Professional Documents
Culture Documents
A l e x a n d e r G r a h a m B e l l A s s o c i at i o n f o r t h e D e a f a n d Ha r d o f H e a r i n g
V O L T A
November/December 2010
Understanding a
Child’s Aided Hearing
Characteristics
50 Years of Experience
at Your Fingertips
Collaborative Efforts
ard
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to
ica rd
mun wa
m A
Co
T he he APEX
r of nd T
e a
W inn
W W W. A G B E L L . O R G • V O L 17, I S S U E 6
Amigo Arc
A Truly Universal FM solution
V O L T A
VO LU M E 17
ISS U E 6
14 18 26
Departments Features
Voices from AG Bell 14 Understanding a Child’s Aided Hearing
3 Opportunities and Resources for the Taking Characteristics and How the Desired
30 Conversations With Alex Graham Sensation Level (DSL) Approach Can
Help (Part 1)
Arithmetic and Language Development By Pamela D. Millett, Ph.D.
In the first part of a two-part series, parents and professionals will
32 Learning the Language of Elementary learn how to use their child’s hearing test data to better advocate for
Arithmetic technology and classroom modifications to ensure optimal listening
and spoken language opportunities.
VOICES
Christine Anthony, M.B.A. (IL)
Rachel Arfa, Esq. (WI)
Transfer of Copyright
Holly Clark (DC)
Cheryl Dickson, M.Ed., LSLS Cert. AVT The revised copyright law, which went into
(Australia) effect in January 1978, provides that from
Catharine McNally (VA) the time a manuscript is written, statutory Letters to the Editor
copyright is vested with the author(s). All
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for publication in Volta Voices are requested
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Without copyright ownership, the Alexander for advertising information.
Volta Voices (ISSN 1074-8016) is published six times a year. Periodicals postage is paid at Washington, DC, and other additional offices. Copyright ©2010 by the Alexander Graham Bell
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On the cover: Use your child’s hearing test data to better advocate for technology and classroom modifications. Cover Photo Credit: Fotolia; iStockphoto.
VOICES FROM AG BELL
T
his issue of Volta Voices Finally, “Hear Our Voices” features authors who are deaf or hard of hear-
begins with “Understanding two stories of teens with hearing ing) (November/December 2011)
a Child’s Aided Hearing loss as they seek to learn multiple Articles can vary in length, from
Characteristics,” the first part languages and develop diverse art 1,000 to 1,500 words, and are subject
of a two-part series examining how skills. We encourage and welcome all to editing if accepted for publication.
parents and teachers can utilize a child’s submissions from children, teens and AG Bell does not guarantee publica-
hearing test data to ensure optimal young adults for this special space tion until after a submission has been
listening and spoken language oppor- dedicated just to them. If you have completed and reviewed. If you have
tunities at home and in the classroom. something to say, please email us at questions, or would like additional
Next, in “Early Childhood Deafness: A editor@agbell.org. information about deadlines and
50-Year Perspective,” a long-time AG content ideas, please contact me at
Bell member reflects on his experience Volta Voices Now editor@agbell.org.
as a professor and a teacher of the deaf, Accepting Submissions Thank you for reading. As always,
and passes along strategies and tips he’s for 2011 please contact AG Bell with your com-
learned to the next generation of hear- If you have a story idea or would like to ments and suggestions. Have a safe
ing health professionals. submit an article, consider writing some- holiday season!
In “Collaborative Efforts,” AG Bell thing for any of our regular columns
Director of Communications and Public (Tips for Parents and Hear Our Voices) Best regards,
Affairs Catherine Murphy shares or submitting an article for any of the
what AG Bell is doing to advocate for following issues and themes:
listening and spoken language, and yy Networking and Careers (March/April
for the larger deaf and hard of hearing 2011)
community, through its participation yy Community Involvement, Public
in a variety of coalitions that work to Policy and Advocacy (May/June 2011) Melody Felzien
influence public policy. We also intro- yy International Perspectives (July/ Editor, Volta Voices
duce you to three families who share August 2011)
their experiences and information yy New Parent Guide (September/
learned from the 2010 AG Bell Biennial October 2011)
Convention in “Endless Possibilities for yy AG Bell’s Children, Teens and Young
AG Bell Families.” Adults (an entire issue written by
This issue also marks the start
of a new column, “Arithmetic and
Language Development.” In the first
article, the authors explain how simple
arithmetic word problems can open
up a wide world of language under-
standing and instruction for children
with hearing loss. We also continue
our “Conversations” series as AG Bell
Executive Director Alex Graham who
introduces you to Michelle Nemetz,
a long time AG Bell member and
advocate in California. Our “Tips for
Parents” column provides 10 ideas
for developing emotionally healthy
kids as well as children who can listen
and talk.
Writers in 10th and 11th grade can enter their best work.
Awards ceremony takes place at RIT in the summer.
Deadline to enter: March 15, 2011
For details, visit: www.rit.edu/NTID/WritingContestAB
7/24-28, 2011
The AG Bell 2011 Leadership Opportunities for Teens program will be held
July 24-28, 2011, at the Omni Shoreham in Washington, D.C. More infor-
mation and an application will be available on the AG Bell website after
December 1, 2010.
children[sic], like all children, have an individuals who are deaf and hard
education in which the child’s commu- of hearing and their families cope with
Delaware Governor nication mode, as chosen and defined hearing loss. The forum is designed
Signs “Deaf Child’s Bill of by the child and his/her parents, is as the go-to place for individuals with
Rights” into Law respected, utilized, and developed to an mild-to-severe hearing loss who are
In September, Delaware Governor Jack optimal level of proficiency.” Visit http:// looking for a peer support community
Markell signed the “Deaf Child’s Bill choices-delaware.org for more informa- where they can chat and exchange
of Rights” into law. The law seeks to tion about the law. information on hearing loss, treat-
address the communications needs ments, tinnitus, hearing loss preven-
of children who are deaf and hard of Better Hearing Institute tion and other related topics. To
hearing in Delaware and provide a Launches New Discussion participate in the discussion forum,
comprehensive state-wide program to Forum visit www.betterhearing.org, click
serve this population. The bill of rights The Better Hearing Institute has on “Discussion Forum,” and go to
states, among other things, that “it is launched a discussion forum to help “Welcome!” to register.
essential that deaf or hard of hearing
Where every
child has a voice.
