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Deaf Youth Todayand our deaf program

Family Network for Deaf ChildrenSummer • June 2012

FNDC’s primary goal is to gather and share information with deaf and hard of hearing youth, their families, as well as the professional and social

communities that support them.

Not all articles and advertisements in the FNDC newsletter reflect the views of, or are endorsed by, the FNDC Board, staff, its members or readers.

FIND US on www.facebook.com/fndc.caFamily Network for Deaf Children (for parents of Deaf/HH children)

Summer 2012 is right around the corner! Remember to sign up for the ASL is Awesome, Summer Immersion at Douglas College! There are great workshops planned and is an opportunity to improve your signing skills and meet new faces while your kids are

having fun! Registration is open to parents (as well as extended family etc. ) of deaf and hard of hearing children/youth.

Don’t forget to sign your child/ren up for the DYT Camp Summer Program (many weeks to choose from)! If your deaf/hh child requires a one to one worker for any of our programs, please contact us. While, we don’t have a budget for one-to-one workers, we hope to work with you to

figure out ways to be creative in meeting your child’s needs.

DYT Hornby Island Deaf Kids/Youth camp is a once a year opportunity for deaf and hard of hearing children and youth to come together and meet friends from all across BC. We guarantee that the campers are going to have fun and will go home with memories that they will cherish forever. Many

of our staff have attended Camp as Campers and return year after year as part of our DYT Staff team. We make sure we have tons of staff to ensure plenty of attention and high quality programs. We promote self-esteem, confidence, a positive attitude and all of this in a fun and challenging recreational

environment! A wide range of activities are offered which include High Ropes, Leap of Faith, Giant’s ladder, Kayaking, Hiking, Boat Trip, Low Ropes, Drama Performances and more. Camp is open to youth ages 10 - 16 (nine year olds will be considered on an individual basis). If you have any questions regarding camp please email us at [email protected] or call 604-684-1864.

Introducing - DYT Summer 2012 Staff:

Erin Pranzl-Bentley (DYT Coordinator): I am usually known as Erin Pranzl but I married a wonderful man last September. I am slowly working on changing my name to Erin Bentley. A lot of my hobbies have been on hold since my husband and I are expecting a baby girl this November! :)

I am so excited about this upcoming year. This is my third year as the DYT summer program coordi-nator. I love being part of DYT because i see the benefits deaf and hard of hearing children get from the camp and I work very hard to make sure everyone will have a great summer. I am very grateful to have Andrea Maloney working with me this summer doing lots of behind the scenes

work! I am also feeling very

confident in our DYT team this year. We have some wonderful motivated role models working through the summer.

I will be running the Counselor in Training (CIT) program at Hornby Island and I am proud to say that we had 16 youths apply for the CIT program which is more than ever! I am also running the DYT summer weekly program and as usual I had fun planning and brainstorming for the summer. I am looking forward to seeing everyone out this summer!

Terry Maloney & Andrea (Poole) Maloney – DYT Hornby Island Deaf Kids/Youth Camp Coordi-nators

Terry Maloney: Hello! I am happy to be back for my

third year coordinating DYT Hornby Island Deaf Kids/Youth Camp. It is with great pleasure that I am returning for another amazing year! I have been fortunate enough to experience Deaf Youth Summer Camp as a camper for many years in my home province of Quebec! Summer camp has always been a very important part of my life and had a big impact on the person I am today!

I have always been full of energy and I love working with Deaf Youth and families. I have no doubt that this year is going to be an amazing fun-filled week of camp! Every year we have returning campers and new campers from all across the province that come to experience this once a year opportunity, and I can’t wait to meet everyone! My passion is to serving as a Deaf Mentor to Deaf youth, and I feel that Hornby Island is the perfect environment for this opportunity! I feel that the DYT Hornby Island Deaf Kids/Youth Camp is the perfect place for these children to gain self-esteem, confidence and memories that last a lifetime.

Away from camp, my wife (Andrea) and I are excited to welcome our latest addition

FNDC Summer • June 20122

to the family, Baby T.J. I have been lucky enough to experience some time away from work while I was on parental leave these last 4 months. I have thoroughly enjoyed and cherished my time being Mr. Mom to my three children. I am also excited to get back to work in my new position working with both Surrey School Board as an Itinerant teacher and with the Provincial Outreach program.

Andrea (Poole) Maloney: I am extremely excited to be back for another year at Hornby Island. I am looking forward to meeting all the campers this year and to working with a fantastic group of DYT staff! This year has been a busy one for both Terry and I. We are adjusting to a family of five, as we welcomed our son T.J. in November 2011.

I continue to work with the Coquitlam Metro Ford Soccer Club. Coaching Sports and working with children and youth has always been my passion. I love being able to share my soccer experiences and knowledge with children and to help guide them to reach their goals and find a passion of their own!

This is my Third year co-coordinating the DYT Hornby Island Deaf Kids/Youth Camp which has brought me many wonderful experiences and memories. I am looking forward to meeting all our 2012 Campers and to another great year at Camp!

D A V I D MCGREGOR: Hey everyone! My name is David and I will be the DYT Team Leader this summer. This is my 7th year with DYT and someone

recently asked me why do I keep coming back every year? Quite simply put: it is too darn fun to walk away.

Some of my favorite activities are ones that I try out for the first time. For example: Art Attack is a relatively new activity that we have started and I have never been artistic but I came to really enjoy it with the campers. We will make each week fun for your child! (And us too).

This year I have been working for Provincial Deaf and Hard of Hearing Services as I continue with general studies at Douglas College through the year. I have been working with children for 7 years, and I am still learning new things. I look forward to the journey that the team will go through and watch them grow as we go through challenges together.

BECKY HALL: Hi, I’m Becky and I’m really excited to be back for another year of fun with Deaf Youth Today! Last year was great; I met many new friends and got to try so many cool activities: circus,

water-slides, making art, and camping on Hornby Island. My interests are in languages and the arts, so I’m especially looking forward to seeing all you campers get into the ‘Join the Circus’ and ‘Storyville’ weeks!

I just graduated from the Program of Sign Language Interpretation at Douglas College following my completion of the ASL and Deaf studies program at VCC three years ago. Having access to relationships and learning through clear communication is of the utmost importance to me and this is why I think DYT is so important. I look forward to seeing you all soon. I think it’s going to be a great summer!

MARI KLASSEN: Hi there! I’m Mari and I have been a DYT camper for many years (from age 5 to 18) and now this Summer will be my fourth year as DYT staff

(so that’s about 15 years of DYT)! The best part about working for DYT is that I get the oppor-tunity to meet and get know many old/new faces throughout the summer programs!

This Fall, I will be entering my fourth year at Gallaudet University in Washington DC, majoring in American Sign Language & Deaf Studies with a minor in Linguistics. I also play volleyball for Gallaudet University and for Team Canada (Deaf Women’s Volleyball) as a power hitter. I encourage parents to get your kids involved with sports, it helps them to set goals, work hard, be responsible and learn about time management.

I love the Dr. Seuss’s quote, “Sometimes the questions are complicated and the answers are simple.” Life is full of many questions! I live my life asking many questions, seeking answers, setting goals and creating my path towards my dreams! My advice to deaf children and youth is to have dreams and set goals! I look forward to working with your children this summer and getting to know them.

KAILEE MATTHIES: Hello everyone! My name is Kailee and this is my 2nd year as DYT staff; I look forward to working with the children and youth this summer. My experience with the DYT summer

program over the past few years has been wonderful and very rewarding.

This fall, I will be graduating from a Fashion Arts program thru Vancouver Community College ….. My goal for the future is to become a Fashion Designer/Photographer for children’s clothing. I’d like to travel the World and experience new things which would bring inspiration to my designs.

I, myself when younger, attended many DYT summer program activities. My favorite ones were Golf, Basketball and Art Attack.

My advice to parents of a Deaf child or youth is to learn ASL for communication …. It will help them in all areas of their development. As for the Deaf child or youth set your goals high become a success that’s who you are! Deaf, Hard of Hearing or hearing it does not matter you can do anything. “YOU CAN DO IT!”

LUBA DOUZIECH: I’m Luba and I recently graduated with my Bachelor of Arts degree in Psychology at Gallaudet University.

Some goals that I want to achieve in the future are to remain active in the deaf community, to ensure the deaf children are getting equal access to education, communication, and social oppor-tunities while they are growing up. I yearn to return to South East Asia to be reunited with my students at the Deaf School, where I interned last summer. I hope to inspire deaf children here with my travelling stories and I want to encourage students to travel to find their passion because I sincerely believe travelling helps to solidify your desires and your identity.

My number one advice is to ensure your deaf child is surrounded by high exposure to sign language to place an early impact on their bilingual learning skills! My advice for deaf youth – you are one step closer to reality. Don’t be scared to try new things that may benefit you, try to step out of your comfort zone. High school days will go by like a blink and enjoy what you have!


KYLE WHITELAW: Hi, my name is Kyle and I am really looking forward to joining the DYT staff, as I have wonderful memories of attending many

summer programs as a child. DYT helped me learn to communicate, make friends, be independent, and discover myself.

Since finishing high school at BCSD, I have attended Vancouver Community College in the Job Readiness Program and most recently at Douglas College for English and Math. Next fall I will begin the Auto-Body Collision Repair & Refin-ishing Apprenticeship Program at Vancouver Community College.

My hobbies include: biking, hiking, powerlifting, running, kayaking, wake-boarding, exploring, travelling and downhill skiing.

My advice for parents with a deaf child is, learn ASL and my wish for Deaf Youth is that you have many opportunities to learn who you are; your strengths and weakness, as you set your goals for your future. Follow your dreams and don’t give up!

JC HORTON: Hi my name is JC and this is my first year as DYT Staff. I just graduated high school from Vancouver College and I will be

attending Gallaudet University this fall. I have played basketball since grade 6 and I am proud to say that my Vancouver College team won the B.C. Provincial Championship in 2010.

I have been attending Hornby Island Family Camp since I was old 7 years old. It has always been a really special time of year for me! I had an amazing experience in the CIT program last year. I felt that I learned a lot about how to be a fun yet dependable leader. My advice for your children is that it is always important to remember that the deaf community is a very important part important part of your child’s life. It is from the deaf community that I have been able to develop positive self-esteem and given me the encour-agement that I can do anything.

I am really looking forward to the experience of being part of DYT and see new and old faces! Always remember to enjoy yourself and create good memories of this coming summer!

AMAR MANGAT: Hi everyone! My name is Amar and I am student at the B.C. School for the Deaf and am currently in grade 12. I am really looking forward to joining the DYT staff this summer. I have wonderful memories of

attending DYT summer programs since I was a kid. My goal for the future is to become a reporter (journalism) and I hope to travel to Southeast Asia, Europe and South America.

My favorite television show is FRIENDS and I don’t have any favorite movies. I am a very outgoing person, love to run, bike, hike and read books. My favorite program/week from DYT when I was young was Summer nights, Hornby Island Camp, Summer Fun and Teen Surprise.

My advice for parents of deaf children: Encourage your deaf children to participate in DYT during the summer, so they can learn lots and have good experiences with deaf culture and deaf people. I am looking forward to working with your children this summer and excited to get to know them. See you there!

CIT’s Counsellors in training (CIT’s)

This year we had 16 applicants for the Counsellor in Training (CIT) Program and 5 were selected based on their resume, volunteer time, experience, character and their interview. The CIT’s will take part in DYT workshops here in Burnaby at the end of June, and will train during the DYT Hornby Island Kids/Youth camp.

Congrats to the following DYT Counsellors in Training this summer at Hornby Island:

• Isaac Flink•Kuvin Sadher •Marina Rasmussen •Meaghan Durnan•Molly Feanny


DYT Summer 2012 Mailing & Contact informationFamily Network for Deaf Children

PO Box 50075 Southslope RPOBurnaby, B.C. V5J 5G3

Text (778) 241-0661 • Voice/Text (604) 684-1860 • Fax 604-497-1860email: [email protected] • www.fndc.ca

Welcome to DYT Summer 2012! We have several awesome programs planned for a variety of age groups. Our programs all are signing programs with many d/Deaf mentors so we can provide a rich experience for deaf and hard of hearing children and youth. In addition, several of our programs are open to hearing siblings and children of Deaf adults that use sign language. If your child or youth is hard of hearing and requires an English voice interpreter, please let us know. If you have any questions, comments or concerns, please contact us. (Contact information on bottom of brochure)

HORNBY ISLAND YOUTH CAMP JuNE 30 - July 4 (OVERNIGhT CamP)Who should Attend: Deaf, and hOh youth, ages 10 – 16 Communication: Deaf and hOh Signing Environmenthornby Island youth Overnight Camp is back by popular demand! The camp is operated by the Tribune Bay Outdoor Education Society and includes a variety of activities including: kayaking, beach combing, hiking, climbing, rappelling, games, sports, Deaf-Friendly activities and interactive workshops. Every moment of the day is accounted for and supervised. We have a very high staff to youth ratio. This is a fun, safe and supervised environment! Cost includes: accommodation, meals, all activities and transportation to/from hornby Island with DyT. DyT staff are hired and in place according to the registrations received by the June 20th. Registrations received after this date will be assessed and accepted according to individual needs of the child and our staffing level. Once registered, you will receive a confirmation e-mail with more details.(Note: register early as this is our most popular program and fills up quickly). For information, please contact Terry & andrea maloney DyT hornby Island coordinators: [email protected] Bird Cost: before June 15:$125.00 per camper Cost after June 15:$175.00 per camper

HornBY ISlAnD FAMIlY CAMp July 5-8 (FOR FamIlIES)Interested in having fun and meeting new people? Gord & allison Campbell are hosting the 19th annual Family Deaf Camp at Tribune Bay on hornby Island. The Deaf youth Today Summer Staff are actively involved in all the programs and activities making this a Deaf-Friendly Family Camp where adults can participate in parent activities while their children are having fun in supervised programs. This camp is open to families who have a deaf family member (ie. hearing Parents who have a deaf/hh child as well as the siblings and Deaf adults with their children). Come join us for fun family activities, including: rock wall climbing, high ropes, kayaking, boat tours, beach fun, campfire stories, skits and more! If you are interested in finding out information please contact the Campbells at: (phone) 250-335-0080 (fax) 250-335-0890 (E-mail) [email protected] .

