainly, language deprivation can dramatically limit one’s set of strategies for self-regulation.” Glickman goes on to note that interpersonal skills such as communication, problem-solving, and conflict resolution, which are also common foci of evidenced-based Cognitive Behavioral Therapy (CBT), require formal language (Glickman, 2009, 2017). As mentioned above, language deprivation can have long term consequences on cognitive skills. I can share from my professional experience that I see a consistent impact on Verbal IQ as measured by the Wechsler Intelligence Tests. These happen to be my favorite intelligence tests because they have adapted well over the years, they give directions for use with Deaf and Hard of Hearing students and they include a small number of Deaf kids in their norming samples now. Of course there are other very good tests but I won’t go off on that tangent. Back to Verbal IQ. Intelligence, generally speaking, is the ability to problem solve and come up with new solutions given a new problem. Easy, right? Not so much. Problem solving, really good problem solving, requires language, organization skills, high level thinking skills, the incorporation of past knowledge and experiences, and the ability to develop and test hypotheses in one’s mind before they come to fruition. I could go on. Intelligence is not just one construct – language or spatial skills, but many different constructs. Why am I explaining all this? First, because too often I see other psychologists (that do not frequently work with Deaf or Hard of Hearing students) ignore Verbal skills in Deaf children or, even worse, assume they are “nonverbal” if they do not speak (verbal means language not just spoken language). Second, because verbal skills are most closely linked to academic success. It is important to assess verbal skills of Deaf and Hard of Hearing children if we are to get an idea of what is impacting their academic progress. What I have seen time and again is that Deaf and Hard of Hearing children who have suffered from language deprivation during the critical early years often have lower Verbal IQ scores later. Frequently, I will see Deaf and Hard of Hearing children with Average Nonverbal IQ scores but Extremely Low Verbal IQ scores. I have noticed that when sign language intervention is provided later (after age 5), Verbal IQ scores do improve but never up to the same level as the Nonverbal IQ. As such, in my experience, the effect of early language deprivation is permanent. Unfortunately, the most negative impact is on Verbal IQ which is most highly correlated with academic functioning.
FNDC Spring • 201924Over the course of my career I have had the honor of assessing or supervised the assessment of thousands of Deaf and Hard of Hearing children. I have observed that speech skills are not the same as having good language skills. What does this mean? I have seen many Deaf and Hard of Hearing children, raised without ASL during the first 5 years, who have intelligible speech and can carry on a conversation with a hearing person without the use of ASL. However, when I actually test their Verbal IQ, I find the same profile that I do of any child with a history of language deprivation. Many of these children can talk but speech is not language. This is an important concept to understand. Speech is not language. Speech is important but it is one component of language. Language skills are so much more complex. The most important single feature characterizing human language is its infinite productivity and creativity (i.e. ability to problem solve new problems). Human beings are unrestricted in what they can communicate; no area of experience is accepted as necessarily incommunicable, even when we discover new things or new modes of thought. Having intelligible speaking skills does not, however, mean having adequate language skills. Is there a difference in impact based on hearing levels? All too often I hear from parents whose children are not getting support from their school districts because the staff psychologist or audiologist or speech teacher has reported that the hearing loss is not “significant enough” to require intervention (i.e. a 504 plan or an IEP delineating special services such as a FM system, speech services, Resource Specialist Program (RSP), services by a Deaf and Hard of Hearing (DHH) itinerant teacher, placement in a Deaf program, etc.). It is my opinion, that most hearing loss warrants intervention and support. Research shows that even “minimal” hearing loss can have an impact on the educational access of a child. This degree of hearing loss has also been described as “subtle,” “slight,” and “mild.” However, the use of these terms belies the fact that many individuals with these degrees of hearing loss exhibit more than minimal difficulties as a result. On this issue I can speak from experience. Over the last 10-15 years I have slowly lost my mid-range hearing (of those consonants in the speech banana). I still have a “mild” hearing loss, but some days it does not feel mild. In a one-to-one setting, I do just fine. But put me in a crowd or in a large space (like a classroom or gym or restaurant) and I get lost quickly. I experience ringing in my ears or I am tired or I don’t feel like putting in the extra effort to discriminate the words of the people talking around me. It is a day to day adventure because sometimes I am fine and other days I would rather not bother.
FNDC Spring • 201925As early as 1980, research started to emerge that indicated that as many as a third of children with unilateral hearing loss (UHL) failed at least one grade in school and 50% either failed a grade or required additional resources (Humes, L.E. et al 1980; Bess, F.H. & Tharpe, A.M., 1986; Bess, F.H. et al 1986; Culbertson, J.L. & Gilbert, L.E., 1986; Klee T.M. & Davis-Dansky, E.A., 1986; Bess, F.H. & Tharpe, A.M., 1984; Oyler, R.F. et a; 1988; Bovo, R. et al 1988; Hartvig Jensen J, et al 1989; Watier-Launey C. et al 1998). Another important research finding was discovered by Bess and her colleagues. They found that despite the long-held belief that children with UHL would have little difficulty listening as long as speech was directed toward their hearing ear (monaural direct with speech directed toward the normal-hearing ear and noise directed to the poor ear), Bess et al demonstrated that in quiet or with background noise, children with UHL had poorer speech perception scores than their normal hearing peers regardless of the location of the speech signal source (Bess, F.H. & Tharpe, A.M., 1986). Interestingly, research has not shown specific deficits with speech and language abilities of children with UHL versus hearing peers. However, research has shown lower verbal IQ scores in children with UHL (Klee T.M. & Davis-Dansky, E.A., 1986). Environmental factors also impact the Hard of Hearing child in the classroom. The acoustic set up in the classroom has a significant impact on speech perception and learning in children and ultimately can have a negative impact on academic progress. Multiple studies have assessed the poor acoustics in the typical classroom (Bess, F.H. et al 1984; Knecht H.A, et al 2002; McCroskey, &F., Devens, J. 1975; Picard, M. & Bradley, J. 2001) as well as the adverse effects noise can have on the learning of children with hearing loss (Boney S. & Bess, F. 1984; Crandell, C.C. 1993; Finitzo-Hieber, T. & Tillman T. 1978; Hawkins D.B. & Yacullo, W. 1984). Typical accommodations in the classroom are seating in the front of the classroom, but does the teacher (and student) also remember to look for noise making items like the air conditioning unit, the door to the classroom, the tapping from a student’s pencil or kids talking, the cabinets or desk tops that open and close? Even when the teacher is using a FM system (assuming the teacher and student are compliant with its use), these noise makers can negatively impact the effectiveness of amplification. For the Hard of Hearing child, working all day to filter out these sounds can result in cognitive fatigue. Cognitive fatigue is simply that tiredness or fatigue that sets in after working on mentally tasking activities for long periods of time. Hard of Hearing and Deaf children using hearing aids (HAs) or cochlear implants (CIs) do not have predictable access to sound so the brain can not really habituate to noise. This means the brain is working harder all day to filter out noise and understand what is being said. This does not even take into consideration
FNDC Spring • 201926the noise variations that occur over the course of the day – from the classroom, the playground, the gymnasium, the cafeteria. All of these areas have different acoustic characteristics and staff members may not all have experience successfully using the FM system. If a child is coming home exhausted after school or is complaining about feeling too tired or is having difficulty focusing on lessons in the afternoon, it could just be from the effort involved in trying to attend to the teacher’s lecture all day, while filtering out noise. No matter the hearing loss, the impact is experienced by the person with the hearing loss. They are the narrators of their own story and their experience needs to be understood in its entirety. As professionals and parents, we have an obligation to provide for our children all of the options needed to access their education. Deaf education has historically been tarnished by the arguments between the “oralists” and the “manualists”. The fact is, Deaf and Hard of Hearing children need access to their natural language of ASL and their parents have the right to utilize whatever medical tools are at their disposal to give their child more opportunities. Deaf children have the right to grow up bilingual – in ASL and English (spoken and / or written). Hearing aids and cochlear implants (and whatever new medical technology that comes along) need to be recognized for what they are – tools. Conclusion. Is language deprivation real? Yes. Does it impact the majority of Deaf and Hard of Hearing children? I would venture to say yes, if they have not had access to ASL at school and home from birth. Do hearing aids and cochlear implants prevent language deprivation? When used alone, no. Access to ASL is needed. Access to visual information is needed. The child’s need for ASL instruction should be assessed by a qualified team of professionals. Special attention needs to be given to making sure the classroom is also acoustically accessible if the child is using HAs or CIs. Language deprivation is preventable. We adults need to prevent it. We can do better by Deaf and Hard of Hearing children and we should (Hall, 2017). M. Natasha Kordus, Ph.D. Dr. Kordus received her Ph.D. from Gallaudet University in Washington DC in 1998. She has since worked at the California School for the Deaf in Fremont, St. John’s Mental Health Center in Santa Monica and the California School for the Deaf in Riverside. Dr. Kordus is a licensed Clinical Psychologist, credentialed School Psychologist and Behavior Specialist. She has her Pupil Personnel Credential in School Psychology and a Clear Credential in Administration. For the past 9 years she has supervised the Assessment Services and the California Deaf Education Resource Center at the California School for the Deaf in Riverside. She is fluent in ASL. *Note from the author: I am a firm believer that children with true access to multiple languages can learn them all. For Deaf and Hard of Hearing children in the United States, their access to Spanish at home varies significantly. For many of the same reasons that hearing aids (HAs) alone cannot give full access to spoken English, they cannot give access to spoken Spanish without direct instruction / intervention. Direct Spanish instruction is not provided in most American schools therefore, the primary challenge is to get our kids first fluent in, ideally, ASL and English.