Early Intervention • Preschool • Elementary • On-site Audiology & Speech Language Pathology
W
hatever happened to An aided audiogram is obtained in called the Desired Sensation Level (DSL)
the aided audiogram? essentially the same way as a standard program, produces a different type of
Teachers and parents, audiogram. Sounds are presented in the audiogram. This “SPLogram” looks a little
accustomed to using sound suite or booth, and the child’s different than a traditional audiogram,
the aided audiogram as an assessment, responses to increasingly softer sounds and with a little practice parents and
counseling and programming tool, are recorded; the main difference is that teachers can use SPLograms to under-
often wonder why these test results the sounds are presented through speak- stand what a child can be predicted to
are rarely seen. Most clinical audiolo- ers because the child is wearing his or hear with his or her hearing aids.
gists have replaced aided audiograms, her amplification. For infants and young How do clinical audiologists measure how
which indicate the child’s hearing children, these responses might be a head well a hearing aid is working without an aided
thresholds after hearing aid ampli- turn towards the source of the sound; audiogram or SPLogram? One way is an elec-
fication, with real ear measurement for older children, these responses might troacoustical evaluation where the hearing
technology, but teachers and parents/ be putting a block in a bucket or rais- aid is connected to a metal container
caregivers may not have learned to ing a hand when sounds are presented. (called a 2 cc coupler), placed in a small,
interpret and apply these results to Obtaining a complete aided audiogram sound proofed chamber and measured.
everyday life. The first part of this requires a significant amount of time This is often referred to as an “ANSI” test,
article will describe why aided audio- during which the child needs to be paying meaning that the procedures and the mea-
grams are no longer considered the close attention. Real ear measurement surements have been standardized by the
measurement tool of choice by clinical technology, on the other hand, allows the American National Standards Institute
audiologists, and the second part will audiologist to measure the characteristics (ANSI, 1996). These results can be com-
describe how parents/caregivers and of the hearing aid in the child’s ear canal pared to specification sheets from the
teachers can interpret a different kind very quickly and accurately. One of the manufacturers that provide expected val-
of graph, the SPLogram, to obtain the most commonly used software programs ues for each hearing aid. The measurement
same information. for real ear measurement technology, is typically done by clinical audiologists to
to obtain information
ably one that can be done quickly given
the attention spans of children and the
realities of clinic schedules. Aided audio-
regarding the hearing aid grams are still used by clinical audiolo-
gists, most commonly to evaluate results
References
American National Standards Institute (ANSI).
(1996). American National Standard
Specification of Hearing Aid Characteristics
(ANSI S3.22-1996). New York, NY: Author.
Bagatto, M., Scollie, S., Hyde, M., & Seewald,
Photo Credit: Craig Huey Photography
Sunshine Cottage School for Deaf Children is proud to Other campus highlights are:
announce the completion of our new 57,000 square foot • Early Childhood and Elementary Programs
campus. On a beautiful hilltop, our one-story multi- • Parent-Infant Cottage
textured building, has accents of cypress, skylights and • Speech Pathology
expanses of glass to usher in light. Twenty classrooms • Audiology Center with five testing booths
along three wings are specially insulated from extraneous • Outdoor and Discovery classrooms
outside noises and complimented with dramatic views. • Music and Art classrooms
We continue to offer the very best programs and
comprehensive educational environment for infants
and school-aged children with hearing impairment.
603 E. Hildebrand Ave. • San Antonio, Texas 78212
We invite you to visit! (210) 824-0579 • www.sunshinecottage.org
Sunshine Cottage, a listening and spoken language school, is accredited by the Southern Association of Colleges and Schools Council on Accreditation and School Improvement,
OPTIONschools International, and is a Texas Education Agency approved non-public school. We accept students of any race, color, national or ethnic origin.
s
December 13-14, 2010 Speech-Language Hearing Association and
Doubletree Hotel Chicago – Oak Brook the American Academy of Audiology.
Oak Brook, IL
If you are an early interventionist, teacher of the deaf, classroom teacher, speech-language pathologist, audiologist, program or
school administrator, member of a state EHDI team – or play any role in supporting the education and development of children who
are deaf or hard of hearing – this workshop series is for you. Designed for professionals to build their foundational knowledge about
hearing loss and to develop strategies that will support an infant
or child who listens, learns and talks with the help of hearing aids,
Keynote presentation by AG Bell
FM systems and/or cochlear implants, this workshop features four
President Kathleen Treni, M.Ed., M.A.
3-hour sessions with the leading experts in the field of listening
Kathleen Treni is the principal of the Hearing
and spoken language development in children with hearing loss.
Impaired Programs of Bergen County Special
Services District in New Jersey.
Workshop Sessions
Listening, Language and Play it By Ear! Current Trends Classroom Strategies for Literacy Development for
Learning for Infants and in Teaching Children who are Hearing Aids, FM’s and Students Who are Deaf or
Children Who are Deaf or Deaf or Hard of Hearing to Cochlear Implants Hard of Hearing
Hard of Hearing Listen and Talk Infants and children who listen with This session will address the
This workshop will present foun- This workshop will discuss practical hearing aids, FM’s and/or cochlear components of literacy development
dational information on audiology, strategies and intervention techniques implants have access to remarkable and how to enhance reading and
hearing technology, and the connec- to develop auditory skills from detection technology that allows them to hear comprehension for students who
tion between hearing and spoken to conversation. Videotape segments like never before. However, technology listen with the assistance of hearing
language so participants can begin will demonstrate strategies for targeting continues to have some limitations. aids, cochlear implants and or FM
to understand the critical role they various auditory skill levels. Practical This session will help participants systems. In addition, we will briefly
can play for infants or children who suggestions for collaboration between learn the basics about hearing address some of the federal education
listen with hearing aids, cochlear team members will be shared and technology and address “repair” guidelines familiar to all of us – No
implants and/or FM systems. We will the needed information exchange strategies that teachers and Child Left Behind, for example – and
explore the exciting opportunities between audiologists, early interven- interventionists can use with learn how to make sure we include
for children who are deaf or hard tionists, teachers, speech-language confidence to make sure a child those guidelines in assessing the
of hearing as a result of universal pathologists, and parents will be is listening as best as he or she progress of our students who are
newborn hearing screening, advanced specified. We are in position today to possibly can. deaf or hard of hearing.
hearing technologies and qualified dramatically expand the opportunities
professionals. for children born with hearing loss to
develop exceptional conversational
abilities, literacy skills, academic
competencies and professional
flexibility – if we play it by ear!