Join the Circus (During Summer Immersion) – July 11-14, 2:30Pm-8:30Pmlocation: Douglas College (New Westminster Campus)Who should Attend: Deaf & hOh Children and their brothers & sisters who have family members registered and attending the Summer Immersion Program (workshops & aSl classes) at Douglas College. Registrations may be opened to Deaf & hOh children & siblings and Children of Deaf adults who don’t have family members attending Summer Immersion if space permits (after July 1st).Age range: Kindergarten to age 16partnership: DyT, Family and Community Service (FCS)Children & youth will meet at Douglas College New Westminster location and we will be walking to the Vancouver Circus School (located near the Douglas College Campus). We will be learning fun circus arts. Regardless of age, physical capability, or prior experience, the circus is a venue in which to have fun, get in shape, and develop a sense of great accomplishment. Circus Week information, contact: [email protected]. For information about Summer Immersion for families, contact alayna Finley at [email protected] or check out www.fndc.ca for more information.registration Deadline for Circus Week: July 1, 2012Cost: $30.00 per child





STORYVILLEJuly 17-20, 9am-3Pmlocation: Burnaby – exact location to be announced on your registration confirmation e-mail.Who should attend: signing Deaf and hOh. Age range: 5 to 11 years oldpartnership: DyT, Family and Community Service (FCS)a 4-day adventure in reading and art expression. Featuring talented storyteller John Warren and coordinated by alayna Finley, teacher and family literacy specialist. This program will use storytelling ad art to develop camper’s English and aSl expression.Cost: $30 per child

BE POWERFUL! July 23-27, 9am-3Pmlocation: Burnaby – exact location to be announced on your registration confirmation e-mail.Who should attend: Deaf, hOh. Age range: 12 to 16 years oldThis camp is all about unleashing your inner strength and trying new things and reaching levels you never imagined you would! The goal of the camp is to help teens increase their self-esteem while engaging in activities in our beautiful west coast home such as swimming, hiking, kayaking, canoeing, picnicking, riding bikes and a “face your fears” and/or “health and nutrition” workshop. Teens will be challenged to try new things and learn new things about nature and the environment. as well, participants will challenge themselves and learn tools to use when faced with a challenge or trying to overcome a fear.Cost: $30 per child

Just Being a Kid July 30 - auG 3, 9am-3Pmlocation: lower mainland – exact location to be announced on your registration confirmation e-mail.Who should Attend: all Deaf, hOh, CODa (Children of Deaf adults), siblings of Deaf/hOh kids. Age range: Kindergarten to 11 years oldThis week is all about having fun! let the DyT staff worry about the details and just come and have fun with other kids while we go to the water slides, play dodgeball, gymnastics, create art, and other great venues in lower mainland. Staff will provide a fun and safe environment for participants. Cost: $30

Teen Surprise auGuST 7-10Th, 9am-3Pm location: lower mainland – exact location to be announced on your registration confirmation e-mail.Who should attend: Deaf, hOh. Age range: 12 to 16 years oldThis week will consist of a mix of everything a teen could dream of: make overs? Playland? Filming? Dancing? Beach? Teens will be encouraged to submit their “dream activity” on a budget and DyT staff will put together a week that is sure to be exciting and fun! Note: because of B.C. day, Teen Surprise is only a 4 day program. Cost: $30

“Theme A Day” auGuST 13-17, 9am-3Pmlocation: lower mainland – exact location to be announced on your registration confirmation e-mail.Who should Attend: all Deaf, hOh, CODa (Children of Deaf adults), siblings of Deaf/hOh kids. ages 5-11Ages range: Kindergarten to age 11Each day there will be a different fun theme such as; “Superhero’s” “under the Deep Sea”, “Fairy tales”, Treasure hunters” and many more possible themes. We will create snacks, activities and art – all related to the theme of the day! Cost: $30





Camper InformationFirst Name: ____________________ middle: _____________ last: ______________________________

Date of Birth:(dd/mm/yyyy) ______________ age: ___________ Gender: m _____ F _____address: ___________________________________________ City: _______________________Province: ______________________ Postal Code: __________________

T-Shirt Size: Youth: ❏ XS ❏ S ❏ m ❏ l Adult: ❏ XS ❏ m ❏ l ❏ Xl ❏ XXl ❏ XXXl(Check one)hearing status: ❏ Deaf ❏ hard of hearing ❏ hearingPrimary Communication: ❏ Sign language ❏ Voice ❏ Both

parent/Guardian InformationFirst Name: _____________________________ last Name: ________________________________ home phone: ____________________________ Cell phone: ________________________________

Email: _____________________________________________

Alternative Emergency ContactFirst Name: ____________________________________ last Name: _________________________ Relationship with Camper: ________________________ home Phone: _______________________

Cell Phone: ____________________________________ E-mail: ____________________________

Medical InformationFamily Doctor Name: _____________________________ Phone: _______________________________ Clinic name: ___________________________________ Care Card Number: ______________________ allergies: _______________________________________________________________________________Diet Restriction: __________________________________________________________________________

medication: _____________________________________________________________________________

Additional Information **All information will be kept confidential**

Does your child/youth have an aide that works with them at school? If so, please explain: _______________________________________________________________________________________________________Issues DYT should be aware of: None | allergies | Behavior | Fear | Physical | Safety | Emotional | BulliedFor the safety of your child/youth, please elaborate on the above in detail: ___________________________________________________________________________________________________________________**Please fill out the form best you can.**





Waiver/Guidelines that all Campers and parents/Guardians need to be aware of:1. medication: If your child/youth is on medication during the school year (i.e.. Ritalin) we request that they continue their medication.

2. Special circumstances: Please let us know any/all of your child’s special circumstances, dietary concerns, medical, physical, emotional needs. If your child/youth has one-to-one worker at school, please let us know so we are aware of the needs of your child/youth.

3. DyT will not be responsible for any valuables that are lost, stolen, or damaged. We will ask that cell phone/text messaging use be kept to minimum/emergencies so that youth can benefit from the program.

4. Photographs/Videos: Children/youth want to capture memories with the friends on their cameras/cellphones. If you do not want your children/youth photographed plEASE lET US KnoW ASAp. Please be aware that with technology today – it is extremely difficult to moni-tor other children taking photographs. If we do not hear from you, we will assume that your child/youth can be photographed.

5. Photographs/Videos may be taken at the Deaf youth Today (DyT) Summer Program at various locations and may be shared with Service for Community and Family Development program (SCFD) posted to a website, private DyT Facebook profile, or DyT brochures. The pictures will be used for the purpose of illustrating the activities at Deaf youth Today. Pictures posted to the website are considered the property of Deaf youth Today and may not be sold or reused without the consent of Deaf youth Today. Parents who have concerns regarding photography of their children agree to contact DyT in advance of the camp to resolve any issues regarding use of their child’s photographs or photography.

6. Inappropriate conversations not tolerated (ie drugs, smoking, alcohol, sexual discussion, swearing)

7. Physical affection - we are requesting that there be no physical affection during camps (i.e. kissing, hand-holding etc.).

8. Refunds for Programs - If you withdraw from a program at least one day prior to the start, we will refund your money, but if you don’t show up to the program, we cannot offer a refund. In regard to hornby Island – the cost of this program that is paid by FNDC is: $1,000.00 per camper. We charge only $130.00 per child/youth. If your child is dismissed from camp (see below) – we cannot offer a refund.

9. Transportation: children/youth may be transported together in groups on public transit (bus, skytrain, seabus), ferry, private rental buses, owned/rented vans. In case of an emergency, a taxi or private vehicle (with at least 2 staff members present) will be used.

10. DyT reserves the right to limit the number of campers in all our programs. Once our program is full, we cannot accept more registra-tions. We also reserve the right to recognize that in very rare circumstances, we may not have the specialized staffing expertise to meet very complex needs of some children.

11. DyT Dismissal Policy: In very rare circumstances, we will dismiss a child/youth. If persistent, unresolved issues arise that seriously affect other campers and staff, we will:

1. talk with the child/youth so they are aware of the issue;

2. call the parents/guardians to alert to the possibility of potential dismissal from camp;

3. give child/youth opportunity to change behaviour and if these 3 steps fail, then call parent/guardian to pick up child/youth.

Immediate Dismissal: any use of drugs or alcohol, possession of firearms/weapons, any physical aggression, bullying, disregarding rules/safety procedures, inappropriate sexual behaviour, medical or mental health issues that are beyond the abilities of DyT, we will immediately dismiss the child/youth to the parent/guardian. Parents/Guardians will be alerted to pick up child/youth. In the case of hornby Island camp, the parent/guardian will be required to take a ferry to Nanaimo to meet their child/youth and DyT staff member at Ferry Terminal. The ferry costs will be responsibility of parent/guardian. No program refunds will be given.

❏ I release Family Network for Deaf Children, its Directors and Employees from liability

❏ I have read the above and I am aware of the expectations and guidelines. These guidelines will be reviewed with children/youth andyouth during DyT Programs.

Camper Signature _____________________ parent/Guardian Signature: ________________________





registrationplease check (✔):Hornby Island Kids/Teen Camp June 30 - July 4 $125 ❏

Join the Circus July 11-14 $30 ❏Storyville July 17-20 $30 ❏Be powerful July 23-27 $30 ❏Just Being a Kid July 30- aug 3 $30 ❏

Teen Surprise aug 7-10 $30 ❏

Theme A Day aug 13-17 $30 ❏

Please indicate fees being paid today: $__________________

payment Information

❏ Visa ❏ mastercard ❏ Cheque(Please make Cheque payable to: FNDC)

Credit Card #:______________________________ Exp:__________________

Cardholder Name: ______________________ Cardholder Signature: ____________________________

Please contact [email protected] regarding any of the following • General enquiries • If Financial Assistance is required • Medical/Parent permission forms • Any other information you would like to share or need that is not in this brochure


Tribune Bay Outdoor Education Centre

Ph. (250) 335 0080 Fax (250) 335 0890

MEDICAL INFORMATION AND PERMISSION TO PARTICIPATE

THIS FORM IS TO BE KEPT AT THE CENTRE AND MADE AVAILABLE TO THE CENTRE/CAMP MANAGER OR SUPERVISOR WHILE THE PARTICPANT IS ACTIVELY INVOLVED IN ANY PROGRAM TAKING PLACE AT THE

CENTRE UNDER THE FACILITATION OF TRIBUNE BAY STAFF

NAME OF PARTICIPANT_______________________________________________________

DATE OF BIRTH __________________AGE____CARE CARD #___________________

EMERGENCY CONTACT

NAME______________________RELATIONSHIP________________ PH.________________

NAME______________________RELATIONSHIP________________ PH.________________

MEDICAL INFORMATION

DOCTOR________________________________________________PHONE_______________

CLINIC_________________________________________________CITY_________________

ALLERGIES___________________________________________________________________

MEDICAL CONCERNS_________________________________________________________

MEDICATION_________________________________________________________________

I/WE ARE AWARE OF THE CENTRE’S ACTIVITIES AND RELEVANT POLICIES. I/WE ARE AWARE THAT THERE ARE ACTIVITIES THAT USE A CLIMBING TOWER, A HIGH ROPES COURSE, KAYAKS, A 12 PASSENGER BOAT AND MANY OTHER CAMP RELATED GAMES AND ACTIVITIES. I/WE GIVE PERMISSION FOR MY CHILD TO PARTICIPATE IN ALL PROGRAMS. I KNOW THAT I AM WELCOME TO DISCUSS ANY CONCERNS OR QUESTIONS WITH THE CAMP MANAGER OR SENIOR SUPERVISOR.

IN THE UNLIKELY EVENT THAT MY CHILD IS INJURED, THE STAFF WILL ADMINISTER FIRST AID AND/OR WILL CALL IN LOCAL MEDICAL SUPPORT IF NEEDED (I.E. FIRE DEPARTMENT FIRST RESPONDERS OR LOCAL DOCTOR).

PARENT OR GUARDIAN SIGNATURE______________________________________


ASL is Awesome!

Immersion sign language classes and

workshops

july 11-14

2012

at Douglas College

for families and friends of deaf, hard of hearing, and deafblind members

between the ages of 5 and 23

In families’ own words, from Summer Immersion in past years:

“I feel more comfortable now than I did before communicating with

someone deaf.”

“Our hearing children really benefitted from experiencing deaf culture and learning more about ASL and interacting within the

family.”

Have Kids? Deaf Youth Today is running a kids (ages 4 to 16) camp at the same time. Contact [email protected] to register.

Do you have a D/HH/DB family member or friend between ages 5 and 23?

Do you want to refresh some of the ASL you learned a long time ago?

Or maybe you are starting out and want to learn some basics?

This is your opportunity.