FNDC Spring • 201927The Elks and Canadian Royal Purple Society lodges of BC are hosting the annual Bright Futures Walkathon in support of BC Family Hearing Resource Society.Please support Bright Futures for young children who are deaf and hard-of-hearing and children with speech and language difficulties. Join us for a family friendly 1.5 km or 3 km fun, non competitive walk/run. SUNDAY - MAY 26th 2019 - ALDERGROVERegistration 9 am - Walk 10 am Aldergrove Regional Park · 272nd St & 8th AveRefreshments and activities following eventRegistration Fee: Individuals $20 · Families $30 ~ Fee is waived for those collecting pledges over $50For information & pledge forms please email: info@bcfamilyhearing.com or call 604-584-2827donate online! www.bcfamilyhearing.comBC Family Hearing Resource Society Walking for Bright Futures
FNDC Spring • 201928Sign Language Is Best for Deaf Children Researchers dispute value of speech acquisition through technology https://ssa.uchicago.edu/ssa_magazine/sign-language-best-deaf-children How to teach deaf children language has been a controversial issue, especially with the advent of modern hearing technology. In an article published in the December 2016 Social Service Review, a group of researchers, most of whom have hearing loss themselves, says that a “speech only” approach using technology is hurting many deaf children by preventing them from learning language in their rst critical years, resulting in impaired brain development and inicting lasting harm on their cognitive and psychosocial functioning. A better approach is for parents to begin teaching their deaf children sign language as early as possible, contend the authors of “Avoiding Linguistic Neglect of Deaf Children.” Deafness is the most common birth defect in the United States. According to the US Centers for Disease Control and Prevention, 1.4 of every 1,000 children are born with some type of hearing loss. Children diagnosed with hearing loss typically receive hearing aids, cochlear implants, or both. Hearing aids amplify residual hearing, while cochlear implants bypass the ear altogether and deliver electronic impulses directly to the brain. [Field]Meanwhile, the authors say, promoters of the implants, including the makers and many doctors, discourage parents from teaching their children how to sign. Most parents have little experience with deafness—96 percent of deaf children are born to hearing parents—and rely heavily on this guidance. The problem is that the technology often doesn’t work very well. Learning to use cochlear implants is dicult. The authors point to a study that looked at more than 20,000 deaf children who received implants since 2000, and found that 47 percent had stopped using the devices altogether. For this reason, the authors say, counting on a deaf child to communicate using spoken language alone is a huge gamble: “Many deaf children who are raised using only spoken language do not receive enough access to auditory information to develop language.” The authors call this “linguistic neglect,” and compare it to other kinds of maltreatment. Indeed, research has shown that children need language to ourish. Language acquisition promotes cognitive development, psychological well-being, and social bonds. When children don’t get adequate exposure to language, their brains don’t develop properly. They become socially and emotionally isolated. And they become vulnerable to other kinds of abuse as well. Teaching children to sign isn’t easy: the parents have to learn the language, too. But the authors say it’s a more reliable way to introduce deaf children to language, and to ensure that they receive the cognitive and other benets of language acquisition. Research shows that children who learn to sign early do better across a range of measures, including academic achievement, than children who don’t. It also suggests that children who begin to learn sign language at birth have more success learning to use cochlear implants to access speech. The authors say social workers can play a “key role in addressing the problem of linguistic neglect.” This is because of their involvement in promoting child welfare, but also because they are in a position to see the consequences of linguistic neglect in children. The authors say social workers can do more to inform themselves about the problem, take measures to educate the public, and promote standards of language acquisition for deaf children that prevent linguistic neglect. “We’re hoping that social workers speak up,” says Donna Jo Napoli, Professor of Linguistics at Swarthmore College and one of the authors.
FNDC Spring • 201929RBC bridges language barriers with new in-branch video interpretation app http://www.rbc.com/newsroom/news/2016/20160826-language.html Real-time multi-language interpretation – including American Sign Language – marks a North American financial institution first for two-way video service for clients TORONTO, August 26, 2016 - RBC today introduced a new language app for branches that provides clients with real-time video access to qualified interpreters to conduct their banking. Real-time multi-language interpretation – including American Sign Language –marks a North American financial institution first for two-way video service for clients Communication can sometimes be challenging, especially when there is a language barrier. For many immigrants to Canada whose first language isn’t English, it can be a real struggle to understand complicated topics or learn a new banking system. RBC is also the first financial institution in North America to offer American Sign Language to its clients through this video app. “It’s important that our clients can communicate with us in the most convenient way they choose.With a touch of a button, we can now bridge language barriers in branches from coast to coast -- just one of the ways that RBC helps clients thrive every day,” said Kirk Dudtschak, executive vice-president, personal & commercial banking, RBC. “We’re proud to continue to lead the way in providing accessible banking for our clients.” Available now, this on-demand video service currently offers 13 languages, with more to follow. This ‘video chat’ format provides the added benefit of visual cues. The app also supports 200 languages through audio conferencing, a service RBC has offered over the telephone since 2009. With so many people new to Canada – and to the banking system – needing financial advice, the demand for interpretation services has been increasing. Without help, their access to banking can be limited. “Providing newcomers with the ability to have banking conversations in their preferred language is critical to helping our clients learn about how banking works in Canada and what products and solutions are right for them. The new language app is useful for anyone who considers English or French a second languageno matter how long they have lived here,” said Christine Shisler, senior director, cultural markets, RBC. Fast facts: How it works: When a client requires interpretation services in a bank branch, a banking advisor will open the language app on a tablet, and will select the client’s preferred language. In less than a minute, the client will be connected with qualified interpreters. Using two-way video technology, the client and banker can then speak directly with the interpreter, who also has access to an optional on-screen whiteboard feature to display any messages. Languages offered: 13 are available now through video translation, including Mandarin, Cantonese, Korean, Polish, Somali, Arabic, Haitian Creole, Portuguese, Vietnamese, Hmong, Nepali, Russian, and American Sign Language. Branch reach: The service is available at all RBC branches across Canada.