I
started my career as a clinical ery, individual therapy and a parental reality. The following are 10 tips I have
audiologist in 1960. After several support group. Parents are required to learned that will help professionals who
years, I realized that there was observe their child as he or she interacts are working with parents of children who
a serious lack of services for the with the Nursery personnel as well as in are deaf and hard of hearing.
1
parents of children who are deaf and individual therapy working on develop- Technology Is Marvelous;
hard of hearing. Back then, after a child ing communication. (Through the years Parental Empowerment Is Better
was diagnosed with a hearing loss, there we have used a variety of communication
was little or no help for the families strategies, but always saw our approach With the advent of newborn hear-
in making the adjustment to having a with the child as diagnostic and support- ing screening, digital hearing aids,
child with special needs. The parental ive of the parent’s wishes. We have never cochlear implants and hearing assistive
role was often one of a passive observer let the methodology define the program.) devices (such as FM systems), we have
and recipient of professional expertise. After a period of watching their child, truly moved into a technological age of
There was seldom any attempt to engage parents become actively involved in both educating children who are deaf and
the parents actively in the therapeutic the Nursery and the therapy, and we see hard of hearing. The changes wrought
process or to deal with possible family our relationship with the parents as col- by technology are breathtaking – almost
adjustment issues. laborative rather than dependent. all children coming through the Nursery
To correct this gap in services, in 1965 After retiring from Emerson College can now expect to have clear speech,
I helped launch the Thayer Lindsley as a full time professor in 2000, I have age-appropriate language skills and enter
Family-Centered Nursery in Boston, continued to work in the Nursery. For a mainstream educational setting. This
Mass. Parents of children newly diag- the past 45 years I have been privileged in marked contrast to the 1960s when
nosed with a hearing loss are enrolled in to be actively engaged with parents of I began my clinical work and the only
the program along with their child. There children newly diagnosed with a hearing hearing device we had was a cumbersome
are three aspects to the program: a nurs- loss as they come to terms with their new vacuum-tubed hearing aid that could
4
had limited speech and language skills A Diversity of Communication
and were educated in schools for the deaf. Methodologies Is Good; A One-
However, the technology is only as good Approach-Fits-All Mentality Is Not
as the parents’ (and professional’s) abil-
ity to utilize it. Parental empowerment The population of children who are deaf
trumps technology and even in the tech- and hard of hearing is diverse. Some
nological dark ages we were able to help children will benefit from a great deal of
develop well-rounded children when we visual input, while others won’t need it.
had empowered, well-informed parents. The audiogram is not a good predictor
of input preference; some children with
5
give ourselves permission to access client Don’t Ignore the Developmental
emotions and to see this as a necessary Imperative
step in helping the child.
From the inception of the program, an
9 Mainstreaming Is Good; individual; in that way there is a built-in we can solve these problems through
Inclusion of Peers Who Have peer group. Strangely enough, one child continuing education and application of
Hearing Loss Is Better with a hearing loss stands out in the class what we already know. This is a very excit-
while a group blends in. ing age – so much so that I would love to be
The goal of early intervention is to help
W
hen we talk about are deaf or hard of hearing, and our the community at large in cases that ben-
AG Bell’s mis- adult members with hearing loss in efit the broader population of individuals
sion, “Advocating particular express great interest in issues who are deaf or hard of hearing. First,
Independence through that affect the community-at-large. the AG Bell Public Affairs Council, repre-
Listening and Talking,” we refer to advo- For example, captioning availability sented by a cross-section of the AG Bell
cating on behalf of individuals who are and quality is always of great concern, community, meet regularly to discuss
deaf or hard of hearing who listen and particularly in movie theaters and sport public policy issues with a keen eye to
use spoken language to communicate. and entertainment venues. Another is how those issues might support listening
Examples of AG Bell’s advocacy efforts expansion of employment opportunities and spoken language for individuals who
specific to its mission include: educat- and workplace communication access for are deaf or hard of hearing. The Public
ing legislative and regulatory decision individuals who are deaf or hard of hear- Affairs Council crafts AG Bell’s position
makers about the listening and spoken ing. In addition, communications access statements on key issues such as early
language perspective, including issues in emergency situations, transportation hearing detection and intervention,
such as reimbursement and coverage and other public service situations seem reimbursement and coverage of assistive
for hearing aids and cochlear implants; to continually fall short for the deaf and hearing devices, and full funding of the
the dire need for qualified profession- hard of hearing community and needs Individuals with Disabilities Education
als trained to maximize auditory-based to constantly be addressed with public Act. The recommendations of the Public
learning and facilitate spoken language policy makers. Affairs Council are presented to the
development; and classroom acoustics To address the wide variety of advocacy AG Bell Board of Directors, who then
and other accommodations that address needs important to the AG Bell commu- confer and make the final decision on the
the specific needs of students with hear- nity, AG Bell has formulated a two-part association’s official positions. The staff
ing loss who learn through listening. approach to its public affairs efforts that then implements those policies into its
However, AG Bell is also part of the continues to prioritize listening and spo- communications and advocacy outreach
broader community of individuals who ken language but also looks to support efforts.
AG Bell Public
Affairs Council
John Stanton, Ben Dubin
Chair
Rachel Dubin
Joni Alberg
Photo Credit: Craig Huey Photography
Leadership Opportunities
for Teens (LOFT) 2011
LOFT is a four-day program designed for participants to develop skills
in individual leadership, teamwork, public speaking and self-advocacy.
The program is structured so that participants increase their self-
confidence and their understanding of their own strengths and abilities
through activities designed to challenge them more each day to push
beyond their comfort zone in a supportive environment.