Whatever your level and whoever you are, Mom, Dad, Grandma Jane or Cousin Ed, there

is something for you!

register

before june 11

by emailing [email protected]

or calling V/TTY 604 660 1800

Wednesday, Thursday and Friday from 3-8 pm

Saturday from 10 am - 3 pm

“ASL is Awesome” features workshops on

Language access with interpreters in the K-12 mainstream system,

Understanding how ASL and English language structures compare, and

Talking to kids and youth about their bodies.

Each workshop will have break-out sessions with ASL instructors in levelled groups to support all levels of ASL ability.

If your D/HH/DB child is between the ages of 5 and 19, and you live outside the Lower Mainland, you are eligible to stay at PDHHS’s accommodation. Contact [email protected] or 604 660 1800 for details.

Brought to you in collaboration by

PDHHS, FNDC, DYT, WAVLI, and Douglas

College.


Waterpark!

Kids Korner!

BBQ Lunch!

Games!

Face Painting!

Multigeneratio

nal!

Connections!

Saturday June 23, 2012 Noon to 3:30pm

(Barbecue Lunch 12 noon to 1:30) Questions?

Call Jenny 250-592-8144 v, 250-592-8147 TTY or email [email protected]

Queen Alexandra Centre 2400 Arbutus Road, Victoria

Garden Activity Centre


Nineteenth Annual Family Deaf Camp- 2012 At Tribune Bay Outdoor Education Centre, Hornby Island

Thursday, July 5 (afternoon) to Sunday July 8, 2012 (after breakfast)

Your Hosts: Gord and Allison Campbell (ph) 250-335-0080 (fax) 250-335-0890 (E mail) [email protected] Web pages: tribunebayoutdoored.com Program: The camp is for families from the Deaf and Hard of Hearing community who 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 Outdoor Education Centre staff and DYT (Deaf Youth Today) staff will be offering family programs and programs especially for children and adults. Some examples of programs include the usual....climbing on the tower, hiking, high ropes course, beach fun, lots of games, mystery hunts, crafts, kayaking, marine tours by our 12 passenger boat, great campfire stories & skits and the very popular women’s' and men’s' adult island bus tour. Accommodation/Meals: Bring your own tent or RV, cooking & camping gear. Outhouse toilets (showers are available). Some meals are on your own but we supply Friday and Saturday Supper and Sunday Breakfast (at the Lodge). Everyone is asked to volunteer for one meal cleanup. Camp fee: $189. + HST= ($211.68) family rate for the entire camp (extra individual, $95+HST ($106.40)

(Thanks to our supporters....This is a very subsidized rate) Due to our low fees; friends and other children are added in at the individual cost and cannot be included in Family fee. ---------------------------------------------------------------------------------------------------------------------------------------------------------------------- I/we will be coming to Deaf Camp 2012 (I am sending this back early because space is limited) Family name: ________________________________ Adult ________________________(Deaf , HH, Hearing)

Adult ________________________(Deaf , HH, Hearing) Children: 1. ______________________age___ (Deaf, HH or H) 2. _______________________age___ (Deaf, HH or H) 3. ______________________age___(Deaf, HH or H) 4. _______________________age___ (Deaf, HH or H) I/we will be at camp: Thursday[ ] Friday[ ] Saturday[ ] Sunday[ ] I am sending a cheque of $_________________ to pay camp fee Please make out cheque to: Tribune Bay Outdoor Education Society. Please send cheque and form to:

Tribune Bay Outdoor Education Centre Seadollar 1-7, Hornby Island V0R 1Z0

Ferry information: We will send (by email only) you a ferry schedule and information on the BC Experience Card (a ferry card which is the best rate for the small Hornby- Denman ferries; the card never expires and can be used on large ferry back to Vancouver). My email is _________________________________________


KAREN FRAN & BRENDA CARMICHAEL HAVE TEAMED UP ONCE AGAIN TO FUNDRAISE FOR DEAF YOUTH TODAY

THEY RAN THE BMO HALF MARATHON IN VANCOUVER

(MAY 6, 2012) AND

WILL BE COMPETING IN THE TOUGH MUDDER IN WHISTLER (JUNE 23, 2012)

If you would like to donate, please contact: Karen – 604.831.5150 / [email protected]

Brenda – 604.727.8462 / [email protected]

** FOR EVERY $20 DONATION, YOUR NAME WILL BE ENTERED TO WIN A PRIZE FROM THE FOLLOWING BUSINESSES:

Runner’s Den, Moksha Yoga Burnaby, Sugarlime, Starbucks,

iTunes, Gossip & Co, and more!

Winners will be notified on Monday, June 25, 2012.


Congratulations to BC Deaf Grads 2012!

What a wonderful night we had!

The graduates all looked stunning in their fancy clothes, the location was beautiful and the food was pretty good!

Thank you to all of the volunteers that made this night happen; every single aspect of this night was possible because of the many people who donated their time, energy and skills. We also had many event donations including FNDC, BCSD Alumni, BSS PAC and several families. Our suppliers generously reduced prices to help us stay on budget. It was truly a team effort!

You can now follow BC Deaf Grad on Facebook! Friend us and you will be able to see pictures from past graduations and receive info on upcoming fundraisers and events!


BRITISH COLUMBIA DEAF SPORTS FEDERATION #225 – 3820 Cessna Drive, Richmond, B.C. V7B 0A2

TTY: (604) 333-3606 Telus Relay Service: 1-800-855-0511 Fax: (604) 333-3450 E-mail: [email protected] VP# 207.102.172.112 Website: www.bcdeafsports.bc.ca

Thank you for your support.

MEDIA RELEASE For immediate release Edmonton, Alberta May 19, 2012

BC Deaf Men’s Volleyball Team Wins Gold at first Canada Deaf Games BC’s Deaf Men’s Volleyball team captured gold at the inaugural Canada Deaf Games (CDG) in Edmonton, Alberta on Saturday, May 19, 2012. Team BC were undefeated at the tournament and competed against Ontario in the final match, winning in three straight close games to be awarded Gold. More than 200 deaf athletes (minimum hearing loss of 55 db), from across Canada converged in Edmonton May 12 – 19th to compete in both summer and winter sports. CDG also allowed for National team representatives to scout players for future international Deaf sporting event teams. “I am so proud of our team, we’ve been training hard since January. We brought together a group of deaf men with varying volleyball skills and experiences, not to mention ages, and created a strong team that played really well together” stated coach Kyle Brewer. “I'm delighted we won the first ever CDG, I'm sure every province will be striving to beat us in years to come.” Captain Cole Sanderson, 24, of Vancouver added, “Many of us, from across Canada have known each other since elementary school – we share a passion for volleyball and it’s great to get together. It just means so much more to be able to compete with long-time friends – and afterwards share the experience equally in our first language - ASL. Everyone here shares the same community, culture and language – as well, we are all passionate about sport. We look forward to the next Deaf Canada Games and growing this event to include many more deaf athletes in many more sports.” BC’s Men’s Volleyball team was made up of one of the oldest athletes to compete in the Deaf Canada Games (Eugeniu Televco age 70) as well as the youngest (Isaac Flink, age 17).

Opening match BC vs Alberta, Edmonton King’s University College player Jon Kassian goes up to block BC’s middle hitter Richie Dyck (former BC Douglas College, player).


BRITISH COLUMBIA DEAF SPORTS FEDERATION #225 – 3820 Cessna Drive, Richmond, B.C. V7B 0A2

TTY: (604) 333-3606 Telus Relay Service: 1-800-855-0511 Fax: (604) 333-3450 E-mail: [email protected] VP# 207.102.172.112 Website: www.bcdeafsports.bc.ca

Thank you for your support.

Team Roster Granger Campbell Left side hitter Surrey Justin Dressler Setter/Right side Surrey Richie Dyck Middle White Rock Isaac Flink Setter/Right side Langley Cole Sanderson Left side hitter Vancouver (formerly of South Surrey) Matt Tarnowski Middle Surrey Eugeniu Televco Setter Vancouver Joey Wideski Middle/Left side Richmond Kyle Brewer Coach Vernon (formerly South Surrey) Kim Sanderson Manager White Rock Next up:

Olivia Mark, from BC, National Deaf Men’s Beach Volleyball Coach, held a tryout during CDG to select two teams to compete for Canada at the Deaf World Beach Volleyball Championship in Turkey in September 2012. Four of the six players are from BC: Cole Sanderson, R ichie Dyck, Joey Wideski & Matt Tarnowski.

Kyle Brewer, will head to Brazil to coach Canada’s Deaf Women’s Indoor Volleyball team at the Pan Am Games

for the Deaf in June 2012. BC will have a few players on the National Women’s team (to be named later this week).

- 30 - For additional information contact: Kim Sanderson (hearing) Team Manager 604 535 9810 [email protected] Photo Captions (photo credit: Colin Perry)

Team BC captures gold: from left to right: Coach Kyle Brewer, Manager Kim Sanderson, Eugeniu Televco, Richie Dyck, Isaac Flink, Joey Wideski, Granger Campbell, Cole Sanderson, Justin Dressler. Front: Matt Tarnowski



Deaf children's gesture mismatches provide clues to learning momentsFrom: http://www.sciencecodex.com/deaf_childrens_gesture_mismatches_provide_clues_to_learning_moments-89319

Posted: April 5, 2012

In a discovery that could help instructors better teach deaf children, a team of University of Chicago researchers has found that a gesture-sign mismatch made while explaining a math problem suggests that a deaf child is experiencing a teachable moment.

Through a series of experiments with 40 deaf children, ages nine through 12, all of whom were fluent in American Sign Language, researchers were able to distinguish between ASL signs and gestures that look like the gestures hearing children produce when explaining the same math problems.

The deaf students who expressed ideas in gesture that were different from the ideas they expressed in sign were ready to learn to solve the math problems, said UChicago psychologist Susan Goldin-Meadow. In previous work, she had shown that gesture-speech mismatch is a clue to teachable moments in hearing children.

"The juxtaposition of two ideas, one in gesture and the other in sign, highlights their discrepancy, and this discrepancy might be what motivates the student to search for new information in the math lesson," noted Goldin-Meadow, the Beardsley Ruml Distin-guished Service Professor in Psychology. She authored the paper, "The gestures ASL signers use tell us when they are ready to learn math," published on early view in the journal Cognition.

In the study, the team tested students' understanding of the equals (=) sign through

a series of math problems. The researchers coded students' explanations and counted the number of times a child produced a gesture-sign mismatch.

For example, for the problem 7+4+2 = 7+__ , one child signed about how the numbers on the left side of the equation should be added to get the answer (incorrectly, 13), while gesturing about how the number on the right side should be subtracted from that total, which gives the correct answer (6).

Researchers then taught the children a math lesson and retested them. "The more mismatches children produced before the lesson, the more likely they were to improve after the lesson," said Goldin-Meadow. The team found that 65 percent of children who produced three or more mismatches before the lesson were successful after the lesson, compared with 23 percent of children who made fewer than three mismatches.

Educators have long been aware that students go through stages in learning a particular task, and often spontaneously become ready

to learn the task. Skillful teachers are able to tune into those moments and recognize them as times to boost the impact of their own instruction, Goldin-Meadow said.

Teachers also frequently use their own gestures to help students learn. They can illustrate how numbers in an equation can be grouped, for example, to help students understand how to make both sides of an equation have the same value.

The ability to use the teacher's gestures is complicated for deaf children because they frequently learn in a classroom with hearing children and get their instruction through an ASL interpreter, who in many cases is looking at the child and not the teacher. As a result, the interpreter does not see the teacher's gestures and cannot relay the information conveyed in those gestures.

The deaf child watching the interpreter will then miss any messages that the teacher sends in gesture and not in speech. "The gestures hearing children see during math instruction are often crucial parts of the lesson, turning children who are not ready to learn into learners," Goldin-Meadow noted.

Deaf children, who frequently have difficulty learning math, could profit from the gestures their teachers make, but only if their inter-preters incorporate the information in the teacher's gestures into their own signs and gestures, she said.


Deaf IBM researcher scoffs at not talking on the phonehttp://news.cnet.com/8301-11386_3-57430507-76/deaf-ibm-researcher-scoffs-at-not-talking-on-the-phone/

by Daniel Terdiman May 9, 2012 4:00 AM PDT posted online May 9, 2012

IBM research scientist Dimitri Kanevsky develops technologies that help people with hearing loss to communicate. On Monday, he was honored at a White House ceremony.

You might think you can’t have a phone conversation with someone who’s deaf, but Dimitri Kanevsky would not only disagree, he’d prove you wrong. Deaf since he was 3, Kanevsky has hardly let his disability get in the way of progress -- or success. Born in the Soviet Union, he eventually emigrated, first to Israel, and then to the United States, and went on to become a research staff member in the speech and language algorithms department at IBM’s Thomas Watson Research Center.

On Monday, Kanevsky and 13 others were honored at the White House in a ceremony to celebrate those “leading the fields of science, technology, engineering, and math for people with disabilities. These leaders are proving that when the playing field is level, people with disabilities can excel in STEM, develop new products, create scien-tific inventions, open successful businesses, and contribute equally to the economic and educational future of our country.”

Throughout his career, Kanevsky has focused on developing technologies that help people with hearing loss. Some have made it possible to, yes, have a phone conversation, while others have enabled deaf people to talk face to face with someone and under-stand what’s being said.