FNDC Spring • 201930Howtolearnsignlanguage:9appsandresourcestoteachyourselfASLhttps://mashable.com/article/how-to-sign/#m_wZ8qnL3iqn, Learning to sign is easier than ever, thanks to the internet. The visual language, designed to aid the deaf or hard of hearing, is a set of gesticulations and hand movements that correspond to the spoken word. There are numerous ways to learn American Sign Language (ASL) outside the old classroom method. From free online lessons to video tutorials, a world of possibilities is open for those aspiring to teach themselves this hands-on language. “I love you” in sign Language YouTubevideos One of the easiest ways to learn sign language is through YouTube tutorials. The video hosting site has dozens of teachers who give free lessons on how to sign the alphabet, common phrases, numbers, and more. Video link: https://www.youtube.com/watch?time_continue=7&v=KgG81skmlkc Here are a few places to start: • Dr. Bill Vicars: The hard of hearing ASL expert has numerous degrees in deaf-centric studies, according to his bio on Lifeprint. His love of the language is evident on his YouTube page, which hosts a plethora of ASL lessons. • Expert Village: The YouTube channel is home to lessons on pretty much anything, and is a great source of ASL videos for beginners. There's an extensive series on common phrases, letters of the alphabet, and more. • Laura Berg Life: This channel, previously called "My Smart Hands," is especially great because it was designed with teaching ASL to both adults and young children in mind. It offers videos that share how to sign temperatures, common phrases, read names, and more. Some videos are even dedicated to answering viewer questions. WebresourcesOutside of YouTube, the internet also offers a plethora of resources for those looking to learn sign language, including quizzes, courses, and more. Here are three helpful options to consider.
FNDC Spring • 201931 • Learn sign language with SIGNASL.ORG. • ASL Pro: Don't let the site's old school appearance fool you. ASL Pro is a free tool with a wealth of quizzes, fingerspelling practices, and a super detailed dictionary complete with video examples for learning how to sign hundreds of words. • Start ASL: This online resource offers a variety of courses for those interested in learning sign language. There's a free three-level coursethat offers workbooks and activities, along with fingerspelling lessons. And if you're looking for more advanced ASL learning, the site also offers additional paid courses, both online and office, created and taught by professional ASL instructors. • SignASL.org: This online ASL Dictionary is the perfect place to search for words and phrases and learn their corresponding signs. Simply type in a term and the site will show you a selection of ASL videos and resources from trusted websites to choose from. AppsYou can also keep a sign language lesson in your very own pocket by downloading an app onto your smartphone. On-the-go ASL lessons can help you stay refreshed on little things and come in hand when you need to look something up. Not to mention, apps that teach sigh language will let you study any time, anywhere There's a variety of sign language apps available for popular Apple devices, Android devices, and more, but here are a few recommendations if you're struggling to decide how to learn ASL. • ASL Coach: This free iOS app keeps things short and sweet, teaching you how to master the sign language alphabet. • ASL: Fingerspelling: The $3.99 iOS app from ASL resource Lifeprinthelps gets users up to speed on their fingerspelling techniques. • Marlee Signs: Oscar-winning deaf actress Marlee Matlin is also in on the app game. Marlee Signs is free for iOS and teaches ASL with video lessons and fingerspelling practice. Testyourself!Want to test out your skills? We learned the ASL alphabet and gave fingerspelling a shot. Can you figure out what we spelled? Answer below. Link: https://vine.co/v/M1vxF7izmF5/
FNDC Spring • 201932How playing in the Deaflympics introduced me to Deaf culturehttps://www.hearinglikeme.com/how-playing-in-the-deaflympics-introduced-me-to-deaf-culture/ My experience at the 2017 Deaflympics was an experience unlike any other. TheDeaflympicsmeetsatanintersectionofathleticcompetition,culturalinteractions,andDeafculture.Thesearepeoplefromallaroundtheworldwhofacesimilarbarriersandarealsodrivenbyathletics.I found out about the National DeafWomen’sVolleyballteamwhenIwas15 years old through my volleyballcoach at the time. She wasn’t surewhetherIqualifiedwithmyhearingloss but still recommend that I tryout. I was in luck, I just qualified,meeting55dBhearinglossneededtobe on the team. The tryouts alsoluckily happened to be in myhometown of Edmonton at theAlbertaSchoolfortheDeaf.Becoming a part of the team When I found out that made it on the team, I was extremely excited. I participated in my first international competition at the 2016 Panam Qualifiers in Washington D.C. where we qualified for the 21stDeaflympic Games in Turkey the following year. It was here I got my first taste, and exposure to the Deaf culture by being immersed in it at Gallaudet for a couple weeks. At the Deaflympics is where I got to experience the Deaf culture on a global scale and meet athletes and individuals from around the world who also had hearing loss. Making our way to Turkey Foranentireyear,Icouldn’twaitfortheDeaflympics.Timetickedon,aswetrainedforthegamesandeventually,afterafullyearofpreparationandwaiting,itwastime.ItwastimetoleaveforTurkey.On the day of travels, we sent selfies of one another in our Team Canada jackets on the planes to ourteammateswhilewewerestartingourjoineryacrossthecountrytoconveneinTorontoandmeettheotherCanadianathletesforthefirsttimebeforegoingtogethertoTurkey.It was a long flight overseas, and a long six hour layover in the Istanbul airport, and were absolutelyexhausted,aswestumbledintotheathletes’villagethefollowingmorning,afterspendingthenightintheOlympic headquarters and saw the big banner and the hundreds of athletes among us I instantly feltenergizedagain.Ithoughtthisisit.Iamherenow.Eventheinteractionswiththelocalpeoplewereuniqueandspecialintheirownway.Usually,theywereshortandbrief,buttheystillmadealastingimpression.OneofthemostmemorablemomentswaswhenIwaswalkingnexttoafieldwhereabunchofchildrenwereplayingsoccerwhensuddenlytheystoppedandranuptothefence.Theyweresigning‘Iloveyou’throughthefence,theirhappyfacesgrinningupatus.Itwasaheart-warmingmoment.
FNDC Spring • 201933No hearing technology during the games WhatseparatestheDeaflympicsfromtheOlympics,orParalympicsisthatitisanOlympiccompetitionforDeafathletes.ItisacelebrationofDeafcultureandathletics.Deafnessisnotadisability,itisacultureandalifestyleandthisisreaffirmedattheseinternationalgames.Partofthisisachievedbynotbeingallowedtowearhearingdeviceswhilecompeting.WhichmeansthatIamnotallowedtowearmyhearingaids.Originally,Ithoughtthatthemainchallengewouldbetohearwhatmycoacheshavetosay,sinceIdon’treally know much sign, but the main challenge ended up being on the court. Volleyball is such acommunicationdrivensport,whereweareconstantlychatteringtoletourteammatesknoweitherwearereadytohit,whatplaywewillrun,whethertheballisgoinginorout,whethertherewasatouchontheblock,orwhetherwearegoingfortheball.Deaf volleyball,however, is not playedlike that. It really teststhetrustthatwehaveinour teammates, thatthey will go for the ballbecause there is noauditory cue that willreassure them that yes,indeedsomeoneisgoingfor the ball. Or that theball is going out. Therehave been collisions,bumps, andmiscommunicationsbutwedusteachotheroff,helpeachotherupandgogetthenextpoint.ThatisapartoftheDeafvolleyballstyle.Proud to be a part of the DeaflympicsOpeningceremonieswasanunforgettableexperience.AllofusstooddeckedoutinCanadiangearinthesettingsunoutsidethestadiumtryingtocooldowninTurkishheat.Wewereclutchingourmaplesleaveswithpridegoinguptoathletestotradepins,ortakepicturesaswewaitedfortheceremonytostart.Thentheceremonycommenced.Aswenearedthestageofthestadium,Icouldfeelthevibrationsofthemusic,hearthecheersandechoesfromthespeakers.WhentheyfinallyannouncedtheathletesfromCanada.Isteppedontothestageamongmyfellowathletes.WhatIsawtookmybreathaway.Itwasamassivestadiumwiththousandsofpeoplecheeringus,theCanadians,aswewalkeddownthemassivestairstowardsthem.Wewalkedaroundthestadiumnexttothespectatorswavingtothemastheycheereduson.Somebeckonedusovertotakeselfies,andIgavesomepeoplesomeofmymanyCanadianflags.IthasbeensuchanhonortorepresentCanadaatthe2017SamsunDeaflympicslastsummer.ItwasanunforgettableexperiencethatgavemetheopportunitytolearnmoreaboutDeafcultureandotherculturesaroundtheworld.Eventhesmallinteractionswhenmeetingdifferentpeoplehavemadeabigimpactonme.TheDeaflympicstrulyisafusionofinternationalanddeafculturealongsideinternationalcompetition.