I
n June 2010, AG Bell continued their lives. visit Disney World, Epcot and NASA
its convention family scholar- Volta Voices: What did you enjoy together as a family. One particular
ship program by awarding full or most about attending the AG Bell experience stands out in our minds,
partial scholarships to families 2010 Biennial Convention? however. When we arrived for Family
to attend the AG Bell 2010 Biennial Movie Night, we looked around the
Convention in Orlando, Fla. A total of Mitchell Daigle: The sense of commu- room and noticed a woman sitting
$8,680 was raised and then donated nity you get from all the participants, alone toward the back of the room.
to families that otherwise could not professionals and families. When we went to the table, she jumped
afford the costs of convention. AG Bell Mikki Spence: I enjoyed meeting the up and was excited someone had come
offered each family one hotel room for other families who have been going over to meet her. She was a young
four nights, up to two adult and two through the same situations as I have mother whose child had just been
child program registrations, and four for the past three years. And seeing diagnosed with a significant hearing
tickets to Family Movie Night. Criteria the smiles on their faces regarding the loss and was at the convention alone,
for the scholarship included having at choices they have made for their child/ without her husband or baby. She
least one child with a bilateral hearing children with hearing loss. came in hopes of learning more about
loss who listens and talks, and hav- Cindy Russell: It truly would be hearing loss and how this was going
ing never before attended an AG Bell impossible to just list one event that to affect her child. My husband and
Biennial Convention. Out of the 65 made the AG Bell convention a mile- I were honored to hear her story and
applications received, AG Bell awarded stone, memory making event for share our experiences. We came into
seven families the opportunity to our family. This was our first family the evening thinking we were going to
attend, network and learn in Orlando. vacation outside our home state of be encouraged, and left knowing we
Three parents from those fami- Indiana and it also fulfilled a 10-year gave hope to someone else. What an
lies shared their experiences at the family goal to travel to Florida and encouragement for us!
convention and the impact it had on
and even purchased cool hearing aid regeneration is a future possibility. The
Family Scholarship
jewelry for Abbey! teen panel had life stories and experi-
Recipients ences similar to my pre-teen daughter’s
VV: What is the most important
information you learned from experiences. One of the highlights for my
Daigle Family (Scarborough,
other AG Bell members? How will husband and I was meeting the members
Maine) – Mitchell and Taylor, who
is deaf and uses bilateral cochlear this benefit your family? of the Cochlear Americas booth at the
implants. convention. Their willingness to openly
M.D.: The most important thing I share their life experiences as individuals
Russell Family (Grabill, Ind.) – learned from other members was how and professionals was valuable to us as
Cindy, Joseph, Micah, Bethany, AG Bell and AG Bell families become parents of our own very special girl. It was
Joel and Abbey, who is deaf and part of your life long journey. This has there that we met four individuals with
uses hearing aids. caused me to become more involved the same syndrome as Abbey. How excit-
with AG Bell, and the support is ing to meet happy, successful individuals
Spence Family (Denham Springs, priceless.
La.) – Mikki, Andrew, Price, who is with a bright future!
deaf and uses a cochlear implant M.S.: I feel the most important infor- VV: What advice do you have
and a hearing aid, and Sophie, mation I gained was the importance of for other families with limited
who is deaf and uses bilateral parent advocacy. It has already ben- resources who are seeking
cochlear implants. efited me this year with my children’s information and support services
IEPs and will continue to help me for their child/children with
in the years to come regarding their hearing loss?
supported by the other attendees of the education.
convention. We also received valuable M.D.: To become a member, utilize
information by becoming more famil- C.R.: Every session was filled with valu- the free six-month trial and connect
iar with all the equipment available able information. We learned hair cell with other AG Bell members. The com-
The good news is that there IS such a product, and it’s called Dry & Store.®
Used regularly, Dry & Store removes damaging moisture, so your child’s hearing instruments operate at
peak performance, every day. Plus, it’s the only drying appliance that also kills germs that reside on hearing instruments.
Conversations
With Alex Graham
I
recently visited the Los Angeles Michelle Nemetz: This took a few country and am very grateful to AG
area for meetings with AG Bell minutes to think about because Bell for those long-time friendships.
sponsors and listening and of how far back it was. I first got A.G.: Do you have a favorite AG Bell
spoken language programs, involved with my local deaf and event?
including Oralingua, the John Tracy hard of hearing section chapter in
Clinic and the Echo Horizon School early 1980s when I was still in high M.N.: I have many great memories of
(I’ll share more about my fun visit school. The 1984 AG Bell Convention past AG Bell events. One sticks out in
to a fifth grade class at Oralingua in in Washington, D.C., was my first my mind the most and that would be
a future column). In addition, I met national convention. I had a blast deaf and hard of hearing section retreat
with leaders of AG Bell’s California meeting new friends and attend- in San Antonio, Texas, in 2003. We all
Chapter, including Michelle Nemetz. ing workshops. In addition, meeting worked hard planning for the future.
Michelle serves as the current trea- parents who have a child with hear- Those memories will never fade for me.
surer for the chapter. Here’s more ing loss was a great experience for Speaking of conventions, the banquet
about my conversation with Michelle. me to share my experiences growing dinner event in Pittsburgh, Penn., in
up, and show them that they are not 2006 was wonderful with food and
Alex Graham: How did you first get dancing into the late evening and hang-
involved with AG Bell? alone and that there is support out
there. I now have friends all over the ing out with other members afterwards.
V
olta Voices would like to intro-
duce a 5-part column focusing
on how arithmetic word prob-
lems can aid in the development
of listening and spoken language for children
who are deaf and hard of hearing.
F
or the past 45 years I have
been privileged to work with
parents of newly diagnosed
children with hearing loss.
In 1965, I began a family-centered,
early intervention program, the Thayer
Lindsley Family-Centered Nursery in
Boston, Mass., that featured a nursery
and individual therapy for the child as
well as a support group for the parents.
The parents were required to actively
E
n los últimos 45 años he tenido
el privilegio de trabajar con
padres de niños a los que se les
ha diagnosticado recientemente
la pérdida de audición. En 1965, empecé
un programa de intervención temprana
centrado en la familia, el Thayer Lindsley
I
on the day of all quizzes and tests, and other. She’s from Dallas, Texas, and was
am currently a sophomore in a she would read the listening portions diagnosed with a hearing loss at age 3
mainstream high school. When I aloud to me. I didn’t get any extra from unknown causes. She received her
was first diagnosed at age 3 with repeats, just a natural voice, the option first cochlear implant at age 12 and her
a moderate-to-severe hearing to lip-read and a teacher willing to offer bilateral implant at age 14. She hopes to
loss, the audiologist told my parents accommodations. one day go to medical school and become
it was unlikely I’d ever speak well and Towards the end of my freshman a neurologist.