Yesterday, in, yes, a phone conversation with CNET, Kanevsky spoke about his life’s work of developing systems to help people with disabilities. To do so, he used a technology that instantly transcribes both sides of a conversation and posts the text directly to a commonly viewable Web site. CNET asked if it was possible to publish an audio recording of some of the conversation along with this edited transcript, and was given permission. Below, you can listen to some of the conversation, during which Kanevsky read a transcription of the questions before responding with his answers.

Q: Thank you so much for taking the time to speak with us, and congratulations on being honored at the White House yesterday.

Dimitri Kanevsky: Thank you very much.

Could you start by giving us some details on the technology we’re using to conduct this interview?

Kanevsky: Let me explain. This is transcribed by an (automated) writer. This technology I suggested 15 years ago at the onset of the Internet. I suggested at that time that court reporters could write on a Web site and I could read on a Web site what they transcribe and they will hear me over the telephone.

This is how transcription over the Internet started. However, at that exact time I use various technologies to see this, (and since then) this technology improved and many other people and steno courts started to use this for transcription. And it also combines this speech recognition technology.

Is what I’m seeing totally automated?

Kanevsky: No, a human writer transcribed this over the Internet.

How does it work?

Kanevsky: The writer hears what we are saying on the telephone. It has some abilities like a court reporter, so it writes and puts the text on the Web site. And then we read the transcription on the Web site. This is a simple thing, but 15 years ago when I suggested it, it was a totally new thing. But then a lot of people started to use it at IBM and in many places and many court reporters developed different technologies for how to send the text to a Web site.

Can you explain a little bit about how court reporting technology works?

Kanevsky: Court reporters have special machines that they use to type phoneti-cally. So they can quickly write very complex phrases. And their machine is connected to a computer, which is connected to the Internet.

Let’s step back. I understand that you lost your hearing when you were three years old. When you were a child you must have felt there was no way you would ever be able to communicate normally. Is that true?

Kanevsky: Not exactly. Because I learned to adapt quickly and I was always with people who hear normally. So I went to kindergarten with children with normal hearing and to school with children with normal hearing. And so on. I lip-read very well from the very beginning.

You trained as a mathematician and I’m curious how it came to be that as a mathe-matician you started to work on communica-tions technology.

Kanevsky: When I was receiving my Ph.D at Moscow University, I planned to go to Israel and I knew a foreign language would be for me difficult to lip-read. For example, Hebrew has a lot of high frequency sounds, like “Shabat,” and “Shalom.” So I decided to develop a device from high frequency to low frequency and I brought it to Israel and it assisted me in lip-reading so I could start to speak in both Hebrew and English and understand other people.

How long did it take to develop that system?

Kanevsky: I developed the system while I waited for permission to emigrate from Russia to Israel. So, in approximately nine months I learned electronics and built this device. Then I set up a company in Israel and then we hired a professional engineer to develop this device to a level of sophisti-cation.

Your communication innovations must have multiple uses beyond helping people with hearing loss. Since you work for IBM, how

IBM Researcher Dimitri Kanevsky (Credit: IBM)


important is it to have those multiple uses in order for IBM to support your research?

Kanevsky: My mainstream work is to develop speech recognition technology and improve speech recognition accuracy. At IBM, I work as a mathematician and I apply mathematical algorithms and also have inventions in many other areas. If I have an idea how something can help [someone with] a disability, then I immediately try to develop it and apply this to the disability, and it is often because I have very broad access to wonderful technol-ogies and people who work at IBM Research. I often can come with ideas and technology that help people with various disabilities.

You developed a device called the Artificial Passenger. Could you explain what it was?

Kanevsky: The Artificial Passenger is a technology designed to prevent drivers from falling asleep. In order to do this it talks to a driver, or it interrupts the driver. It asks the driver a question. They can discuss events that are interesting to the driver. And the Artificial Passenger can play some audio games, such as asking trivia questions. It also watches for the driver’s condition. If the Artificial Passenger feels that the driver is too tired, it suggests stopping and resting. The Artificial Passenger can understand from the driver’s voice or from how the driver answered questions if he or she is too tired. I was driving with my wife at night. She was driving and I was talking to her to keep her from falling asleep. I started to think what would happen if my wife was driving alone. So I made an artificial substitute of me.

Can you explain the work that you have done for the Liberated Learning Consortium?

Kanevsky: They received a grant to develop speech recognition technologies that help deaf people take university courses. They asked IBM to help them, and at that time I

had already developed speech recognition technology for IBM France that helped children at a deaf school to lip-read. I had a team of programmers and some ideas and we developed technology for St. Mary University, which expanded this technology to work over the Internet. We adapted vocab-ulary for educational courses so children could introduce new vocabulary. We developed a method for quick correction of errors, a friendly user interface for students and for teachers so that they could get these notes after lectures and these notes could be integrated in lecture presentations.

How hopeful are you that normal communi-cation or somewhat normal communication is something that most deaf people can hope for in the future?

Kanevsky: I want to stress one thing: It is very important that when companies or universities communicate with people with disabilities, that they focus attention on their abilities. There are a lot of skills disabled people develop specifically because they are good in different environments. There are challenges that normal people did not have. They develop creativity and imagination, and if companies hire them, they can provide a lot of ways to help the company advance and be very competitive.

But I think technology is developing fast and the big breakthrough will be wireless communications being everywhere. So to answer your question, when wireless communications will be everywhere, then deaf people will be able to communicate normally.

Could you explain a little bit about your work in wearable technologies, and how they relate to helping the deaf. And also whether that technology is already viable in the market or when you think it will be viable?

Kanevsky: I developed electronic glasses that could print information on the lenses from a computer. So you can wear these glasses and you can see everything around and at the same time a transcription could overlay over what you see. For example, you could talk to a person, look on that person’s face, and you see transcription in the lens. I developed this a few years ago, and it was very good but unfortunately remained in the research prototype. But I think eventually something will be developed as product. And this concept will be used and available for everyone.

What are some of the business challenges that have to be overcome for it to be available for everyone?

Kanevsky: I think the biggest challenge at IBM Research is that they only develop a product if it has a billion dollar impact. Anything that has $100 million or less is good, but usually IBM outsources these to other companies. So the technology was outsourced to a company that ended up having financial difficulties. So we need to wait until another company wants this $100 million business.

What was it like to be part of the White House ceremony on Monday?

Kanevsky: I was honored to participate in the White House event, and to be recog-nized for work that we did at IBM. I think this is very important for people with disabilities to know that their work can be recognized at such a high level as the White House. And definitely, it will help to advance new ideas for people with disabilities. It is a good role model for them.


Deaf rapper Sean Forbes talks about how critics motivated him, dropping of new albumPublished: Tuesday, March 27, 2012, 1:30 PM

Posted online: http://www.mlive.com/entertainment/kalamazoo/index.ssf/2012/03/deaf_rapper_sean_forbes_talks.html

KALAMAZOO – Sean Forbes went deaf at 1 due to spinal meningitis, but he wouldn’t let his love of music disappear no matter what people told him.

As an adult, Forbes said he was frequently told pursuing a career in music was a dead-end. He still uses those voices to take his motivational message and rapping to others, especially in the deaf and hard of hearing community. “I took those no’s and turn them into yeses. It lights a fire in my stomach. It pisses me off,” he said during a phone interview from Royal Oak.

Forbes is a deaf rapper from Detroit who burst on the music scene in 2010. He signed a record deal with Web Entertainment, the label that discovered Eminem, and released his debut EP and the music video for “I’m Deaf.” It features Forbes rapping and signing the lyrics, while the words also appear in the video. He’s also the co-founder of D-PAN, the Deaf Professional ArtsNetwork, a non-profit organization that translates popular artists' songs into American Sign Language music videos for the deaf and hard-of-hearing communities.

He’s been featured on NPR, BBC, Parade Magazine, the Detroit News and the Detroit Free Press,

among other media outlets. He also performed on stage with legend Stevie Wonder, which he called his career highlight. Forbes, who also plays drums, can hear deep bass tones as long as they’re turned up.

As a child,his mother would lip-synch songs on the radio while they drove in the car. When he watched MTV’s “Yo MTV Raps” or “Head Bangers Ball,” his brothers, including younger brother Jeffrey, who attended Western Michigan University, would stand beside the TV and lip-synch so he knew what the songs were about. “All those things I experience growing up, that’s what shaped me. They wanted to make sure that I was involved as well,” Forbes said.

Forbes said he and his friends were bullied. He was mocked for being deaf, but as with most things in his life, Forbes fought back. “I had a pretty big mouth when I was growing up. … That was my way of defending myself and my friends. They (bullies) would be shocked I could talk.”

Forbes continues on his mission to make music more accessible to the deaf and hard of hearing communities. He’s planning to release his full-

length, 13-track album, “Perfect Imperfections,” in June. He raps about the economy, love and his upbringing, among other topics.

“It’s something I’m very proud of. It’s been a long time in the making and something I’m excited to share with people,” he said. “I am the perfect imperfection … I took that imperfection and made it perfect.”

www.deafandloud.com

Courtesy photoDeaf rapper Sean Forbes

Reaching his goalsFrom: CLBC Newsletter December 2011 — www.communitylivingbc.ca

Brayden Walterhouse has been employed at a major home improvement retailer for over a year. Brayden is a hard working, dedicated young man who is excelling in his customized position. He started off working as a seasonal associate, helping keep the seasonal area clean and presentable. Over time, due to Brayden’s hard work and desire to always do more, his job duties have increased. He is now responsible for a large number of tasks including assisting in the paint department, flooring department, organizing and straightening the hardware department, doing various administrative duties and cleaning the seminar room.

Brayden required a job that could be customized to his Ideal Conditions of Employment. Through the Discovery process, C.B.I. Consul-tants found that Brayden enjoys working

independently, but around others in a social setting. He was seeking a place where he can complete structured tasks but also be given an opportunity to learn and have flexible hours. Taking these conditions into account, a customized position was developed for Brayden with a major home improvement retailer which

matched his conditions of employment and their unmet needs. Brayden has performed well in his position and has just received a raise and an increase in hours.

Brayden enjoys being challenged and succeeding in his goals. He has just moved in to a home share and is excited to be learning to cook, clean and do laundry on his own. He credits his job with teaching him proper cleaning skills, patience, confidence, motivation, and developing his independence.

Brayden’s future goals include traveling across Canada and Europe and becoming an advocate for people with disabilities. With Brayden’s hard work and strong desire to succeed it will only be a matter of time before he reaches those goals.

Brayden’s hard work and dedication haveled to increased job responsibilities.


Deaf Teen Drums to His Own BeatPosted Online: Wednesday, 16 May 2012 at:

www.myfoxmemphis.com/dpp/news/arkansas/deaf-teen-drums-to-his-own-beat-rpt-20120516

Little Rock, Ark. - An Arkansas teen has beaten the odds handed to him at birth. 18-year-old Mitchell Moore is deaf, but hasn't let that stop him from becoming a musician good enough to play in a large college band.

Last month, Mitchell found out that when he starts at the University of Arkansas as a freshman in the fall, he has a spot in the Razorback marching band. In the final round of tryouts Mitchell beat out 32 other kids who haven't had to overcome the obstacles he has.

"I woke up one morning and couldn't hear," says Moore. Without his cochlear implants, the world around Mitchell Moore is silent. He calls it, "the most isolated place on the planet."

Born deaf in the right ear, and nearly deaf in the left, Mitchell's ears eventually gave out for good by the time he was 8. But Mitchell was playing the drums at 3 and got his own drum set by 5. His mom Melissa was deter-mined to find a way to nurture his musical ability and beat his disability. "Most people can hear and that's just how it is. So, I wanted him to hear," she says.

The adjustment to implants, which enable Mitchell to hear through a processor that sends signals to his brain wasn't

immediate. "Everything sounded like Mickey Mouse squeaking. It was hard to get used to," says the teen. But, with hard work and practice using his own techniques like reading lips and sensing vibrations, Mitchell was soon doing what other kids were doing, including playing percussion in his high school band. "I keep my legs close to the drums so I can also feel it when I play."

His smoothness since joining the Catholic High Rockets Band has even caused band director Jack Pritchett to lose sight of Mitch-ell's deafness. "Mitchell stands out because he works hard," says Pritchett. "He has a keen sense of concentration."

Mitchell has now taken his talent to the next level. In April, he tried out for the Razorback marching band at the University of Arkansas. After a series of tryouts with evaluations on six instruments, Mitchell found out he'd made the band.

"I didn't think he'd ever accomplish what he has," rejoices his mother.

Not only will he march to the beat of a 350 person college band next year, in class he plans to study Bio-Medical Engineering. He wants to develop technology for people with disabilities. "So more people can have the opportunities that I had."

Statistics show as of December 2010, 219,000 people worldwide had cochlear implants. That breaks down to about 42,000 adults and 28,000 children in the U.S.


Howie Seago Infuses Deafhood, ASL into Oregon Shakespeare Festival RolesFrom: http://www.deafreview.com/deafreview-news/howie-seago-infuses-deafhood-asl-into-oregon-shakespeare-festival-roles/

Talk about turning Shakespeare on its head. By power-fully portraying characters we perceive to be hearing, Howie

Seago is here to shatter the mold this summer. Not once, but twice.

As the first and only deaf actor in the Oregon Shakespeare Festival, Seago is now preparing to take the stage in two plays: As Duke of Exeter in Henry V (June 5 – Oct 12) and as Duke Senior in As You Like It (June 7 –Oct 14). Widely remembered for his role as deaf conciliator on “Star Trek,” and as the deaf father of a musician in the German movie Beyond Silence, Seago now channels his energies on his true love: The stage. “I can become totally immersed in the character for two hours,” Seago, a native of Seattle, said in an interview with deafREVIEW. “In acting for film or TV, you only perform the character for 2-3 minutes at a time.”