FNDC Spring • 201934 Eight things siblings of children with special needs struggle with https://www.washingtonpost.com/news/parenting/wp/2016/12/20/8-things-siblings-of-children-with-special-needs-struggle-with/?noredirect=on&utm_term=.89c5c6f5e49d Having a sibling with special needs is a reality many children are born into, including my three typically developing children. Of all the things my children experience that I never did, their experience of growing up with a sister with significant disabilities is something I struggle to understand, even as I watch it unfold daily. The advantages to having a brother or sister with special needs are numerous and include being more empathetic, more responsible and more resilient. However, these typically developing siblings also shoulder tremendous burdens that are not often or easily discussed. Documentary filmmaker Rachel Feichter has a typically developing 11-year-old and a 7-year-old, Talia, who has special needs as a result of a neurological autoimmune disease, Hashimoto’s encephalitis. Feichter discovered that there is a lack of information regarding the full experience of having a sibling with special needs when she searched for information to help her older daughter. She wanted to better understand the needs of her typically developing daughter, as well as help her daughter connect with other siblings with the same struggles, so Feichter began interviewing siblings of individuals with special needs for her in-progress documentary, which has the working title “Not Typical.” While every sibling — and every family — is different, Feichter found some common experiences, many of which my children are having. Feeling like they need to be perfect. Siblings of individuals with special needs know how hard their parents work to ensure all of their sibling’s needs are met, and often see their parents struggle to meet these needs. Many feel like they can’t make mistakes because that would add to their parents’ burden, so they believe they must be perfect at all times. This is an impossible standard to meet, and can lead to stress and feelings of inadequacy. One girl said she felt like she “had to be Ms. Perfect and not have any problems for [her] parents to deal with.” Another said that she felt as though she could never be “enough.” Feeling like they can’t express their feelings. Most typically developing children love their sibling with special needs. Yet they may also resent how much of their parents’
FNDC Spring • 201935time is taken up by caring for their sibling or feel embarrassed about their sibling’s behavior. One girl said she “was never allowed to mourn openly or to be mad or sad about [her] brother” and another said her friends thought she was being mean if she said anything bad about her sister, even though friends with typically developing siblings often complain. Having a different idea of family and home. For most children the concept of family is based in togetherness. But when a sibling has special needs, family quality time may look different. One girl recalled that her mother was “assigned” to her sister with special needs and her father was “assigned” to her. The family often spent time apart, especially when it involved leaving the house. In many families, the sibling with special needs may not be able to attend certain events or go certain places for a variety of reasons, including therapy and medical appointments, physical barriers to access, or sensory issues. In some cases, the presence of caregivers and therapists may redefine what a family home is for children. In my home, for example, our child with special needs is normally fed by a personal care attendant. A therapist is often present at our family meals as well. Nonfamily members are typically also present even during lazy weekends at home. Some siblings said that places outside the home, such as school or a relative’s house, are more of a refuge for them than their home. Feeling as though their problems are minimized. Sometimes a sibling with special needs has complex and even life-threatening problems. An issue faced by a typically developing sibling, whether it is a problem with a friend or an academic struggle, may seem small compared to having limited mobility, learning difficulties or sensory issues that require intensive care or prevent a child from attending the neighborhood school. One girl said her parents rarely dealt with her problems, instead telling her to be “strong.” Another felt her parents never took her problems seriously because they considered her the “lucky one” for not having a disability. Feeling isolated. Typically developing siblings may be lonely because they don’t have peers who have siblings with special needs. So they feel different when their friends ask “what’s wrong with your sister?” Some children also feel self-conscious about their sibling with special needs, and aren’t sure when or how to tell their friends about him. Others feel uncomfortable inviting friends over because they are unsure of how their friend or sibling will react. Dealing with intolerance early and often. Children learn early that there is not universal acceptance for individuals with special needs, and that their sibling is not welcome everywhere that typically developing children are. This can be deeply disappointing to typically developing children who want to have shared experiences with their sibling. They regularly encounter individuals who refuse to move from seats designated for individuals with disabilities, and those who make unkind comments about other accommodations their sister needs. These early lessons in intolerance, and even hate, can affect their world view and make them cynical or resentful of the limitations placed on their sibling and themselves as a result.
FNDC Spring • 201936 Feeling like they are asked to help too much. Some typically developing children are expected to help care for their sibling with special needs from a young age, even if that sibling is older. One girl said that she felt like the “attention police” at home since her mother was constantly telling her that she had to pay attention to her sibling with special needs. Others are expected to push wheelchairs, participate in therapy sessions, or attend to their sibling’s personal care needs by feeding them or helping to get them dressed. Many are told early on that they will be expected to care for their sibling when their parents are no longer able to do so. This puts enormous pressure on them. Feeling like they must grow up quickly. Because of the sum of their experiences, from feeling as though they are on their own to handle their problems to feeling pressure to be perfect to being given responsibility for their brother or sister, some siblings of children with special needs feel as though they are forced to grow up too quickly. Most typically developing children love their siblings with special needs beyond measure and are close to them. But to better understand and support them, it’s important to acknowledge their struggles. There is a need for more information about the experience of growing up with a sibling with special needs. While there are a few places the stories of these siblings are told, such as the fictional book “Wonder” by R.J. Palacio, hearing from the siblings themselves in “Not Typical” will help many feel less alone and better understood.
FNDC Spring • 201937 TELUS ACCESSIBILITYFROM: https://bu.ly/2GBqAMyTRANSCRIPT: Hello! Welcome to the TELUS Accessibility website where you can nd the latest information on oered Accessible products and services. TELUS is committed to continuous improvement, so come back and check again and again. Find information about the TELUS Accessible Rate Plan, or Text with 9-1-1, and other Accessibility Services here. Let me show you how to easily search and nd TELUS information on accessibility. Either type “telus.com/accessibility” in the address bar or URL bar on your web browser, or on the TELUS.com website, scroll down to the bottom of the page where you will see the word “Accessibility”, click on this to view the updated Acces-sibility site. The TELUS Accessibility website has grouped information into 4 categories:1. Accessibility at TELUS: Information in this section includes TELUS’ Commitment to Accessibility including information from the CRTC Wireless Code of Conduct in ASL, LSQ, English and French about extended trial periods. ASL and LSQ videos are also available for common wireless contract terminology under “Review the CRTC Wireless Code of Conduct”. TELUS also has information on Text with 911 requirements and how to register.2. Accessible devices: Many mobile phones come with built-in features that can make them easier to use for people with varying abilities. For example, click on “Explore hearing/speech features” to learn more about these features. TELUS is also adding a web page to individual mobile phone pages to show which Accessibility features that specic phone supports. To nd this: 1. Type in telus.com, 2. Go to the mobile phone section, 3. Select the wireless phone you are interested in and, 4. Open the Accessibility tab for more information on the accessibility features that phone supports.3. Accessible services: This section provides information on the dierent plans and services TELUS oers to improve the customer experience. Here you will nd information on our Accessible mobile phone rate plan which is available to TELUS Mobility customers who are deaf, deaf-blind, hard of hearing or blind, and how to apply. Customers can also learn about what Relay Services TELUS oers, how to request documents, in alternate formats such as Braille or large print. For example: your bill or customer service agreement is available in braille or large print.4. Help us improve: TELUS wants to give everyone equal access to the devices and services we all need to work, play and stay connected. Feedback is important for continuous improvements. That’s why we want to hear from you. Please use the options below to share your suggestions, feedback, compliments or complaints about accessibility at TELUS: For feedback on the Accessibility website, click on the site “Feedback” form.For feedback on Accessibility services or experience, you can submit feedback to any of the areas of TELUS on this page or use our “Contact Us” options. Chat live with an agent, Email, Twitter, TELUS Forums, Phone, TELUS hopes you nd the information on the TELUS Accessibility site benecial.