I’d probably never go to a “normal” year, all of the students were given the
school. Instead of listening, my par- opportunity to take the National French “A Day in a Dog’s Life”
ents changed audiologists, purchased Exam. The exam is about 1/2 to 1/3 by Hailey Walker
hearing aids and enrolled me in listening and, as the name suggests, is Ever since I was a little girl, I loved
auditory-verbal therapy. I remained in given to French students around the art – from drawing horses at the
my mainstream school, even getting country. I chose to take it, figuring it age of 6 to currently making movies
into the gifted and talented program, couldn’t hurt to see how I ranked among about my dog. I enjoy pencil drawing,
and have always been successful with other French students at my level. oil painting, photography, ceram-
the use of my hearing aids and an FM Imagine my excitement when I found ics, sculpting, making movies and
system. I’m also stubborn and there’s no out that not only did I do well on this am now learning how to work with
greater pleasure than proving someone exam, but I ranked ninth overall in the Photoshop. This past March, I took
wrong who doubted you! nation! It was an amazing feeling, and an art course at The Rhode Island
When I was in sixth grade, my hear- walking across the stage to receive a School of Design about how to make
ing loss took a turn for the worse and medal in front of hundreds of people movies. I love movies and have always
I chose to get a cochlear implant. Two was pretty cool too. been very curious about how to make
months after it was activated I began I am sometimes asked by parents if them! I always thought it would be
a new school year. This included new they’re expecting too much of their really neat to go behind the scenes
teachers and new classes – one of children who have hearing loss by ask- of an actual movie to see how they
which was French. I couldn’t help but ing them to learn to speak and listen, are created. So I took this opportu-
wonder if I was the slightest bit naïve play a musical instrument or even nity to learn about how movies are
in believing I could begin learning a speak a foreign language. While not developed.
foreign language so soon after get- everyone is the same, I truly believe In this class, my teacher first taught
ting a cochlear implant, but I was I wouldn’t be where I am today if my me and my classmates about the basics
blessed with a wonderful teacher. I mom hadn’t persevered and set high of movie making. We watched a few
never needed any extra assistance expectations of me, and instilled that movies and discussed the techniques
and French soon became one of my same confidence in myself. that were used afterwards. When we
favorite classes. Lesley Miller were ready, he took us out for our first
When I reached high school, most writes a blog movie shoot at a park. We were given the
of the listening and speaking activi- at cacophony assignment to create a montage, which
ties were done using pre-recorded tosymphony. is a series of rapid and fast shots with
tapes, which I sometimes have trouble blogspot. music. We worked individually on this
Photo Credit: Lesley Miller
understanding with my (now bilat- com, and also project and once we were finished, we
eral) cochlear implants. While I faced helped create showcased the montages to our class-
setbacks in getting the accommoda- the website mates. It was very interesting to see the
tions I needed in most of my other deafteens.org many different ideas that were used to
classes, my French teacher was more where teens create amazing one-minute montages.
than cooperative. We agreed that I
clarkeschools.org
Bo sto n J a ck s onv ille New Yor k Nor th amp ton Ph ilad e lp h ia
Directory of Services
responsible for verifying the credentials of
the service providers below. Listings do not
constitute endorsements of establishments
or individuals, nor do they guarantee quality.
n Alabama HEAR Center, 301 East Del Mar Blvd., Pasadena, No Limits Performing Arts Academy and
CA 91101 • 626-796-2016 (voice) • 626-796-2320 (fax) Educational Center, 9801 Washington Boulevard,
Alabama Ear Institute, 300 Office Park Drive, Suite
• Specializing in audiological services for all ages. 2nd Fl, Culver City, CA 90232 – 310.280.0878,
210, Birmingham, AL 35223 • (205-879-4234 – voice)
Auditory-Verbal individual therapy, birth to 21 years. 800.948.7712 • www.kidswithnolimits.org. •Provides
• (205-879-4233-fax) – www.alabamaearinstitute.org
free speech, language, literacy and support services
AEI Auditory-Verbal Mentoring Program - Training in
HEAR to Talk, 547 North June Street, Los Angeles, to dhh children and their families between the ages
spoken language development utilizing the A-V approach
CA 90004 • 323-464-3040 (voice) • Sylvia@hear2talk. of 3 and 18 through its No Limits Educational Center.
w/ continuing education workshops & mentoring by
com (e-mail) • www.hear2talk.com • Sylvia Rotfleisch, Additionally, No Limits offers a national performing arts
LSLS Cert AVTs. AEI Summer Institute in Auditory-
M.Sc.A., CED, CCC, Certified Auditory-Verbal program for schools and the community that builds the
Verbal Therapy- two-week immersion in A-V approach
Therapist®, LSLS Cert. AVT, Licensed Audiologist, self confidence and communication skills of children
- Workshops and practicum experience w/instruction
California NPA Certified. Trained by Dr. Ling. Extensive with a hearing loss.
and coaching by LSLS Cert AVTs. The Alabama School
expertise with cochlear implants and hearing aids.
for Hearing: pre-school utilizing auditory/oral classroom
Oralingua School for the Hearing Impaired,
approach - Auditory-Verbal therapy also provided. AEI:
Jean Weingarten Peninsula Oral School for North Campus – 7056 S. Washington Avenue, Whittier,
Education, research and public policy.
the Deaf, 3518 Jefferson Avenue, Redwood City, CA 90602 – 562-945-8391 (voice) 562-945-0361 (fax)
CA 94062 • 650-365-7500 (voice) • jwposd@jwposd. info@oralingua.org (email) www.oralingua.org (website)
n Arizona org (e-mail) • www.oraldeafed.org/schools/jwposd South Campus – 221 Pawnee Street, San Marcos, CA
(website) Kathleen Daniel Sussman, Executive Director; 92078 – 760-471-5187 (voice) 760-591-4631 (fax)
Desert Voices, 3426 E. Shea Blvd., Phoenix, AZ
Pamela Musladin, Principal. An auditory/oral program Where Children are Listening and Talking! An auditory/oral
85028 • 602-224-0598 (voice) • 602-224-2460 (fax)
where deaf and hard of hearing children listen, think program serving children from infancy to 11 years old.
• info@desertvoices.phxcoxmail.com (email). Emily
and talk! Cognitive based program from birth through Audiological, Speech, Itinerant, AVI Therapy, and other
Lawson, Executive Director. Oral school for deaf and
mainstreaming into 1st or 2nd grade. Students develop related Designated Instructional Services available.
hard-of-hearing children from birth to nine years of
excellent language, listening and social skills with Contact Elisa J. Roche, Executive Director.
age. Programs include Birth to Three therapy, Toddler
superior academic competencies. Cochlear Implant
Group, and full day Educational Program. Other
Habilitation, mainstream support services and Family Training and Advocacy Group for Deaf & Hard
services include parent education classes, speech and
Center offering special services for infants, toddlers of Hearing Children and Teens (TAG), 11693 San
language evaluations, parent organization and student
and their families. Vicente Blvd. #559, Los Angeles, CA 90049, 310-339-7678,
teacher placements. Desert Voices is a Moog Curriculum
tagkids@aol.com, www.tagkids.org. Leah Ilan, Executive
school.