As a full-time contracted actor, he is beginning his fourth year with the company. He reveals an exciting change from prior productions: His Henry V character is a military commander with his very own Royal Interpreter (RI), played by Christine Albright-Tufts, who follows him around on-stage to interpret the dialogue.

“You’d think a Deaf Military Commander to the King would need to know a few details, yes?” said Seago. This stage adaptation “may be groundbreaking in how to cast Deaf talent in mainstreamed Shakespearean works that are not produced as a "Deaf Theatre' production."

In a way, this shatters the theatrical “fourth wall”. Previously, Seago’s characters used ASL to commu-nicate with other actors, who then repeat Seago’s lines out loud before speaking and signing back with their own lines. Having learned ASL during his teen years, Seago is not a native signer. Thus, even in his sleep, he practices signing his lines to program his hands to achieve the choreography that revives the Shakespearean era both iconically and artistically.

Many in previous audiences have also commented that ASL adds a new dimension to characters, making them much larger on stage than if they used their voice.

"The directors have been brilliant in utilizing deafness and/or ASL to bring out more character depth, relationship and to the play's overall message," Seago says. That includes artistic director Bill Rauch (who incidentally has a deaf brother), and Henry V director Joe Haj, who positions the RI onstage without distracting the audience from the main action.

Shakespeare is not light reading. Rehearsing since April 3, Seago’s steep learning curve includes long sessions with the show’s dramaturgy (a historical expert on Shakespeare). Together, they analyze the meanings of the Bard’s words, and use inversion and gloss to translate them into ASL. He studies “No Fear Shakespeare,” which contains side-by-side modern and historical text.

It’s a lot for someone who, Seago jokes, was once challenged by a brother to name seven Shake-speare plays – and came up short. But by June, he’ll know Henry V’s Battle of Agincourt, and the Forest of Arden (the setting for As You Like It) by heart.

Modernizing Shakespeare isn’t new, but infusing it with deafness is. Characters in Romeo + Juliet drive flashy sports cars, and “10 Things I Hate About You” (The Taming of the Shrew) is set in modern-day high school. Just as modern adaptations are attracting younger generations to Shakespeare, accessibility draws deaf crowds to OSF.

In 2011, about 60 deaf patrons flocked to OSF to watch Seago portray Bob Ewell, an abusive alcoholic who forces his daughter Mayella to interpret his lies in court (To Kill a Mockingbird). Seago and his on-stage daughter created a "white

trash" sign language, which lends a credible psycho-logical layer to Ewell’s mind: Marginalized, discrimi-nated, angry and broken by communication barriers. Likewise, in Music Man, Seago played an ex-con who uses sign language with his

former partner in crime. ASL became a secret plot device, symbolizing how they silently hatch nefarious schemes.

Described by IMDB.com as one of the “most engaged deaf actors in America,” Seago is nonetheless described by artistic director Rauch as a “great actor.” Not a deaf actor. “He already had the affinity for relating to me, and this set the tone for the entire company,” said Seago. “Some of the other actors are eager to learn ASL.”

Progressive casting just one example of the festi-val’s inclusivity: Since its establishment in 1935, OSF has added ramps for wheelchair users, Braille playbills and accepts service animals. Also, the facilities now include nine sign interpreted perfor-mances in addition to 26 open captioned perfor-mances. For a list of interpreted or open caption performances, check OSF’s accessibility page: http://www.osfashland.org/plays/access.aspx

“It has become increasingly important to OSF over the years to diversify its company and audience," said Amy Richard, the media and communica-tions manager. This includes not only expanding our racial and ethnic diversity, but also increasing access for people with disabilities, age diversity and socio-economic diversity. Since Rauch was hired as artistic director in 2007, those efforts have expanded.”

That includes efforts to hire specialized inter-preters who can translate the difficult subject matter. Seago praises the work of Julie Simon and Joy Marks, noting: "my eyeballs don't get strained and my mind doesn't get burned out figuring out the meanings and concepts of what others say."

Rehearsals often run from noon to midnight, but it’s not all work and no play. When not in rehearsals, he often goes cross-country skiing (winter) or whitewater kayaking (summer) before evening shows or on days when he does not have a show. “Ashland is a great tourist destination for theater and outdoor recreation, so it’s easy for me to get my friends to visit and play," says Seago.

To visit, play and watch in Ashland, now is the time to purchase tickets to Oregon Shakespeare Festival: http://www.osfashland.org/plays/index.aspx


American Sign Language 11 and Intro American Sign Language 11 courses are now available online to all students in BC.

What are online American Sign Language courses? These one-to-one online ASL courses prepare students who are deaf, hard of hearing, and hearing with no or minimal ASL background to communicate in American Sign Language (ASL). The courses include ASL instruction, ASL evaluation, and Deaf cultural awareness components. Completing the Intro ASL 11 course is a prerequisite course for ASL 11 and covers all curriculum in ASL 9 and ASL 10. Completing the ASL 11 course will facilitate students moving more easily into established programs which will lead them to career advancement and/or enrolment in Vancouver Community College ASL courses and possibly the Interpreter Training Program at Douglas College. The ASL courses will be accessed online through Burnaby Online website. These online ASL courses support the student with textbooks, DVD, embedded video, as well as live interactive one-on-one video chats with the ASL teacher. The ASL teacher will communicate through email and live interactive video chats to assess student learning through I-chat or Skype using a webcam.

endorsed by the Provincial Outreach Program collaboration project of the Provincial Outreach Program, Burnaby Online, and Global Learning

Who can take the ASL courses?

open to all students in BC, even BC students that are travelling out of the country adult students and international students may also take these ASL courses each student will need access to an internet connection, an Apple or PC computer, and a webcam completion of ASL 11 will provide a student with a second language to the grade 11 level that some

post secondary institutions require on their application forms

Who teaches the course? taught by a fluent, native American Sign Language signer whom is BC Certified Teacher of the Deaf

How to find the ASL Course Descriptions and register:

Register through Burnaby Online Website: http://online.sd41.bc.ca Click on ‘Courses’, then look under ‘Modern Languages’, then click on ‘Intro ASL 11’ to read the course

descriptions for info about how a student is assessed throughout the course as well as prerequisites When a student wants to register, click on ‘Register Now’ There are many registration steps to follow which includes having the student complete an Admission

Assessment Assignment (can be printed out and completed on paper), which needs to be handed/sent in with the completed student registration package to Burnaby Online. Once the ASL teacher marks the assignment, the Admission Assessment Assignment mark will be added to the student’s future ASL course mark.


Please make sure that the registration package is complete before sending to Burnaby Online office, as the office does not accept incomplete registration packages.

When can students register? Registration is ongoing throughout the entire year. Once a student registers, they will be assigned a start date (within 4-6 weeks of registering). How long does the course take to complete? The student may move through the course at their own pace, but the student must complete the course within 10 months. If a student wishes to complete the course within a 4 month time period, they should be spending 8-12 hours per week on the ASL course. How Much Does this Course Cost? This course is free to both students and to adults. Why Should a Student Take the Burnaby On Line Intro to ASL 11 and/or ASL 11 Course?

1. It is live and interactive 2. Assessments/evaluation and feedback by appointment 3. Hearing, Deaf and Hard of Hearing students receive individualized instruction from a Native ASL Signer

who happens to be Deaf and is a BC certified Teacher of the Deaf 4. The use of embedded video is designed to engage Deaf, Hard of Hearing and hearing students to

support their learning 5. Course credits are recognized by the Ministry of Education as a Second Language credit for high school

graduation What Benefits are there for adults taking this course?

1. There is no cost 2. Special Education Assistants who work with children in the K-12 system can add to their repertoire of

skills: communication support for children with communication disorders, sign supported speech for children with cognitive delays, autism and hearing loss

3. Families can access this course at no cost to enable them to communicate more effectively with their children, siblings who have a hearing loss and/or who need sign supported speech using conceptually correct ASL signs

4. Public/private employees working in banks, government offices, dentist/doctor offices etc can learn ASL to communicate more effectively with their clients/customers thereby promoting access

5. Students seeking summer employment enhance their opportunities for being hired 6. Speech and Language Pathologists and other professionals working with Deaf/Hard of Hearing

children/adults can enhance their skills to ensure access and a quality delivery of service

Burnaby Online Website: http://online.sd41.bc.ca


RIT/NTID Grad Celebrates Five Years in Deaf Social MediaRIT/NTID - Rochester Institute of Technology/National Technical Institute for the Deaf

May 18, 2012 Posted online: http://www.ntid.rit.edu/news/ritntid-grad-celebrates-five-years-deaf-social-media

Story Highlights:

• DeafVIDEO.TV had more than 34.5 million page hits last year and averages 6,000 viewers a day.

• The site was created in May 2007 to make it easier to find videos using in sign language.

• Tayler Mayer and Jared Evans, both graduates of RIT/NTID, started DeafRead in 2006, a website that posts stories of interest to the deaf community.

Communication has always been vitally important in the deaf community, where sharing information in person, by writing or via text telephone was the best way to keep up with the news.

And in this age of videophones, Skype and Google +, the deaf community continues to use advances in technology to share news, questions and opinions.

DeafVideo.TV is celebrating its fifth-year anniversary this month. It is a popular outlet for deaf individuals to post video blogs, (vlogs), and where others can leave comments.

“Videos get lost easily on the vast YouTube landscape. After a while, I decided that ASL vlogs deserved their own website. Hence, the birth of DeafVIDEO.TV,” says Tayler Mayer ’00, who launched DeafVideo.TV in May 2007.

Mayer believes DeafVIDEO.TV is the most frequented website in the deaf community, with 3.2 million page views last month, and more than 34.5 million page views in the past year

The roots of DeafVIDEO.TV began a year earlier, when Mayer and another RIT/NTID grad, Jared Evans, ’97, both deaf bloggers, formed DeafRead

in July 2006. DeafRead continues to be a site where news stories find a centralized home, as long as the topic is related to the deaf or hard-of-hearing community.

“From the beginning, DeafRead was going to be for everyone and everything deaf-related,” Mayer wrote in a blog describing the origins of DeafRead. “That was the agreement and understanding between me and Jared. We never questioned it, nor thought about changing this philosophy.”

DeafRead became a popular site in its first month in July 2006, with more than 400,000 page views. Its popularity reached the masses within three months because much of its content at the time was about the controversial presidential search and subsequent protests at Gallaudet University.

“I wanted to enable others to express their opinions,” Mayer says. “DeafRead’s success is partially because the posts are moderated so only those that are deaf-related are published. When

readers visit DeafRead, they know they’re going to read about something deaf. Obviously, there aren’t many sites out there that do this, especially one that aggregates blog posts.”

Mayer works from his home in Silver Spring, Md. He shares responsibility for developing the site and making policy decisions with Evans, who lives in Florida. DeafRead has three volunteer moder-ators: Elizabeth Gillepsie, Amy Cohen Efron and Carrie Gellibrand.

DeafVIDEO.TV averages about 6,000 viewers a day, and the posts generate about 700 comments each day. The vlogs don’t necessarily need a deafness theme and anyone can post as long as they know sign language.

Topics include sensitive issues within the deaf community, people promoting an upcoming event, people just saying hello and how they are feeling, and people wanting advice.

The videos aren’t normally captioned. Mayer says the content was created and posted for those who know sign language.

There has been plenty of feedback from viewers objecting to the opinions posted. “Some folks mistakenly think that because I’m allowing whatever content or idea to be published, I was endorsing it,” Mayer says.

But overall, Mayer is pleased by his site’s success. “There’s nothing wrong with dreaming big. You may surprise yourself!”


Scarborough Tim Hortons Canada’s 1st with Order AssistFrom Twitter: http://www.torontoobserver.ca/2012/04/30/a-step-forward-for-disability-at-tim-hortons/#.T59BYN310Kc.twitter

Maya Akbay/Toronto Observer, Published 30 April 2012

The new Order Assist system allows customers with communication barriers to use drive-thrus, says La Shown St. Louis, manager of the Tim Hortons store at Kennedy Road and Hwy. 401.

The discomfort felt by people with hearing or speech impairments when ordering at food joints might soon be over.

The Tim Hortons branch at Kennedy Road and Hwy. 401 is catering to its hearing- and speech-impaired customers to ensure they feel more welcomed and at ease.

Owned by disability advocate Mark Wafer, the branch is Canada’s first Tim Hortons to have a device installed for customers with special needs.

With this device installed for the drive-through, they don’t even have to come inside or get out of their car.

— La Shown St. Louis

Order Assist has since been installed in Wafer’s four other Tim Hortons stores in the GTA. It’s also proven helpful to people with language barriers, such as immigrants or tourists.

“Usually with customers that have hearing deficiency or something like that, they have to come inside the store if they want to order,” said store manager La Shown St. Louis. “But with this device installed for the

drive-through, they don’t even have to come inside or get out of their car.”

By the numbers

According to the Order Assist website, 6,500 people who are deaf or hard of hearing were asked about their experiences at restaurant drive-thru.

Here’s how they replied:• 42% said they leave without buying

anything.• 94% said they would be a lot more

willing to go to a restaurant or food establishment that installed a drive-thru system to improve access for people who are deaf or hard of hearing.

Order Assist allows customers ordering in drive-through lanes to press a button and inform staff they have either a hearing deficiency or language barrier. Employees are alerted through a signal in their earpiece and a light that turns on inside the store. Customers are directed to pull up to the window where they receive an Order Assist

form to write their orders. Regular customers receive several forms at once to save time.