FNDC Spring • 201938Sign language interpreter becomes symbol of New Zealand's inclusive response to attack Just before New Zealand Prime Minister Jacinda Ardern began to speak from behind a podium in the capital of Wellington on Thursday, a young man dressed in a collared shirt positioned himself beside her. Ardern was there to announce that New Zealand would ban semiautomatic weapons, assault rifles and high-capacity magazines - a decision that came less than a week after a gunman stormed two mosques in Christchurch and fatally shot 50 people. "On 15 March, our history changed forever. Now, our laws will, too," Ardern said. "We are announcing action today on behalf of all New Zealanders to strengthen our gun laws and make our country a safer place." And Alan Wendt, the man standing beside her, was there to express the same message - but in sign language. New Zealand Sign Language is one of New Zealand's three official languages, which also include English and Māori, the language spoken by New Zealand's indigenous population. According to New Zealand's human rights commission, individuals in New Zealand have the right to use either New Zealand Sign Language or Māori in official court proceedings with interpreters, and Māori is taught in most schools. Māori was made an official language in 1987 and sign language was designated an official language in 2006. Ardern recognised New Zealand's Sign Language Week in May when she released a video of herself signing, and she also uses an interpreter for her weekly news conference. Ardern has been praised for her response to the violent attacks last week that left 50 Muslims dead. She didn't hesitate to call the attack terrorism, wore a headscarf when meeting with the Muslim community, and promised that the Government would cover funeral costs for the victims. Then she announced plans to ban the sales of certain weapons. But observers also noticed that Wendt appeared by her side, seen as a way of including the deaf and hard of hearing community in her response that New Zealand was truly "united in grief". One Twitter user wrote that while watching a sign language interpreter during New Zealand's response to the Christchurch attack, "one has to acknowledge this deep sensitivity of the NZ society". "So impressed by NZ's inclusivity of having a sign language interpreter at news conferences," one user wrote.
FNDC Spring • 201939Lost years: Mother of deaf girl urges parents to learn sign language as soon as possible https://www.cbc.ca/news/canada/new-brunswick/mother-deaf-rothesay-sign-language-chandler-1.5082981 Heather Chandler of Rothesay regrets not being able to communicate with her daughter Allison, 6, sooner Heather Chandler, right, with her deaf daughter Allison, 6, husband Andrew and son Leland, 8, says she'd like to see more intervention when it comes to providing instruction in American Sign Language. (Submitted) Allison Chandler may be deaf, but the six-year-old Rothesay child has no problem letting her mother know she'd like some soda pop and she'd like it right away. When the answer is no, Allison argues the injustice with her eyes and her posture and an urgent pleading message that flows through her arms and her hands. Heather Chandler says it's a joy and relief to see her daughter communicating so assertively in American Sign Language and only regrets she left it so late. For way too long, Chandler says, she and her husband, Andrew, and their son, Leland, didn't know the little girl who was living among them. "Essentially, she was language-deprived for three years," Chandler said. Focused on the fix Allison's hearing deficiency was flagged early, first by the universal newborn screening test and later while Allison was being prepped for heart surgery at five months old. With the heart crisis behind them, Chandler said she then felt pushed by doctors and society to pursue any medical fix that might make Allison "more normal." "Everyone seemed to be steering us to cochlear implants," she said, referring to the medical devices that bypass damaged portions of the ear and directly stimulate the auditory nerve. Allison Chandler is deaf and spent years unable to communicate with her parents. Now, her mom is an advocate of early access to American Sign Language education. The surgery is not performed in New Brunswick, which meant the family first had to travel to Halifax and later to Toronto. In both cities, specialists decided Allison was not a candidate because of existing nerve damage.
FNDC Spring • 201940 It took months to get those answers and even longer, Chandler said, to come to terms with the rejection. Meanwhile, nobody was guiding the family to learn ASL. 'Most parents don't learn sign language' Agencies for the deaf in Canada often cite the statistic that 95 per cent of deaf children are born to hearing parents. The figures trace back to U.S. studies done in the 1970s. There's also a wide perception that most of those hearing parents never learn American Sign Language, mainly because it's difficult to master. When Allison was two, Chandler tried to find ASL tutorials on the internet to teach herself at home but she felt she was "doing it wrong," and it was hard to stay motivated all by herself. The more communication she got, the happier she became and the happier our family became.- Heather Chandler, mother In late 2014, she contacted the non-profit Saint John Deaf and Hard of Hearing Services, which has since become a provincial agency, New Brunswick Deaf and Hard of Hearing Services. Chandler said the agency started sending a deaf interpreter to her home to teach the family ASL, starting with the parents, so they could model the language for Allison. "That's when our family started to take a different turn," Chandler said. "The more communication she got, the happier she became and the happier our family became." In 2018, Chandler went to work for the agency, where she advocates earlier access to sign language instruction. Deaf schooling then The residential school model that existed for most of the last century has long been abandoned in the Maritimes — its legacy still unresolved. Two months ago, the Supreme Court of Nova Scotia certified a class action lawsuit in which it's alleged that children from Atlantic Canada who were sent to the schools for the deaf in Halifax and Amherst, N.S., were subjected to emotional, physical and sexual abuse. But one of Allison's deaf interpreters, Joann Bourque, said the Amherst school lifted her out of ignorance and darkness.
FNDC Spring • 201941Joann Bourque, pictured here at age 12, says learning sign language changed her life forever. (Submitted by Joann Bourque) Growing up one of five deaf siblings in a family of 12 children in Charlo, Bourque didn't learn a thing in regular school until Grade 4. Nothing on the board made sense, she said. Written words had no meaning. "I was in school for three years without an interpreter," Bourque said in ASL, which was then conveyed into spoken English through an interpreter. "I had no idea what was being said." When her mother finally learned about Amherst and sent Bourque there, sign language changed her life forever. "Once I got that language, I fell in love," she said. "I could communicate with people and I just totally felt myself." Deaf schooling now Deaf and hard of hearing children in New Brunswick now attend regular schools and receive education support services through the Atlantic Provinces Special Education Authority. Only about 300 children in New Brunswick receive services for hearing impairment, according to the agency. Chandler said the Atlantic agency is now supporting a pilot project for Allison that provides her with two interpreters at Rothesay Elementary. The first interpreter can hear what the teacher says and convert it into ASL. This deaf woman couldn’t communicate with her hearing parents or her four deaf siblings for years, until she was finally taught sign language at a residential school. The second interpreter is deaf and Chandler said she takes the time to make sure Allison understands what is happening in the fast-paced classroom and fills in the blanks that exist for deaf children who are growing up in a hearing world. "For example," Chandler said. "One day Allison asked me about the thermostat on the wall." "She had never heard anyone in the family say, 'Oh, it's cold, turn the thermostat up.' She never heard us talking about it. She had no idea." Chandler said the deaf interpreter is helping Allison catch up on much of what she missed in those critical early years, when no one in the family could communicate with her. She said she hopes her daughter will reach her full potential and recover from all that lost time.