John Tracy Clinic, 806 West Adams Blvd., L.A., Director. Offers free group meetings for ddh children
CA 90007 • 213-748-5481 • 800-522-4582 (parents) and teens from 5th grade through high school to provide
n California • www.jtc.org • Since 1942, free worldwide Parent socialization and advocacy training. Half-day workshops
Distance Education Program and onsite comprehensive for high school seniors are given to prepare students for
Auditory-Verbal Services, 10623 Emerson
audiological, counseling and educational services for college or employment. Groups are held in schools during
Bend, Tustin, CA 92782 • 714-573-2143 (voice) •
families with children ages birth thru 5 years. Intensive weekdays and in the community during the weekends. The
email KarenatAVS@aol.com • Karen Rothwell-Vivian,
3-week Summer Sessions (ages 2-5) with Sibling sessions are each two hours long with 8-12 participants.
M.S.ED. M.A. CCC-A. LSLS-Cert.AVT. Listening and
Program. Online and on-campus options for accredited Parent workshops and special extracurricular outings are
Spoken Language Specialist - Certified Auditory-Verbal
Master’s and Credential in Deaf Education. also offered throughout the school year.
Therapist providing Auditory-Verbal Therapy and
both audiological and educational consultation for
Lets Talk About It 207 Santa Anita Street, #300,
children from infancy through college age. Auditory n Colorado
San Gabriel, CA • 91776 • 626-695-2965 (voice) bklaus.
Rehabilitation is also provided for adults. Extensive
avt@gmail.com (email) • Bridgette Klaus, M.S.Ed., Bill Daniels Center for Children’s Hearing,
expertise with amplification, cochlear implants, and
LSLS Certified Auditory-Verbal Therapist. Providing The Children’s Hospital – Colorado,
FM systems.
Auditory-Verbal therapy for children with a hearing Department of Audiology, Speech Pathology
loss and their families. Services for individuals with and Learning Services, 13123 East 16th Avenue,
Children’s Choice for Hearing and Talking,
hearing aids and/or cochlear implants, infancy through B030 Aurora, CO 80045. www.thechildrenshospital.
CCHAT Center – Sacramento, 11100 Coloma
adulthood. org (website) – 720-777-6531(voice) - 720-777-6886
Road, Rancho Cordova, Ca 95670 • 916-361-7290
(TTY) or BillDanielsCenter@tchden.org (e-mail) We
(voice). Laura Turner, Principal. An auditory/oral day
Listen and Learn, 4340 Stevens Creek Blvd., Suite provide comprehensive audiology and speech-language
school educating children and their families from birth
107, San Jose, CA 95129 • 408-345-4949 • Marsha A. services for children who are deaf or hard-of-hearing
through early elementary grades. Other programs
Haines, M.A., CED, Cert. AVT, and Sandra Hamaguchi (ages birth through 21 years). Our pediatric team
include adult cochlear implant support, parent-
Hocker, M.A., CED • Auditory-verbal therapy for the specializes in family-centered care and includes
infant program, on-site audiological services and
child and family from infancy. Services also include audiologists, speech-language pathologists, a deaf
mainstreaming support services. The school is staffed
aural habilitation for older students and adults educator, family consultant, and clinical social worker.
with credentialed teachers, licensed speech-language
with cochlear implants. Extensive experience and Individual, group and parent educational support and
pathologists and a licensed audiologist.
expertise with cochlear implants, single and bilateral. programs are designed to meet each family desire for
Mainstream support services, school consultation and their preference of communication needs. We also
Echo Center/Echo Horizon School, 3430
assessment for children in their neighborhood school. provide advanced technology hearing aid fitting and
McManus Avenue, Culver City, CA 90232 • 310-838-
California NPA certified. cochlear implant services.
2442 (voice) • 310-838-0479 (fax) • 310-202-7201 (tty)
• vishida@echohorizon.org (email) • www.echohorizon.
org (website) • Vicki Ishida, Echo Center Director.
Private elementary school, incorporating an auditory/
oral mainstream program for students who are deaf
or hard of hearing. Daily support by credentialed
DHH teachers in speech, language, auditory skills and
academic follow-up.
Rocky Mountain Ear Center, P.C. • 601 East n Georgia Child’s Voice School, 180 Hansen Court, Wood
Hampden Avenue, Suite 530, Englewood, CO 80113 Dale, IL 60191, (630) 595-8200 (voice) (630) 595-8282
• 303-783-9220 (voice) • 303-806-6292 (fax) • www. Atlanta Speech School – Katherine Hamm (fax) - info@childsvoice.org (email) http://www.
rockymountainearcenter.com (website). We provide a Center, 3160 Northside Parkway, NW Atlanta, childsvoice.org (website). Michele Wilkins, Ed.D.,
full range of neurotology and audiology services for all GA 30327 - 404-233-5332 ext. 3119 (voice/TTY) LSLS Cert. AVEd., Executive Director. A Listening and
ages, ranging from infants to seniors. Using a multi- 404-266-2175 (fax) scarr@atlspsch.org (email) http:// Spoken Language program for children birth to age 8.
disciplinary approach, our board-certified otologist www.atlantaspeechschool.org (website) A Listening Cochlear implant (re) habilitation, audiology services
and doctors of audiology test and diagnose hearing, and Spoken Language program serving children and mainstream support services provided. Early
balance, facial nerve and ear disorders and we provide who are deaf or hard of hearing from infancy to intervention for birth to age three with parent-infant
full-service hearing aid, cochlear implant and BAHA elementary school age. Children receive language- and toddler classes and home based services offered.
services. We offer medical and surgical treatment as rich lessons and highly individualized instruction in Parent Support/Education classes provided. Child’s
well as language therapy and support groups, and are a nurturing environment. Teachers and staff work Voice is a Moog Curriculum school.
actively involved in various research studies. closely with parents to instill the knowledge and
confidence children need to reach their full potential. n I ndiana
Early intervention programs, audiological support
n Connecticut
services, auditory-verbal therapy, mainstreaming St. Joseph Institute for the Deaf -
CREC Soundbridge, 123 Progress Drive, opportunities, and independent educational Indianapolis. 9192 Waldemar Road,
Wethersfield, CT 06109 • 860- 529-4260 (voice/ TTY) evaluations. Established in 1938. Indianapolis, IN 46268 • (317) 471-8560 (voice)
• 860-257-8500 (fax) • www.crec.org/soundbridge • (317) 471-8627 (fax) • www.sjid.org; touellette@
(website). Dr. Elizabeth B. Cole, Program Director. Auditory-Verbal Center, Inc - Atlanta, 1901 sjid.org (email) • Teri Ouellette, M.S. Ed., LSLS Cert.