“It’s not just much easier for them, it’s much easier for us, too,” said employee Michelle Munawa. “When the order is written down for you, there’s no miscommunication.”

Munawa recalled serving a customer with speech impairment before the device’s installation.

“[The customer] had a hard time placing his order all while the line-up behind him grew,” she said. “Sometimes you don’t know how to communicate with them.”

Employees had to undergo several trainings sessions before the device was set up.

“We learned that you have to know how to be patient with them, and not cross their personal boundaries,” St. Louis said.

The store does not only extend special accommodations to customers, but to potential employees who may have disabil-ities themselves. There are many people with disabilities who have been employed at the Kennedy branch.

“We really believe in giving everybody an equal opportunity,” St. Louis said. “It’s the right thing to do.”


By Brenda Schick, PhD

1. What is social cognition and theory of mind?

Humans are social animals and we spend a great deal of time in social rela-tionships. As children develop, they gain a better understanding of peers and adults around them. They become aware that people can differ on what they believe, know, and want. Their values and goals can be different from our own. Some people call this “mindreading other people’s minds”. Scientists often call this kind of understanding social cognition or theory of mind.

Adults and children use our understanding of social cognition everyday. As young as 18 months of age, infants look to a parent’s face for “advice” in situations, such as how should I feel about that big dog? They seem to look for information about what the parent is thinking about this situ-ation – is it frightening or not? Later, at age 4, children can typically understand that people can have misunderstandings and false beliefs, as when mom thinks dad will be home after work, but he forgot to tell her that he had a doctor’s appointment. Or that Little Red Riding Hood really thought the wolf was grandmother (but the reader does not). A student in middle school uses social cognition when he can discuss the role of differing beliefs and attitudes in the Civil Rights movement of the 60’s and contrast them with beliefs and attitudes that are pervasive today. As adults, we use our skills in social cognition everyday, such as when we prepare a presentation to inform colleagues, determining what informa-tion they already know, what they need to know, and what potential

Social Cognition & Theory of Mind

tm

Reprinted with permission from Hands & Voices, www.handsandvoices.org.


Communication Considerations A-ZTM Theory of Mind

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misunderstanding there might be. We use these skills when we buy a present for loved one, trying to get the perfect gift.

In short, our ability to understand the attitudes, beliefs, values, desires, and knowledge of others plays a large role in our lives.

2. What issues are there related to social cognition and children with a hearing loss?

Deaf and hard-of-hearing students are at risk for delays in social cognition

The content of our minds is not a visible thing. We can only figure out what others know or believe from their behavior, such as their facial expression, what they do, and from what they say. Our com-munication contains a lot of information about what we think and believe. For example, when a parent walks about the house with a puzzled expression and says, “I thought I put my keys in the kitchen but they are not there!”, the child gets explicit information about what the parent is thinking.

Research shows that language provides a great deal of raw material for the development of social cogni-tion and theory of mind. For hearing children, parents who talk more about what they are thinking and feeling have children who are more advanced in these skills.

For children who are deaf or hard of hearing, research has shown that a child’s language skills are highly correlated with social understanding and theory of mind. Children with more age-appropriate language skills are more likely to have age-appropriate skills in social cognition. This is true for both children learning only spoken English, as well as those using various forms of sign language, including ASL. Children with cochlear implants are also at risk.

We also know that for families who incorporate sign communication, the parent’s skills in signing pre-dicts their child’s skills related to theory of mind and social cognition. Parents who know sign vocabu-lary for words like think, know, pretend, and believe are more likely have children with better skills in social cognition. Language matters and how parents use language matters.

Skills in social cognition can affect academic learning

There are many academic areas where skills in social cognition are essential to learning. In reading, skills in social cognition allow a child to understand the perspective of different characters, such as distin-guishing the perspectives of Little Red Riding Hood and the wolf. The earliest picture storybooks con-tain a large number of references to how people feel, what they believe, and their misunderstandings and deceptions. Without understanding these notions, stories are often a boring sequence of physical events.

Skills in social cognition also play a role in understanding many aspects of history, social and cultural studies, art, and politics. For example, when learning about the concepts of civil disobedience that were the foundation for the American Civil Rights movement in the 60’s, one has to understand the beliefs that surround concepts of nonviolence, discrimination, equality, and fundamental concepts of human rights. Much of what we learn is embedded in the beliefs and understandings of people at that point in time, in contrast what we currently know.




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Skills in social cognition affect social interaction

Schools are social environments and in addition to learning academic skills, children and youth are learning how to live among others. Young children need to learn fundamental principles of sharing, kindness, and solving problems through talking, rather than physical conflict. This requires perspective taking. Older children learn to negotiate with peers and parents. They become better at considering the feelings of others in their actions and communication. These are all skills that are essential to our adult lives both at work and at home. Social skills are important to our personal lives and our careers.

Children at risk in social skills may have more difficulty managing social interactions at school. They may miss social cues that children with more mature skills might pick up. For example, if a young child tries to “win” a social debate about a fact, it might be fine to say, “My mom told me that it was true”. But if a teen tries this same strategy, it might seem immature to peers.

As we all know, middle school and high school can provide intense experiences related to social groups and peer acceptance, rejection, or neglect. These directly affect a student’s sense of self, self-esteem, and their sense of a place in the world. A student’s ability to interact with peers has widespread ramifications in aspects of social development.

3. What should every parent or professional know about social cognition?

A student’s access to the social life of the classroom is important to development of social skills, to social-emotional well-being, and to academic success.

Some educational programs may view social issues as secondary to academic issues. They may not see the school’s role as supporting the development of social skills. However, if your child or student is isolated from peers and teachers by communication barriers and language delays, social issues must be addressed. It is completely appropriate to request IEP goals that focus on these issues.

Any placement with hearing peers must be evaluated with consideration to how well the student is an authentic member of the classroom, with true opportunities for social interaction.

Summer camps for children with a hearing loss provide a good opportunity for peer interaction without the social awkwardness of interpreters or noisy listening environments.

An educational placement with an interpreter may make social interaction and integration more dif-ficult in some situations.

Accessing education through an interpreter is complex. It is very easy for the teacher and the classroom teacher to view the interpreter’s job as conveying the teacher’s talk to the students. But this limited view of the interpreter’s role may leave a student even more isolated from his or her hearing peers. The educational team may need to work with the interpreter so that interaction with peers is facilitated. The interpreter may need to work with the hearing peers on how to use an interpreter. They may need help in understanding that social communication with the deaf or hard-of-hearing student is doable and desirable with an interpreter.




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Parents and teachers can help develop skills in social cognition and theory of mind.

Talking about your feelings, beliefs, values, and thoughts is an important way to help a child develop these skills. Exposure in the home is essential. So think aloud, especially about misunderstandings, dif-fering beliefs, and confusions. This helps your child “see” into your mind.

Storybooks and movies are a great source of concepts related to social cognition. Even preschool books have these concepts. Sometimes the concepts are essential to the story but not really discussed. For example, in Little Red Riding Hood, most versions never say, “Little Red Riding Hood thought the wolf was grandmother.” You have to figure it out when she says, “What big eyes you have, grandmother!” You can help by discussing these concepts in addition to just reading the story. Help make what the characters are thinking more obvious by putting their thoughts and emotions into language. Don’t depend on your child’s ability to figure it out.

Many deaf and hard-of-hearing students develop healthy skills in social cognition.

Being at risk for delay does not mean all children will be delayed. Expose, expose, expose and have high expectations for your child to talk about beliefs, emotions, and thoughts. Don’t assume it is too com-plex for your child. Hearing children start talking about these concepts around age three years old.

4. Where else can I find information?

For a general overview of Theory of Mind and children with a hearing loss, see this ASHA Leader article for speech pathologists. http://www.asha.org/Templates/about/aLeaderTemplate.aspx?NRMODE=Published&NRORIGINALURL=%2fabout%2fpublications%2fleader-online%2farchives%2f2002%2fq4%2ff021203%2ehtm&NRNODEGUID=%7b61FC332E-5A26-4410-BE55-22E6FD74208C%7d&NRCACHEHINT=Guest&guest=true

Astington, J. W. (1993). The child’s discovery of the mind. Cambridge, MA: Harvard University Press.

Wikipedia has a readable overview of Theory of Mind, which is a type of skill in social cognition: en.wikipedia.org/wiki/Theory_of_mind

Social cognition and interpreted education: www.classroominterpreting.org/Interpreters/children

Theory of Mind and Intervention at http://www.speechpathology.com/articles/article_detail.asp?article_id=249




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Author

Brenda Schick, PhD, studies the development of language, including sign language, as well as its re-lationship to cognition in deaf children. Recent work has focused on the development of a Theory of Mind in deaf children and how it relates to a child’s language skills. Dr. Schick is also interested in the factors that affect learning in an interpreted education. She is the co-developer of the Educational Interpreter Performance Assessment (EIPA), a tool designed to evaluate the skills of interpreters in public schools and the developer of www.classroominterpreting.org. She is the co-developer of a sign language curriculum designed for parents, Sign With Me, as well as a series of children’s books that have been translated into ASL by deaf adults and children, Read With Me. She has served as the school board president for Rocky Mountain Deaf School, a bilingual charter school for deaf children in metro Denver. She was a classroom teacher for oral deaf children. She is currently an associate professor at the University of Colorado at Boulder, in the area of child language development. She considers herself lucky, having grown up in a Deaf family.

Communication Considerations A to Z™ is a series from Hands & Voices that’s designed to help families and the profes-sionals working with them access information and further resources to assist them in raising and educating children who are deaf or hard of hearing. We’ve recruited some of the best in the business to share their insights on the many diverse considerations that play into communication modes & methods, and so many other variables that are part of informed decision making. We hope you find the time to read them all!



Island Deaf and Hard of Hearing Centre Welcomes

Denise Robertson as New Executive Director

VICTORIA, BC - The Board of Directors of the Island Deaf and Hard of Hearing Centre Association (IDHHC), after an extensive search, is pleased to announce that effective June 1, 2012, Denise Robertson will become the new Executive Director at IDHHC. Denise has a strong professional background in the non-profit sector. She comes to IDHHC from her position as Director of Development and Major Gifts at the Nature Conservancy of Canada. Denise brings a valuable mix of the analytical, creative and strategic thinking skills as well as a powerful background in fundraising and event management. We believe she will lead our agency in broad community engagement, service enhancement and commitment to the Deaf and Hard of Hearing on Vancouver Island. The board is excited by the skills and experience that Denise will bring to her role as Executive Director at IDHHC. Denise says that she is delighted to have this opportunity to contribute to the IDHHC team. “I believe so strongly in the mission and core values of this vitally important agency. It will be a privilege to work in an organization that helps empower others. Many people do not know that IDHHC is the only specialized social service agency dealing with a hearing loss. This is such important work and I am honoured to be asked to continue the wonderful job and excellent standard of service provided by Penne Roberts and her dedicated staff. My goal is to continue the organization’s commitment to programs and practices that support and enhance the Deaf Community and those struggling with all levels of hearing loss.” As Denise prepares to join IDHHC, Penne Roberts, our Executive Director for the past 15 years, looks forward to retirement and new ways of being involved in her community. We cannot thank her enough for her many years of leadership and selfless service to our agency. Penne is very excited by Denise's appointment: “She brings energy, passion for community work, skilled relationship building, a strong understanding of the Vancouver Island non-profit community and a deep understanding of fundraising, so important to the service sector. I am absolutely delighted and confident that the capacity of IDHHC will be enhanced and enriched through her leadership." Penne added, “She will be leading a dedicated team of hard working staff, each of whom brings experience, skill and passion to their work. I know they are looking forward to building on the new opportunities this change will bring." Michael Hayes Board Chair, IDHHC Island Deaf and Hard of Hearing Centre 100 - 754 Broughton Street, Victoria, BC V8W 1E1 TTY: (250) 592-8147 Fax:(250) 592-8199


Games for the Games Fundraiser BCDSF Men’s Deaf Volleyball Poker/Bingo Event

On April 28th, around 125 – 150 people took part in a “Games for the Games” fundraiser at Elgin Hall in South Surrey to raise funds for BC’s Men’s Indoor Volleyball team to head to Edmonton to attend Deaf Canada Games. The event included BOTH poker and bingo games – so that everyone could participate in a GAME if they wanted. Poker: 30 players participated in a poker tournament. Five men took home over $1500 in cash prizes: 1st Place: Gary C. 2nd Place: Dan L. 3rd Place: Carlo G. 4th Place: Al M. 5th Place: Doug B. Bingo: More than 80 people participated in the Bingo games. 6 games were played. A variety of prizes, (including Guinness Bar Fridge, Canada Tire Camping Gear, Hockey Bag etc each valued between $100 - $200), were offered and winners could select their choice. Door Prizes: Over 20 door prizes were handed out during the evening. Winners were able to select from a large selection of items: t-shirts, hats, drink glasses & sunglasses Silent Auction: Approximately 50 lots of items were auctioned off! Some of these included a very cool Captain Morgan Retro Coleman Cooler, MAC Cosmetics gift baskets, Steve Nash 3 – month Fitness Pass, Hornby Island Family Camp plus tons more! GREAT DEALS were had! Over $3500 in PROFIT: After all the cash was counted and bills were paid, the Volleyball program profited more than $3500, which was spilt between our players and coach to attend Deaf Canada Games. A portion will be held at BCDSF to be used for volleyball programs in the future.