FNDC Spring • 201942If Shakespeare knew sign-language: In this take on Hamlet, the story is literally in Horatio's handsWeb source from CBC Radio: http://tinyurl.com/y3kct2uhPrince Hamletis a new adaptation of Shakespeare's famous play that puts sign language at the centre of the story. Actor Dawn Jani Birleyplays Horatio, who narrates the entire talein American Sign Language. While someactors have speaking roles,no one interpretsthe sign language for the audience.As an actor who is deaf,Birleyis used to playing characters who are specif-ically written as deaf, but her character in this production is one whose hearing loss is not a dening characteristic.She joins Tom Power in theqstudio to tell us more about what it's like to perform in American Sign Language and why so many artists who are deaf decide to move to Finland.Prince Hamletopens tonight at theBerkeley Street Theatrein Toronto and will tour to the National Arts Centre in Ottawa at theendof the month.TOM POWER: Hamlet is one of Shakespeare's most famous plays. How familiar with were you withHamletbefore you began this project?DAWN JANIBIRLEY:I was familiar. I was rst exposed to Shakespeare in high school in English class. My teacher was a fanatic for Shakespeare, and I was stuck with her for the full duration of my high school career. That was my introduction toHamletand other Shakespeare plays as well. So I was familiar with the play before going into this.TP:Were you a fan (of Shakespeare)?DJB:Yes and no. I was young... so at the age of 14, 15, or 16 ... Shakespeare wasn't really my thing. But as I got into acting as a profession, well, now I have to say I am very grateful to my high school English teacher.TP:Yeah! High school English teachers are like piano lessons. You don't wish you had them until WAY too late in life.DJB:Exactly for sure.TP: How common are plays likePrince Hamlet, with an actor signing to a hearing audience with no interpreter?DJB:I can't say this with any certainty, but I am fairly sure that this has never existed before in Canada. What we are oered as deaf audience members and deaf patrons is not this kind of theatrical experience. There aren't a lot of deaf performers in Canada, and the idea of representation in Canada is very, very weak relative to other areas. So I'm really delighted to see that this show has really taken o here in Canada. It's a radical idea what we're doing inPrince Hamlet. It's what we call intersectional theatre and I'm really proud of what we've put together.TP:You have a very important role in this play. You're Horatio... the narrator. What does it mean to you personally to take on such a crucial role?DJB:At rst, I didn't really know what I was getting into. I had to say "Sure! Cast me as Horatio. I'm in!" First day of production came. ... Ravi Jain our director and I were working together to try and imagine what this story might be like. How was I going to perform as Horatio, the storyteller of this production? I realized as we were going through, the enormity of that responsibility. As a deaf person, I feel that we don't have a lot of voice and many people aren't interested in our stories. Now I have the opportunity that, Hamlet, in the play has asked me, Horatio, to tell the world this story. At the end of the whole play, Hamlet reaches out to Horatio and says, "Tell the world my story." To me, that's a gift of empowerment that I am entrusted. Horatio was entrusted by Hamlet to tell this story. As a deaf character and as a deaf performer, it gives a new perspective on storytelling. I think many people have heard [these stories], and now we're challenging them to see these stories. There are so many ways to communicate. So many ways to tell a story. This is ours.TP:As you mentioned, we don't see many plays like this in Canada. InPrince Hamlet, you are doing scenes with actors who are just speaking their lines. Dawn Jani Birley plays Horatio in Prince Hamlet, an adaptation of Shakespeare’s Hamlet that uses both English and American Sign Language to tell the story. Dawn Jani Birley plays Horatio in Prince Hamlet, an adaptation of Shakespeare's Hamlet that uses both English and American Sign Language to tell the story.Host Tom Power with Dawn Jani Birley in the q studio in Toronto, Ont.
FNDC Spring • 201943How do you keep track of where you are in the script when the actors in the scene aren't necessarily signing back at you?DJB:It's been a real challenge. That's the game we've been playing all along, for sure. When we began to create the show, honestly we had no idea what we were doing. It emerged out of the process and we had to trust each other and we had to have enormous trust in the process. As a deaf actor, I've worked with many hearing actors so I know that my team needs to under-stand what it's like to share a stage with a deaf actor and a deaf colleague. I have a lot of skill in reading body language ... but it wasn't until the fourth week of rehearsal in our rst run ofPrince Hamletthat [director] Ravi Jain and I came to the realization that we needed to build this production in a special way. Sometimes I read the lips of performers to know where they are in the script. Sometimes we build in physical cues so that I can follow. But I have to memorize the whole show! I did the translation of the Shakespearean text into ASL, and I taught some of the hearing actors some signs. So we were trying to stumble on ways that we could tell the same story to two audiences (deaf and hearing).TP:That must be a challenge. Shakespeare Is so well known for his metaphors and wordplay.Was it tough translating into sign language?DJB:Yes. Excuse my language. I'm not sure if I can say this, but no s**t, it's challenging! Absolutely it is. Shakespearean English is extraordinarily dicult and dense. It's rich with playfulness and metaphor. As I read the text, it's an exciting challenge for me to gure out what it essentially means, and how I can provide a translation that is equally rich and enjoyable to a deaf audience. It's not an exact representation in conversational ASL (American Sign Language), it's artistic. Many deaf people don't have a lot of experiences with Shakespeare. English is often a second language for deaf people, and so I want to ensure that they have access to the beauty and poetry of the text.TP: You grew up in Regina in Saskatchewan, doing taekwondo at a very professional level. When did you know you wanted to be an actor? It's not every day I see that jump from taekwondo to acting.DJB:That's a long story.I don't know how much time you've got but I will try and make it brief. I was born deaf. I come from a third-generation deaf family. My grandparents are deaf. They were farmers in Saskatchewan. When I was seven years old, I saw a Bruce Lee movie and I thought this is it. I want to be Bruce Lee. When I told my parents that I wanted to get into taekwondo they were a little concerned. They didn't see me in that world. I went to my uncle who assisted me in signing up for a class, and I felt that once I started, it was a talent that I seemed to have been born with. I took to it like a sh to water.At the same time, I was always interested in the theatre and in arts. I liked to go into my grandmother's closet and play dress up, and I would convince my baby sister, who is also deaf, to come and play with me. We would do full makeup and create these little skits and stories, which we would perform for my family. As time went on, I was attending a mainstream school with hearing students and they did have a theatreprogram. But when I approached the program and asked to be part of it, I was told that they didn't have adequate resources to involve me as a deaf person in their theatreprogram. I wasn't permitted to participate.It was when I moved to Europe that I was rst exposed to professional sign-language theatre. They have them in Sweden, Finland, and Norway —and it was a really natural t for me. I began to work with some of those companies. At rst I was behind the scenes. I kept looking at the actors on the stage and I thought, "You know what? I am in the wrong place. I need to be on the stage." Once I tried it, that was it. I was hooked. The rest is history.TP:You mentioned earlier, about having more opportunities now that you live in Finland. What has your experience been in Finland as an artist with a disability?DJB:First of all, it's interesting that you chose the word disability for a deaf person. I don't view myself as somebody with a disability. We are a linguistic minority, and that's how many of us identify. Our language is what keeps us apart. But to answer your question, here in Canada, the government support provided to deaf people is really quite weak, and continuing to fall behind other countries. In Finland, I have the right to access inter-preters for any reason. For instance, I can attend an actor's night-out social with an interpreter, which allows me to network. Right now, the interpreter who's currently with us — Kate Lewis — is being paid for by the Finnish government. So these opportunities would never happen for me if I had to rely on the resources that were here in Canada.TP:First o, I appreciate your clarication there and I feel like I'm learning so much throughout this conversation. One last question about Prince Hamlet.When people see this show, when they get in their cars or on the bus, what kind of conversations would you like them to be having with one another?DJB:It's a good question. I've wondered this myself. Yes, we're telling the story of Hamlet, but I believe that we have other purposes and other intents behind our production.Prince Hamletis an extraordinary example of inter-sectional theatre. Our cast is very diverse. We have people of colour. We have hearing actors. We have myself as a deaf actor. We are not doing traditional gender casting. So we have an enormous amount of diversity that we're using to tell this story. And I think that we're looking at how a number of minority communities would be able to benet from theatre through this process. It allows for dierent kinds of stories to be told by dierent kinds of people.