Comprehensive audiological and instructional services, Century Boulevard, Suite 20, Atlanta, GA 30345, AVEd, Director. St. Joseph Institute for the Deaf -
birth through post-secondary, public school settings. 404-633-8911 (voice) • 404-633-6403 (fax) • listen@ Indianapolis, a campus of the St. Joseph Institute
Focus on providing cutting-edge technology for avchears.org (email) • www.avchears.org (website). system, serves children with hearing loss, birth to age
optimal auditory access and listening in educational Auditory-Verbal Center, Inc - Macon, 2720 Sheraton six. Listening and Spoken Language programs include
settings and at home, development of spoken language, Drive, Suite D-240, Macon, GA 31204 • 478-471-0019 early intervention, toddler and preschool classes,
development of self advocacy – all to support each (voice). A comprehensive Auditory-Verbal program for cochlear implant rehabilitation, mainstream therapy
individual’s realization of social, academic and children with hearing impairments and their families. and consultation and daily speech therapy. Challenging
vocational potential. Birth to Three, Auditory-Verbal Home Center and Practicum Site programs provide speech, academic programs and personal development
Therapy, integrated preschool, intensive day program, intensive A-V training for families and professionals. are offered in a nurturing environment. (See Kansas
direct educational and consulting services in schools, Complete audiological services for children and adults. and Missouri for other campus information.)
educational audiology support services in all settings, Assistive listening devices demonstration center.
cochlear implant mapping and habilitation, diagnostic
n Kansas
assessments, and summer programs. Georgia Relay, 866-787-6710 (voice) • garelay@
hamiltonrelay.com (email) • www.georgiarelay.org St. Joseph Institute for the Deaf - Kansas
New England Center for Hearing (website). Georgia Relay provides services that enable City, 8835 Monrovia, Lenexa, KS 66215 • 913-
Rehabilitation (NECHEAR), 354 Hartford people who are deaf, hard of hearing, deaf-blind and 383-3535 • www.sjid.org • Jeanne Fredriksen, M.S.,
Turnpike, Hampton, CT 06247 • 860-455-1404 speech impaired to place and receive calls via a standard Ed., Director • jfredriksen@sjid.org. St. Joseph
(voice) • 860-455-1396 (fax) • Diane Brackett. Serving telephone. Free specialized telephones are available Institute for the Deaf - Kansas City, a campus of the
infants, children and adults with all degrees of to applicants who financially and medically qualify St. Joseph Institute system, serves children with
hearing loss. Speech, language, listening evaluation through the Georgia Telecommunications Equipment hearing loss, birth to age eight. Listening and Spoken
for children using hearing aids and cochlear implants. Distribution Program (TEDP). Georgia Relay is easily Language programs include: early intervention,
Auditory-Verbal therapy; Cochlear implant candidacy accessed by dialing 7-1-1 and is overseen by the Georgia toddler playgroups, preschool to second grade classes,
evaluation, pre- and post-rehabilitation, and creative Public Service Commission. cochlear implant/hearing aid rehabilitation and daily
individualized mapping. Post-implant rehabilitation for speech therapy. Challenging listening/speech and
adults with cochlear implants, specializing in prelingual language therapy, academic programs and personal
n Idaho
onset. Mainstream school support, including onsite development opportunities are offered in a nurturing
consultation with educational team, rehabilitation Idaho Educational Services for the Deaf and environment. (See Missouri and Indiana for other
planning and classroom observation. Comprehensive the Blind, 1450 Main Street, Gooding, ID 83330 • campus information.)
audiological evaluation, amplification validation and 208 934 4457 (V/TTY) • 208 934 8352 (fax) • isdb@isdb.
classroom listening system assessment. idaho.gov (e-mail). IESDB serves birth to 21 year old n Maryland
youth with hearing loss through parent-infant, on-site,
and outreach programs. Options include auditory/oral The Hearing and Speech Agency’s Auditory/
n Florida
programs for children using spoken language birth Oral Center, 5900 Metro Drive, Baltimore, MD
Bolesta Center, Inc, 7205 North Habana Avenue, through second grade. Audiology, speech instruction, 21215 • (voice) 410-318-6780 • (TTY) 410-318-6759 •
Tampa, FL 33614 • 813-932-1184 (voice) • 813-932- auditory development, and cochlear implant (fax) 410-318-6759 • Email: hasa@hasa.org • Website:
9583 (fax) • jhorvath@bolestacenter.org (email) • www. habilitation is provided. www.hasa.org. Jill Berie, Educational Director, Olga
bolestacenter.org (website) • Non-profit Listening and Polites, Clinical Director, Heather Eisgrau, Teacher
Spoken Language Center dedicated to teaching children of the Deaf/Director. Auditory/Oral education and
n Illinois
who are deaf and hard of hearing to listen and speak. therapy program for infants and young children who
No family turned away based on ability to pay. Services Alexander Graham Bell Montessori School are deaf or hard of hearing. Self-contained, state-of-
provided to families, professionals, and school districts. (AGBMS) and Alternatives in Education for the-art classrooms located in the Gateway School
Specializing in auditory-verbal therapy, educational the Hearing Impaired www.agbms.org (website) approved by the Maryland State Department of
outreach, and professional development programs. • info@agbms.org (email) • 847-850-5490 (phone) • Education. Additional services include speech-language
Kids and professionals immersion and summer 847-850-5493 (fax) • 9300 Capitol Drive Wheeling, therapy, family education and support, pre- and
programs available. Talk to us about our success with IL 60090 • AGBMS provides challenging academic post-cochlear implant habilitation, collaboration
late implanted children! Contact Judy Horvath, LSL programs in a mainstream environment for deaf and support of inclusion, audiological management
Cert. AVEd. children ages 0-12 years. Teach of the Deaf, Speech/ and occupational therapy. The Hearing and Speech
Language Pathologist, and Classroom Teachers utilize Agency’s Auditory/Oral preschool program, “Little
Clarke Schools for Hearing and Speech/ Cued speech to provide complete access to English Ears, Big Voices” is the only Auditory/Oral preschool
Jacksonville, 9857 St. Augustine Rd., Jacksonville, and enable development of age-appropriate language in Baltimore. In operation for more than five years, it
FL 32257 • 904/880-9001 (voice/TTY)• info@ and literacy skills. Speaking and listening skills are focuses on preparing children who are deaf or hard of
clarkeschools.org, • www.clarkeschools.org • Susan emphasized by staff with special training in auditory/ hearing to succeed in mainstream elementary schools.