SO MANY THANK YOUS!!! FIRST – thanks to all that attended and supported our event. It was GREAT to see such a huge crowd of varying ages. We also want to thank the MANY sponsors who donated merchandise.

Allison & Gord Campbell (Hornby Island Family Deaf Camp) Bikrams Yoga


Brenna Kelly (interpreting hours) CDSA Canadian Tire Cecelia & Doug Klassen (Computer Bag) Cineplex Odeon City of Surrey Corona DJ Lampitt (various liquor-related promotional items – Smirnoff, Captain Morgan, Guinness) Doug Lambert (Starbucks gift cards) EA Games Evergreen Pharmacy FGL (Sport Chek) Janet Lewis (interpreting hours) Jenny Cowan (interpreting hours) Jo-Anne Robinson (JAR)– cash donation Kerr’s Candy Kim & Paul Sanderson (Glass beads + various other) Kirsten Johncox Ward (Tupperware Gift Basket) Lululemon MAC Cosmetics Megan McNabb Hair Accessories Mink Chocolates Playboy Condoms Playland Purdy’s Chocolate River Rock Casinos Safeway Starbucks Steve Nash Gym Thrifty Food Stores Tim Horton’s Township 7 Winery Vancouver Canucks Whole Foods

Want to thank the following individuals who helped out at the event:

Ashley Sanderson, greeter & front door sales Caitie Cullen, bingo caller Doug Lambert (who photographed the evening). JC Horton, kitchen Morgan McCarthy, kitchen Vickie Yee, volunteer interpreter

Plus our team: BC Deaf Men’s Indoor Volleyball team sold tickets and everyone worked hard to execute a great community event, raising money for our team, but also raising awareness for our program and bringing together our community in a fun evening!! Super thanks to: Cole Sanderson Eugeniu Televco Granger Campbell Joey Wideski Justin Dressler Isaac Flink Matt Tarnowski Richie Dyck Kyle Brewer, Coach Kim Sanderson, Team Manager & BCDSF for sponsoring our team

We hope to back next year: same time – same place!!!


Adventure Camp

for Children and Families with deaf or hard of hearing family members or friends

What: Adventure Camp at Ness Lake Bible Camp for families with a deaf or hard-of

hearing member, and friends and family who interact with a deaf or hard of

hearing person in their lives.

Dates: Friday, September 7 to Sunday September 9, 2012

Where: Ness Lake Bible Camp

Why: Create community, build self esteem, learn alternate ways of communicating,

and have fun!!!

Sign Language Games

Outdoor Activities

Arts and Crafts

Campfire

Guest Speakers

Share experiences with other kids and adults who face the same challenges!

Travel Grants may be available to out of town families.

To register: Phone 250-563-2425 or email: [email protected]


Feel the Vibrations as Las Vegas Deaf Theatre takes the Stagehttp://www.lasvegasweekly.com/news/2012/may/11/feel-vibrations-las-vegas-deaf-theatre-takes-stage/

Fri, May 11, 2012 (12:18 p.m.)

The production debut of Las Vegas Deaf Theatre will have the dancing and singing we’re used to in musicals woven with powerful artistic perfor-mances of American Sign Language.

At some point we have to stop and say, there’s Marlee, not there’s the deaf actress. —Marlee Matlin

That sentiment gets underlined this month thanks to a new kid on the local arts block. Las Vegas Deaf Theatre is debuting with an evening of Broadway music, dancing, acting and the beautiful language of hands.

The Details• A Grand Night for Singing• May 18 & 19, 7 p.m. (meadow opens 6 p.m.)• $8 in advance ($10 at the door), the Meadow at

Spring Mountain Ranch.• For more information and a link to tickets:

http://supersummertheatre.org/

In collaboration with RagTag Entertainment, LVDT will perform the Rodgers and Hammerstein revue A Grand Night for Singing as the opening show for Super Summer Theatre at Spring Mountain Ranch. The cast includes deaf, hard of hearing and hearing actors—all local—and the production is uniquely staged for an audience across the same spectrum. There will be live orchestration, 17 dynamic voices and 13 American Sign Language specialists, and LVDT founding artistic director Aaron Coulson says the goal is to “transform the stereotypes of a culture and of the abilities of those who are deaf or hard of hearing,” as well as to create new job and entertainment opportunities and showcase the singular power of Sign Language.

Coulson graduated from Cheyenne High School before studying Sign Language at CCSN and musical theatre in New York City, where he became involved in New York Deaf Theatre. He went on to direct and choreograph traditional shows there and in Florida and Las Vegas, where

he recently replanted his roots. We chatted him up about his history on the stage, the creation of LVDT and the rush of emotions going into the first show in his hometown.

What motivated your study of American Sign Language, and how do you connect as an individual without hearing impairment?

I started my American Sign Language classes at CCSN because I needed another language credit for graduation. The expression of the language I find very exciting and beautiful. Just like in spoken English, ASL has many contributing factors that make the language as complex or simplistic as the speaker chooses to deliver. Having grown up in theatre, I find the expressiveness of deaf culture comes quite easily for me. I am also a dancer and tend to express myself with lots of body language; now it just takes on a new meaning—quite literally, a meaning.

How did your work with New York Deaf Theatre inform the creation of LVDT?

Working with New York Deaf Theatre was a huge stepping-stone in my life. I made some incredible friends and learned so much about the culture. I actually started with NYDT as a “voicer” for the hearing audiences that would come to watch the shows that didn’t know Sign Language. We would basically interpret what the actor was saying on stage into voice. There were so many new elements during rehearsals I was learning, like flashing lights to get the room’s attention, waving your hand to catch someone’s eye, even stomping your foot on the floor was totally acceptable. It was just a new way of doing things for me that they have been doing all along, and it made total sense.

What were the biggest concepts you applied to founding your own company?

Respect and patience. We really are two different cultures—it’s not just that one can hear and one can’t hear; it’s the language, heritage, traditions and lifestyles. What might be acceptable in one culture might be frowned upon in the other. The key to harmony in a theatrical environment like this is knowledge. It’s important to me that everyone I work with know what’s acceptable and not, from the beginning. Watching all the actors learn and grow from each other is such a great experience. Actors who have never signed before

in their life are off working in corners with deaf people. The environment is so comfortable that deaf performers will just walk up to a singer when they are rehearsing and put their hands on their throat just to feel the vibrations, and the singer does not think twice about it. We are bringing cultures and communities together. People are getting the opportunities to do things they have never done before.

As a director, what is uniquely enjoyable about working with a mix of hearing abilities?

The part that tickles me most is that the deaf are 100 percent relying on cues from the hearing, because they can’t hear, and the hearing are 100 percent relying on cues from the deaf, because they don’t understand their language, and both cultures are so careful to deliver to the other.

Las Vegas has such a vast entertainment community. What drove you to get in the mix at this level?

After my wife and I moved back to Vegas from NYC, I began my search for a deaf theatre company. I was hard pressed to find any activities for the deaf going on in Vegas. There are occasional ASL socials but no form of entertainment for the deaf in their native American Sign Language. After being asked to direct A Grand Night for Singing and talking with some peers I decided to go out on a limb and put up audition notices that would attract both hearing and deaf performers, and start conceptualizing the idea of bridging the gap between deaf and hearing theatre.

I have always wondered what it’s like for people with hearing impairments to watch a musical performance. Can they feel the vibrations of the instruments and voices?

You are exactly correct. You would be amazed at how a deaf performer or audience member can feel a vibration. They memorize the different vibrations just like we memorize the different sounds. After a performance for The National Association for the Deaf a few years ago, a bunch of us went dancing. It was amazing how the deaf performers could tell you what song was playing just by the vibrations they felt. I think lighting plays a crucial roll as well. If the lighting is set just right with the vibrations it not only enhances the hearing audience members’ experience but the deaf, as well.

Photo: Aaron Coulson


How did you incorporate the show’s diverse elements in a way that will impact everyone, both onstage and in the audience?

The audience will relate to all of these songs one way or another, because they all have to do with love. A lot of time was taken in making sure the individual actor for a specific song was perfect for that role. So the grandma in the audience will certainly relate to the grandma on the stage singing to her little grandbaby. Each number is staged and performed differently. There are times we have the quintet coming out stage right as five deaf actors come out stage left. They basically tell their own stories on their own sides of the stage while mirroring the other side’s moves. Other times we have hearing actors down on the sides of the stage voicing for deaf actors who fill the stage. In some cases a hearing actor has learned Sign Language and is delivering both at the same time. The list goes on and on. I think this is how

the crowds will stay riveted. Wondering how the next song will be “interpreted” for the stage.

A Grand Night for Singing is a revue of many songs in the Rodgers and Hammerstein canon. Did you do any creative tweaking of the format?

This show was originally written to be performed by five people; we have taken that number to 35. The big group numbers are so powerful with the live orchestration, the lighting, all the voices and then the expressiveness of the added American Sign Language.

As you get closer to opening night, of what are you most proud?

I think what I am most proud of is the way everyone is working together and the trust that has formulated between cast members. I’ve heard hearing people encourage deaf people

to sing out, and they have—that’s trust. I’ve seen deaf people teaching hearing people their language and encouraging them when they feel overwhelmed. You know the phrase, “take time to smell the flowers,” well these actors are creating those flowers for the audience that will come. And let me tell you, these flowers will be big!

Photo: Aaron Coulson

Tutors and Speech Therapy available this Summer

TUTORING - MATH and SCIENCEFinal exams are around the corner, your child might be needing summer school, or just simply needs help to understand math and sciences. I'm pleased to be available as a tutor in any of the Math subjects of: basic math, Pre-algebra, Algebra I and II, Geometry, Trigonometry, Pre-calculus, Calculus and in the sciences: Biology, Chemistry and Physics. I have the knowledge and work experience to customize or fit the lessons to teach your child. I have a strong Math and Science background which includes teaching middle and high school math & sciences at Michigan & Washington Schools for the Deaf. As for my educational background: I have a Masters of Sciences in Biology & Chemistry-Zoology Sciences from Tennessee Technology University; Masters in Deaf Education - Michigan State University; and my Bachelor of Science-Biology is from Gallaudet University. I have just relocated to Vancouver from the States as a Permanent Resident. I can tutor signing or non-signing Deaf, Hard of Hearing, Children of Deaf Adults (CODA’s), and their siblings. I'm available anytime after school, evenings, weekends and now through the summer. I can help with final examination preparations. Any further questions? E-mail me, Michael "Mike" Kellett, [email protected] or text 604-366-8449.

TUTORING – READING, WRITING & MATH

The summer months are a great time to work on your child’s reading, writing and math. As a teacher of twelve years, I have teaching experience both at the elementary and secondary levels. I am currently teaching at BC School for the Deaf, in Burnaby. I completed my education degree at the University of Gallaudet in Washington, D.C. with Masters in Deaf Education. I have an in depth knowledge of how to meet the individual needs and educational growth of students. If you are interested in one on one tutoring for your child throughout the summer, please contact me, Danielle Tarchuk, directly via email at [email protected]

ASL TUTOR AVAILABLE DURING THE SUMMER

• Are you interested in having your child learnmoreASL(grammaretc.)?

•OrareyouaninterpretingstudentorASL/DeafStudiesstudent?

•OrareyoujustinterestedinlearningASL?

IamcurrentlyattendingGallaudetUniversity,andwillgraduatenextyearwithmydegree inASL&DeafStudieswithaminor inLinguistics. Forthepast two years, I have gained experience as anASL tutor on campus and during the academicyear, I assist an ASL doctoral student as an ASLlab assistant. I have lots of experienceworkingwithchildrenandcanmakeASL fun forchildrenor adults. Youmay contact me by email: MariKlassen–[email protected]

SPEECH & LANGUAGE THERAPY FOR DEAF/HARD OF HEARING

Ayasha Valji is a Speech-Language Pathologist that specializes in working with children and adults who are Deaf or Hard of Hearing. Having worked at Deaf Children's Society of BC, the BC School for the Deaf, and the Provincial Oral Program at Burnaby South Secondary, Ayasha has a lot of experience in this area. Ayasha also completed internships at the Alberta Children's Hospital Hearing Impairment Clinic and at Gallaudet University. Ayasha has an intermediate level of ASL and has recently opened a private practice known as Wonderwords Speech & Language Services. For more information please consult her website: www.wonder-words.ca or contact her at [email protected] or (778) 383-1010.

CAREGIVER NEEDED THIS SUMMER

I am searching for summer care for my 9 yr old deaf son. We live in Squamish and are searching for someone who may want to travel here. I am flexible with days although I will need someone on weekends - most likely 4 days per week required. Hours are 10:00 to 4:00 or 5:00 pm. I can work around the time a little but I am eager to find someone who is good with busy boys and MUST know ASL. Emilio has some other challenges as well so I'd be happy to meet and chat to the right candidate pls call us at 604 898 2676 evenings are best or email [email protected].


Video Relay Service (VRS) and Canadian Radio-Television Telecommunications Commission (CRTC)

CRTC to continue fact-finding exercise on video relay serviceMay 25, 2012 — http://www.crtc.gc.ca/

OTTAWA-GATINEAU, May 25, 2012 — Today, the Canadian Radio-television and Telecommunica-tions Commission (CRTC) announced that it will continue the search for a sustainable solution to the telecommunications needs of Canadians with hearing and speech disabilities.

Text relay services available nationwide meet the needs of the vast majority of people with such disabilities. However, people with disabilities who use a sign language as their first or primary language have submitted that video relay, a sign-language service, would better meet their needs. The CRTC has decided that further study is required to better understand the different projections regarding use and cost of the service.