FNDC Spring • 201944 "I feel so left out sometimes even though I know they don't mean it:" Diary of deaf girl, 11, gives heartbreaking insight into her world EXCLUSIVE: Lily Murray, 11, and her sister Fearne, two, from Cumbria, are deaf but her heartbreaking diary entries helped to raise £23,600 for the National Deaf Children's Society https://www.mirror.co.uk/news/uk-news/i-feel-left-out-sometimes-13927004 Lily Murray, 11, bravely shard her diary entries about being bullied for being deaf and raised £24k for charity An 11-year-old girl who is profoundly deaf has shared her diary, giving a moving insight into her world and the difficulties she faces every day. Lily Murray, 11, from Workington, Cumbria, wears bright pink hearing aids but has been picked on by both classmates and adults as a result of her condition. She was approached by the Deaf Children's Society to front a campaign about her experiences and has so far raised almost £24,000 for the charity. Some of the diary entries reveal how she feels left out in school or embarrassed when she doesn't hear what someone has said. Her mum Nicki told Mirror Online: "Lily was bullied a bit last year over being deaf and missing out on things really. Lily's diary entries have raised awareness about being deaf aware Her entries tell of how she can be left feeling isolated in school sometimes
FNDC Spring • 201945"It's difficult for anyone going to secondary school but she says in her diaries about how if she doesn't hear something she's the butt of a joke. "Her school have been doing deaf awareness workshops and we're hoping to get in a few sign language classes as well for the children who want them. "She's just so proud to have raised so much money to help other people." Lily wrote in her diary about how her hearing disability leaves her feeling left out at school. She wrote: "Dear Diary, really fed up today. Everyone was laughing and joking at lunchtime, but I missed out on lots of what they were saying. "By the time anyone filled me in, it was too late. The joke was over. "In the end, I went to sit on my own and look through my homework book. "I feel so left out sometimes even though I know they don't mean it." Another time she penned an entry about how she was worried people were laughing at her. “Dear Diary, at the chip shop I didn't hear properly what the woman said, I gave them my money, and then they were all laughing.. "I felt so embarrassed, thought they were laughing at me. "Luckily Elliot was there and told them it was just because I'd given them so much money and they were making a joke of it. They weren't being mean." A third entry reads: "Dear Diary, doing the Park Run today, a runner following me nipped my arm to get past, annoyed because I hadn't moved out of her way on the path - I hadn't heard her coming behind me and calling 'excuse me'. "I wish people would realise I can't hear. I was wearing my #DeafKidsRock t-shirt." Lily also said school is so much more enjoyable when her classmates are considerate about her hearing loss. She wrote: "Dear Diary, had a great day today! It was wet break, so I was inside with a few friends. They know to take turns talking to me, and to let me see their faces too. "This mean I can follow their lips and facial expressions. I didn't have to say 'pardon' at all, and didn't get frustrated once!" Lily's sister Fearne, two, was born deaf and received cochlear implants last April. Nicki said: “The operation gave her so much confidence, she can now say ‘Mam’, ‘Dad’ and ‘hi’, which is absolutely amazing. Their brother Elliot, ten, can hear and Nicki says he's "the best big brother the girls could ask for". "He's kind and caring and just so understanding even if it means repeating himself constantly." Nicki, her husband Alan and some of their family members ran the Great North Run last year raising even more money for the National Deaf Children's Society.
FNDC Spring • 201946I am Deaf. I have diculty speaking and using sign language coherently because of a brain injury at birth. I use a portable device which speaks when I type out written English. I also utilize email and sign language interpreters to communicate,Creating is my way to express my soul-voice in a way to which others can hear and respond. When I creates, it feels like something spiritual guides me. I need to continue on my spiritual path, and that is through expressing myself. Art connects me to my Spiritual Self. My art ows from my Spiritual Self.I am self taught. I work mostly with watercolour, ink, and use other media. I am formerly a potter, writer, poet, actress, dancer, music composer, and musician. I created, wrote, produced, and directed a video. I sometimes mix these media to create something. Each piece of my art is unique; I paint slowly and meticulously for one, and fast and impatient for another. Each has its own personality: One will have vibrant, wild, lush colours, and another will have shy, withdrawn, tame, muted colours. Some are whimsical, and others are serious. My work shows how I feel right at the moment of creation.I have dierent inspirations: a memory, a movie, an image, another piece of art, visions, words, myself, an event, and my cat! What will come out, I never knows. My preferred subjects include, but not limited to: nature, magic, and my cat.I was involved with an art experience group from 2002 until 2004. This enabled me to explore my creativity in a supportive environment with other Deaf women artists. This weekly group acted as a springboard to encourage me to take professional classes and to show my art publicly.Since 2002, my work has been exhibited in several galleries, including: the CityScape Art Space, the Artists Helping Artists in Burnaby, a Deaf art show at the Vancouver Community College, the Harmony Arts Festival, the Round-House Community Centre and a gallery in Quebec City! Iam excited with the growing interest in my work and my evolution as an artist. I contributed a chapter to a book about alternative and augmented ways of communicating. I won awards for academic study and for compo-sition in music. In 2004, I published a book that I wrote AND illustrated.I am self-taught, but I take courses to improve my skill. I took classes from Vancouver School Board, Kwantlen College, North Vancouver Continuing Education, and Video In Studios. I studied painting at the Bad Dog Arts Studio in North Vancouver, under Elizabeth Harris - Nichols. Last fall, I earned my second certicate from Emily Carr University's Continuing Education. The rst certicate is in Fine Arts Techniques, the second is in Drawing. I hold a Bachelor`s degree from Gallaudet University, the world`s only liberal arts university for the Deaf. Through my images, I can be heard. I believe this is my way to freedom, and spirituality. Most importantly, art is my way out of that well. I reside in West Vancouver, British Columbia, Canada. I started to explore various arts in 1999, as a way to overcome personal fears. One of these was a nightmare I had as a child. This dream is a parable of my life: ``I`m at the bottom of a well, looking up. I see the Sesame Street puppets with their mouths opening and closing. I have a feeling of no way out. I can`t yell for help, because no one understands my speech. This is such a feeling of helplessness!``AJ Brown - Deaf Artist
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FNDC Spring • 201949LIBRARY – ASL/English Storytime ASL-English Storytime Surrey Libraries – Guildford Branch Join a Deaf storyteller and children’s librarian for stories, songs, rhymes and crafts presented in both American Sign Language and English. ASL interpreters will be present. All ages. WHEN: Sundays, May 5, 2:00-3:00pm WHERE: Guildford Library, 15105 – 105 Avenue, Surrey BC CONTACT: Registration is recommended at 604-598-7369 or catherine.bellamy@surrey.ca Family Story Time in Sign Language and English Burnaby Public Library Join a deaf storyteller and a Children's Librarian for stories, songs, rhymes and crafts presented in both American Sign Langage and English. Interpreters will be present. WHEN: Saturdays, May 11, 2:00- 3:00pm WHERE: Tommy Douglas Library, Burnaby CONTACT/ INFO: Randi randi.robin@bpl.bc.ca Sign with Me Story Time Rutland Branch, Okanagan Regional Library Join a deaf storyteller and a children's librarian for stories, songs, rhymes, and crafts presented in both American Sign Language and English. Financial assistance provided by the Central Okanagan Foundation. WHEN: Saturdays, April 20, May 18, June 15, 10:30am-12:00pm WHERE: Plaza 33 Mall; #20 - 301 Hwy. 33 West; Kelowna, BC. CONTACT: http://www.orl.bc.ca/hours-locations/rutland (250) 765-8165 Sign with Me - An ASL Story Time Okanagan Regional Library Westbank Branch 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. WHEN: Saturday April 27 10:30am- 12:00pm WHERE: Westbank Library, West Kelowna CONTACT/ INFO: (250) 768-4369 http://www.orl.bc.ca/hours-locations/westbank Bilingual ASL- English Family Storytime Vancouver Public Library Conducted in American Sign Language and English. Enjoy stories, songs, rhymes, felt stories and crafts at the library. This event is suitable for children of all ages and abilities along with their parents and caregivers. ASL interpreters will be present during the program. WHEN: Saturdays April 27, May 25 10:30am–11:30am WHERE: Oakridge Public Library, Vancouver CONTACT/ INFO: Please call 604.665.3980 or go to www.vpl.ca/events