In 2009, the CRTC decided that it needed more information to accurately assess whether to hold a future proceeding on video relay service,

including the number of people requiring the service and its projected use and cost.

The CRTC recently received final reports from both Telus and Bell Canada on their respective video relay service initiatives. Telus conducted an 18-month trial, which provided valuable infor-mation on the projected use of the service and associated costs. Bell Canada conducted a study on the feasibility of implementing the service in Canada, which addressed technical and economic issues. Both studies were undertaken in consul-tation with organizations representing Canadians with hearing disabilities.

Bell and Telus’s reports are available on the CRTC’s website in the language in which they were submitted.

The CRTC is seeking to clarify the discrepancies between the two reports regarding the projected

use and cost of video relay service. In addition, the CRTC is reviewing other international initia-tives and technological advancements to further improve the accessibility of communications services for people with hearing and speech disabilities.

To view the Telus Report & the Bell Feasibility Study: http://www.crtc.gc.ca/eng/com100/2012/r120525.htm

The CRTC - The CRTC is an independent public authority that regulates and supervises broad-casting and telecommunications in Canada.

Reference documents:• News release, “CRTC takes steps to improve

access to communications services for Canadians,” July 21, 2009

• Broadcasting and Telecom Regulatory Policy CRTC 2009-430

Canadian Radio-Television Telecommunications Commission (CRTC)Video Relay Services (VRS) Timelines Update

Update dated: May 17, 2012

• January 2012 – Petitions were mailed to CRTC• February 2012 – Bell and Telus reports were completed• March 2012 – Committee began a review of Bell and Telus reports • May 2012 – CRTC reviews both Bell and Telus reports • CRTC considers the two reports to be very different, & feels they need to gather MORE information. How? Through questions.• These formal written questions will be made public. • June 2012 to August 2012 – CRTC will formally question Bell and Telus in writing.• The goal is to: seek more information, clarifications, etc. on the report and study that were submitted by each of the companies.• Bell and Telus have 30 days to respond to CRTC• September 2012 – end of written process. When process ends, CRTC will announce public hearing.• November 2012 – estimated time for public verbal hearing on providing VRS in Canada, to be announced in September 2012.• BC-VRS Committee can give feedback with our own views or concerns of VRS in Canada. We would file a Notice of Consultation. Other interested parties

can participate in this process as well.

Thank you everyone for your incredible patience as

the CRTC process moves forward. We will continue to keep you posted


Not all deaf people want to be 'fixed'Cochlear implants work for many deaf people, but the surgery involves big changes – those who reject it should not be

judgedhttp://www.guardian.co.uk/commentisfree/2011/aug/05/deaf-people-cochlear-implants

by: Charlie Swinbourne - August 5, 2011

Cochlear implants work for many deaf people, but the surgery involves big changes – those who reject it should not be judged.

As a deaf person, there are a few standard things you expect to happen during an audiology appointment. These include: having your hearing checked and your ears piped with warm plasticine to make new ear moulds for your hearing aids (I've always secretly loved this bit), and being gently chided for not cleaning your ear moulds more regularly (I'm a lifetime offender).

Yet you may also come into contact with people who despite their job – treating deaf people – are not incredibly deaf aware. I've never met an audiologist who knows sign language, and have winced as I've watched some of them repeatedly call out patient's names with a slightly annoyed look on their face, as if they've forgotten that said patients (often sitting quietly reading an old copy of Reader's Digest) might not be able to hear them. What you wouldn't expect is for that lack of deaf awareness to go another extreme, and to have to endure your audiologist denigrating the deaf community you belong to because you have politely declined their offer of a cochlear implant.

Yet this happened recently to deaf actress Emily Howlett. Howlett had been offered an implant before, and said no. But on this occasion, the audiologist refused to back down, telling her that she needed the operation, incredibly, "to prevent her falling into deaf society". This came after Howlett told her audiologist that in the last year – after acting in a number of deaf short films – she has made deaf friends and started learning sign language, discovering the deaf community. As Howlett told me: "My identity is a deaf person now. I didn't go to deaf school, and I didn't grow up with deaf peers, but I'm deaf now and it's me. I'm not sure I want to change that."

The audiologist responded by calling in a number of colleagues to help persuade her. Howlett said: "I told them that it was upsetting for them to sit there basically calling deaf people broken and disillusioned." The audiologist then issued a warning about continuing to learn sign language: "She said I would end up alienating all my hearing family and friends. My voice will go, and my lip-reading skills will decline. Meanwhile, my signing will never be as good as [deaf people] who grow up with it."

The total lack of professionalism aside, what makes Howlett's experience more puzzling is that it's unclear how much benefit she would get from cochlear implants, because her deafness isn't due to a condition in her ears, but rather due to the way her brain processes the information her ears receive. "When I asked what benefit I'd get from cochlear implants," Howlett said, "the audiologist said she couldn't say for sure. I'd maybe end up with no improvement, or it might improve my tinnitus, or it might make it worse. Or I might be able to hear, although she admitted it'd never be good enough to hear speech properly." Despite this, the audiologist then said: "Don't let the deaf influence your decision. Make the right one.'" At this point, Howlett walked out.

This is not an argument against cochlear implants. More and more deaf people now have them, and they have become more accepted in the deaf community (here is a fantastic blog charting the

jump from hearing aids to cochlear implants). Several deaf people I know recently decided to have one fitted. The first, a father of two (who still uses sign language as well as speech to commu-nicate), had an implant so he could hear his children if they cried, and also hopes in time to be able to use the phone again. The other loves music, and had implants after losing the little hearing he had left. Both weighed it up carefully and happily and feel they benefited from their decision, but that doesn't mean it should be assumed that they are the default option for every deaf person.

There's no way of knowing exactly how you'll adapt to a new way of being able to hear. The 2007 documentary Hear and Now followed an American filmmaker's deaf parents as they had cochlear implants after a lifetime of deafness. The film showed how the couple had wildly contrasting responses, with the father embracing the implants, while the mother was deeply unsettled by sounds she had never heard before. On a less dramatic level, some deaf people I know have struggled to adjust to using digital hearing aids after wearing analogue hearing aids all their lives – which they've also complained that audiol-ogists do not understand.

While for many there is a positive outcome, implants are not an easy fix and they involve a massive change in deaf people's lives. There is an operation, recovery time, then a period of adjustment in which people learn to make sense of the sounds they're hearing, sometimes for the first time in their lives, sometimes after years of not being able to hear. Deciding whether or not to undergo surgery is a personal choice, and deaf people should not be judged for the decision they make.


Summer 2012 Sign Classes

Beginners Prep 1: July 3 – 6, 9 a.m. - 4:30 p.m. (30 hours) Beginners Prep 2: July 9 - 13, 9 a.m. - 3:30 p.m. (30 hours) Beginners Prep 3: July 16 - 20, 9 a.m. - 3:30 p.m. (30 hours) Beginners Prep 4: July 23 - 27, 9 a.m. - 3:30 p.m. (30 hours)

Cost: $180 per session ($150 early bird registration before June 27, 2012) Textbook: Signing Naturally Level 1, Student DVD/Workbook ($60 U.S.) available from Dawn Sign Press, tel. 1-800-549-5350 or http://www.dawnsign.com Place: United Way boardroom, 5th floor, Native Friendship Centre, 1600-3rd Ave., Prince George Instructor: Susan Warren, ASL Instructor and Teacher of the Deaf and Hard of Hearing Beginners Prep 1 covers Units 1, 2, 3 of text (Introductions, exchanging info, surroundings) Beginners Prep 2 covers Units 4, 5, 6 of text (Where you live, family, activities) Beginners Prep 3 covers Units 7, 8, 9 of text (Directions, descriptions, requests) Beginners Prep 4 covers Units 10, 11, 12 of text (Family, Occupations, Attributes, and Routines) ----------------------------------------------------------------------------------------

Summer Sign Language Courses Registration Form

Name: _______________________________________________ Address: _____________________________________________________ Tel. _________________(hm.) _____________________(wk.) Email: ___________________________________ I would like to register for … (Early Bird before June 27) (Regular Rate after June 27) Beginners Prep 1 (July 3 - 6) ______ $150___ $180___ Beginners Prep 2 (July 9-13) _____ $150___ $180___ Beginners Prep 3 (July 16-20) ____ $150___ $180___ Beginners Prep 4 (July 23-27)_____ $150___ $180___ Please make a cheque payable to Northern BC Children and Families Hearing Society. Mail to NBCF Hearing Society, #507 - 1600 - 3rd Ave., Prince George, B.C. V2L 3G6 Classes subject to sufficient enrollment. No refunds after July 2, 2012 Refunds subject to $10 processing fee. For more course information, contact Susan Warren via email: [email protected]


REGISTRATION DEADLINE: October 9, 2012 Registration Fee $25 AGE 13 - 19 Fill out registration form & send to Judy Poato: [email protected] / Fax 604-664-8308

YOUTH CONFERENCE ROOTS for YOU-TH

October 22, 23, and 24 2012

British Columbia School for the Deaf- 5455 Rumble Street

o WORKSHOPS by Deaf presenters from U.S.A: Ryan Commerson, Allison Aburechet, Matt Rider & Tara Downing

o WORKSHOPS ON: Self-Advoacy, Health Education

o PANELS: Variety of organizations o GALLAUDET RECRUITMENT: Tabitha Jacques

DEAF AND HARD OF HEARING

Evening Events @ Various Locations o BBQ (PDHHS 4334 Victory St, Burnaby) o YOUTH – Rock Climbing at Vertical

Reality (Meet PDHHS 4334 Victory St, Burnaby) o Fright Night (Meet PDHHS 4334 Victory St,

Burnaby) o PARENTS WORKSHOP (Meet PDHHS

4334 Victory St, Burnaby)


MEMBERSHIP FORM April 1, 2012 - March 31, 2013

ANNUAL MEMBERSHIP – INDIVIDUALS -

ANNUAL MEMBERSHIP ORGANIZATIONS, SCHOOLS, ETC.

❏ $25.00 to receive newsletters/bulletins by regular mail ❏ $10.00 to receive newsletters electronically (email) Which type of membership? ❏ Voting Member: Parent/guardian of deaf/hh child ❏ Non-Voting Member: Individual without deaf/hh child Note: voting members are parents/legal guardians of a deaf/hh child. One vote per family. If you are unable to pay at this time, please just let us know! Birth year of your deaf/hh child: __________ This helps with our program planning

❏ $25.00 to receive newsletters/bulletins by regular mail ❏ $10.00 to receive newsletters electronically (email) Note: Non-voting membership

DONATIONS

I would like to make a charitable donation of $ _______ (income tax receipts will be issued for donations over $10.00) Thank you for your continued support.

Name: Address: Town/City: Postal Code: Email: Tel/Cell #: ❏ Check if text only Note for email: Please make sure that you add [email protected] and [email protected] to your “safe sender’s list”

PAYMENT METHOD

Method of Payment: ❏ Visa ❏ MasterCard ❏ Cheque * (Charge card #) EXPIRY DATE [MM/DD/YY] Signature * Please make your cheque payable to FNDC Family Network for Deaf Children.

Family Network for Deaf Children PO Box 50075, South Slope RPO Burnaby, BC V5J 5G3

Phone: 604 684-1860 voice/message Email: [email protected] Website: www.fndc.ca

FNDC is a non-profit society (S-33351) that was founded in March, 1995 to bring together families of deaf children in British Columbia who share common concerns. Federal Registered Charity Number: 88622 5655 RR0001. Deaf Youth Today (DYT) is a program administered by FNDC.

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 DirectorsColleen Peterson .......................................................... PresidentLori Bos .........................................................................DirectorApril Cowley ..................................................................DirectorBlair Flink ......................................................................DirectorNicki Horton ..................................................................DirectorKaren Jackson ................................................................DirectorEileen Edinger ................................................................DirectorAngie Keats ....................................................................DirectorKathy Caldicott ............................................... Member at LargeAnna Lesko ..................................................... Member at LargeHester Hussey ...................................................Mentor, Advisor

The Board of Directors are parents of deaf children.

FNDC and DYT StaffCecelia Klassen ........................................Executive Director

([email protected])

Bella Poato ..............................................Executive Assistant([email protected])

Erin Pranzl Bentley ................................... DYT Coordinator([email protected])

Terry & Andrea Maloney .......... Hornby Island Coordinators([email protected])

Jason Berube ............................Website Designer/Developer([email protected])

Membership (Paid)

Join Our E-Mail List (for free)

Contact Us

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

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

Join our email list (for free) and receive:

* Our newsletter (which is published four times a year) * Email Updates regarding upcoming workshops

and courses, children & youth programs as well as community updates

Contact us below and be added to our email list or to request a membership form:

Family Network for Deaf ChildrenP.O. Box 50075 South Slope RPO

Burnaby, BC V5J 5G3604-684-1860 (voice/text message)

www.fndc.ca (website) [email protected] (e-mail)

Family Network for Deaf Children (FNDC) is a parent run, non-profit, charitable organization supporting families with deaf and hard of hearing children that use sign language or are interested in learning sign language.

Even though technology and methodology have changed over the years, we seek the wisdom of parents, professionals and Deaf/HH adults so that common themes of “access, equity and a sense of belonging” continue to be highlighted in areas such as: social/recreation, leadership, education, employment, general services and community involvement.

What is Deaf Youth Today?

D Y T

Documents

Family Network for Deaf Children · Family Network for Deaf Children ... and is an opportunity to improve your signing skills and meet new faces while your kids ... the Dr. Seuss’s