FNDC Spring • 201950 School Transition Information Night (Aged 4-5) PDHHS - Family & Community Services Is your deaf or hard of hearing or deafblind child graduating from Early Intervention Services? If so, please come and join Family and Community Service (FCS) to learn about services and resources that are available for your family. (ASL interpreters will be provided. Please let us know if you require any additional language interpreters.) Register by Wednesday May 22, 2019 WHEN: Wednesday May 29th 6:00pm – 7:00 pm WHERE: Provincial Deaf & Hard of Hearing Services, 4334 Victory Street, Burnaby CONTACT/ INFO: If you would like further information or would like to register, please contact Kathy.Glover@gov.bc.ca Mother Goose Parent and Child Group Sessions Children’s Hearing and Speech Centre For parents with deaf and hard of hearing children newborn to age 3. This weekly year-round program is led by a Parent-Child Mother Goose Program trained facilitator who is a listening and spoken language specialist and accredited teacher of the deaf and hard of hearing. Music is the magic that helps a child remember language, develop natural and steady breath control for speech, and practice intonation patterns and the prosody of speech that carries information (pitch, duration and volume) for intelligibility. Mother Goose provides a very specialized time to use songs, rhymes and stories to teach parents engaging ways to help their child learn. Mother Goose is a drop in activity. WHEN: Thursday mornings, 10:00am-11:00am – weekly drop in (families from all agencies welcome) WHERE: Children’s Hearing & Speech Centre, 3575 Kaslo Street, Vancouver CONTACT/ INFO: Please call the office and let them know you're coming 604 437-0255 or email to info@childrenshearing.ca Communicate & Connect Group BC Family Hearing Resource Centre - Vancouver Satellite Office Parents and their deaf/hard-of-hearing children can join us for playtime, stories and songs while engaging with other families and staff. Communication strategies will be learned and practiced during this group. This group is open to all families receiving services from any of the three early intervention agencies. WHEN: Second Friday of each month, 10:00am – 12:00pm. WHERE: BCFHRS, #262 – 3665 Kingsway, Vancouver CONTACT/ INFO: http://www.bcfamilyhearing.com/families/groups/vancouver-programs-groups/ email: info@bcfamilyhearing.com or 604-428-7949
FNDC Spring • 201951ELF: Early Literacy Foundations Deaf Children’s Society of B.C. Building strong foundations for language and literacy and developing a love of learning begins early. Exposure to books and print can begin at birth, and parents' enthusiasm for reading is something children pick up at an early age. ELF is led by a speech-language therapist and a sign language instructor who introduce parents and children to various books, songs and signs in a relaxed, accepting, and supportive atmosphere, with the intention of building the confidence and comfort level of all participants and creating a feeling of community and mutual support within the group. Weekly ELF sessions will focus on a different theme and book each month. Participants will receive a book during each theme unit and will learn vocabulary, songs and activities related to the theme so they can read at home with their child encouraging speech and language development. WHEN: Wednesdays from 10:00am-11:30am WHERE: Room 208, 7355 Canada Way, Burnaby (in the Edmonds Community Resource Centre Building – enter off 18th Street) CONTACT/ INFO: 604-525-6056 valerie@deafchildren.bc.ca for registration form Save the Date for Mingle & Play! BC Family Hearing Resource Centre – SURREY Centre Save the date for our annual summer event Mingle & Play! Three days of fun for children who are deaf and hard-of-hearing (0-5 years) and their families. You are welcome to join us for one, two or all three days. Limited accommodation is available for families travelling to the Lower Mainland. Registration info is coming in spring. WHEN: August 8, 9 & 10, 2019, 9:30am – 1:00pm each day. WHERE: BCFHRC, 15220 92nd Avenue, Surrey CONTACT/ INFO: http://www.bcfamilyhearing.com/event/surrey-mingle-play-2/ info@bcfamilyhearing.com or 604-584-2827 Victoria Area BC Family Hearing Resource Centre (VICTORIA) Join other families and their deaf/hard-of-hearing children on outings and activities in the Victoria area. Guided learning and communication strategies will be shared and practiced during the outings. These events are open to all families receiving services from any of the three early intervention agencies (BCFHRC, CHSC, DCS). Interpreters will be provided upon request. WHEN: Two Fridays each month, 1:00pm start time. WHERE: Various locations
FNDC Spring • 201952 BC FAMILY HEARING RESOURCE SOCIETYEarly Childhood Educator (ECE) and American Sign Language (ASL) InstructorPermanent: 1.0 FTE position; required as soon as possibleLocation: Surrey, British Columbia, CanadaWork Site: BC Family Hearing Resource SocietyJoin a dynamic, dedicated, and supportive team of professionals.A recent accreditation survey noted the following strengths about our organization: “Teamwork and dedication to service delivery, to meeting the needs of persons served, and to the organization are evident. There appears to be a strong rapport among management personnel, staff members, and families, with mutual respect being the focus of the relationships. Familymembers and other stakeholders who were interviewed were extremely satisfied and complimentary of staff performance, staff dedication, and the program’s professionalism.” Job Summary:ECE: Primary responsibilities will include: assisting group facilitators in the planning and development of appropriate resource materials (including culturally appropriate activities) for children who are deaf and/or hard-of-hearing; supervising children in the classroom/day trips; ensuring facility is a clean, safe and healthy environment, administering first aid as required, and supervising ECE students during externship placements as requested. American Sign Language Instructor: Communicates effectively and clearly with staff and families when in an individual or group sign language/ASL setting, provides sign language/ASL instruction to families and professionals with varying degrees of skills and expertise in using signs, sign supported speech, ASL, whenever requested, works cooperatively with other staff to set sign language/ASL goals for families to encourage communication with their children, and on a regular basis evaluates progress of sign language skills in families.Successful candidate will work with a team of speech and language pathologists, teachers of the deaf and hard of hearing, a listening and spoken language specialist and many support staff. Candidates should have a strong interest in working in close partnership with parents of young children and with community professionals. Preference will be given to applicants with ASL fluency and experience working with young children who are deaf and/or hard-of-hearing. You must have: An ECE Certificate, a valid BC driver’s license and First Aid certificateSalary: $48,029.80; plus a benefit packagePlease forward resumes to: Dr. Noreen R. Simmons, Executive DirectorBC Family Hearing Resource Society15220-92 AvenueSurrey, BC V3R 2T8Fax: (604) 584-2800nsimmons@bcfamilyhearing.comVancouver Satellite Centre #262- 3665 Kingsway, Vancouver, BC, V5R 5W2 PH: 604-428-7949 FAX: 604-428-7950 EMAIL: info@bcfamilyhearing.com Main Surrey Centre 15220 - 92nd Ave., Surrey, BC, V3R 2T8 PH: 604-584-2827 FAX: 604-584-2800 Toll Free: 1-877-584-2827 EMAIL: info@bcfamilyhearing.com Victoria Satellite Centre #320-702 Fort Street, Victoria, BC, V8W 1H2 PH: 778-265-8909 FAX: 778-265-8908 EMAIL: vicinfo@bcfamilyhearing.com www.bcfamilyhearing.com
FNDC Spring • 201953VOLUNTEERS WANTED!Join us for 3 days of fun at BC Family Hearing Resource Society's MINGLE & PLAY EVENTAugust 8th - 10th, 2019We are looking for volunteers for Mingle & Play, our annual summer event. WHAT WE REQUIRE: someone who loves working with children, who can get down to their level and play with them, someone who is flexible and willing to learn. Knowledge of American Sign Language is an asset, but is not required. To Sign Up: contact Carolyn Hawrish, Volunteer Coordinatorchawrish@bcfamilyhearing.com or 604-584-2827
FNDC is a non-prot 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.What is FNDC all about?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 DirectorsHester Hussey ...................................................Mentor, AdvisorColleen Peterson ..................Board President | colleen@fndc.caNicki Horton ..................................................................DirectorKaren Jackson ................................................................DirectorCharlie Coyle .................................................................DirectorJoy Santos ......................................................................DirectorGwen Wong ....................................................................DirectorLaura Batista ..................................................................DirectorLeigh Chan ..................................................................... DirectorDan Braun ......................................................................DirectorBobbi Taylor ..................................................................DirectorPauline Anderson ...........................................................DirectorThe Board of Directors are parents of deaf children.FNDC StaffDYT StaffCecelia Klassen .......................................... Executive Director | cecelia@fndc.caBella Poato ......................................... Executive Assistant | accounting@fndc.caScott Jeffery ............................. Info Tech Manager FNDC/DYT | scott@fndc.caJason Berube ......................Newsletter Tech & IT Support | webmaster@fndc.caFNDC .................................................................. General Inquiry | fndc@fndc.caDYT Hornby Island Coordinator (Terry Maloney) .........................terry@fndc.caDYT (General Inquiries) ................................................................... dyt@fndc.caMembership (Paid)Join Our E-Mail List (for free)Contact UsMembership 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 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 updatesContact us below and be added to our email list or to request a membership form:Family Network for Deaf ChildrenP.O. Box 50075 South Slope RPOBurnaby, BC V5J 5G3604-684-1860 (voice/text message)www.fndc.ca (website) fndc@fndc.ca (e-mail)Family Network for Deaf Children (FNDC) is a parent run, non-prot, 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?