G. Allen, Director. Serving families with children verbal therapy techniques. AEHI provides Cued Speech Applications for all Auditory/Oral Center programs are
with hearing loss, services include early intervention, training and other outreach services to families and accepted year-round. Families are encouraged to apply
toddler, preschool, PreK/kindergarten, primary, professionals in the Great Lakes area. for scholarships and financial assistance. HASA is a
parent support, individual listening, speech and direct service provider, information resource center
language services, and cochlear implant habilitation and advocate for people of all ages who are deaf, hard of
and mainstream support. hearing or who have speech and language disorders.
The Moog Center for Deaf Education, 12300 The Ivy Hall Program at Lake Drive, 10 Lake Center for Hearing and Communication
South Forty Drive, St. Louis, MO 63141 • 314-692- Drive, Mountain Lakes, NJ 07046 • 973-299-0166 (formerly the League for the Hard of
7172 (voice) • 314-692-8544 (fax) • www.moogcenter. (voice/tty) • 973-299-9405 (fax) • www.mtlakes.org/ld. Hearing), 50 Broadway, 6th Floor, New York, NY 10004
org (website) • Betsy Moog Brooks, Director of School • Trish Filiaci, MA, CCC-SLP, Principal. An innovative • 917 305-7700 (voice) • 917-305-7888 (TTY) • 917-
and Family School, bbrooks@moogcenter.org. Services program that brings hearing children and children with 305-7999 (fax) • http://www.chchearing.org (website).
provided to children who are deaf and hard-of- hearing loss together in a rich academic environment. Florida Office: 2900 W. Cypress Creek Road, Suite 3,
hearing from birth to 9 years of age. Programs include Auditory/oral programs include: early intervention, Ft. Lauderdale, FL 33309 • 954-601-1930 (Voice) • 954-
the Family School (birth to 3), School (3-9 years), preschool, kindergarten, parent support, cochlear 601-1938 (TTY) • 954-601-1399 (Fax). A leading center
Audiology (including cochlear implant programming), implant habilitation, itinerant services, OT, PT and for hearing and communication services for people of
mainstream services, educational evaluations, parent speech/language services. Self-contained to full range all ages who are hard of hearing or deaf. Comprehensive
education and support groups, professional workshops, of inclusion models available. array of services include: audiology, otology, hearing
teacher education, and student teacher placements. aid evaluation, fitting and sales, communication
The Moog Center for Deaf Education is a Moog Speech Partners, Inc. 26 West High Street, therapy, cochlear implant training, assistive technology
Curriculum School. Somerville, NJ 08876 • 908-231-9090 (voice) • 908-231- consultation, emotional health and wellness, public
9091 (fax) • nancy@speech-partners.com (email). Nancy education, support groups and Mobile Hearing Test
The Moog School at Columbia, 3301 V. Schumann, M.A., CCC-SLP, Cert. AVT. Auditory- Units. Visit http://www.chchearing.org to access our vast
West Broadway, Columbia, MO 65203 • 573-446- Verbal Therapy, Communication Evaluations, Speech- library of information about hearing loss and hearing
1981(voice) • 573-446-2031 (fax) • Judith S. Harper, Language Therapy and Aural Rehabilitation, School conservation. For more information or to make an
CCC SLP, Director • jharper@moogschool.org (e-mail). Consultation, Mentoring, Workshops. appointment, contact us at info@chchearing.org.
Services provided to children who are deaf and hard-of
hearing from birth to kindergarten. Programs include Summit Speech School for the Hearing- Clarke Schools for Hearing and Speech/
the Family School (birth to 3). School (3 years to Impaired Child, F.M. Kirby Center is an exclusionay New York, 80 East End Avenue, New York, NY 10028 •
kindergarten). Mainstream services (speech therapy/ auditory-oral/auditory-verbal school for deaf and hard 212/585-3500 (voice/tty) • info@clarkeschools.org, www.
academic tutoring) ,educational evaluations, parent of hearing children located at 705 Central Ave., New clarkeschools.org Meredith Berger, Director. Serving
education, support groups, and student teacher Providence, NJ 07974 • 908-508-0011 (voice/TTY) • families of children with hearing loss, services include
placements. The Moog School—Columbia is a Moog 908-508-0012 (fax) • info@summitspeech.org (email) • early intervention, preschool, evaluations (NY state
Curriculum School. www.summitspeech.org (website) • Pamela Paskowitz, approved Committee on Preschool Education Services;
Ph.D., CCC-SLP, Executive Director. Programs include early intervention, Audiology, PT, OT and speech),
St. Joseph Institute for the Deaf - St. Louis, Early Intervention/Parent Infant (0-3 years), Preschool hearing aid and FM system dispensing and related
1809 Clarkson Road, Chesterfield, MO 63017 • (636) (3-5 years) and Itinerant Mainstream Support Services services including occupational and physical therapy in a
532-3211 (voice/TYY) • www.sjid.org; Mary Daniels, for children in their home districts. Speech and language, sensory gym and speech-language therapies.
MAEd, LSLS Cert. AVEd, Director of Education • OT and PT and family support/family education services
mdaniels@sjid.org • An independent, Catholic school available. Pediatric audiological services are available Long Island Jewish Medical Center: Hearing
serving children with hearing loss birth through for children birth-21 and educational audiology and & Speech Center, 430 Lakeville Road, New Hyde
the eighth grade. Listening and Spoken Language consultation is available for school districts. Park, NY 11042 • 718-470-8910 (voice) • 718-470-1679
programs include early intervention, toddler and (fax). Long Island Jewish Medical Center: Hearing
preschool classes, K-8th grade, I-Hear internet therapy, n New Mexico & Speech Center. A complete range of audiological
audiology clinic, evaluations, mainstream consultancy, and speech-language services is provided for infants,
and summer school. Challenging speech, academic Presbyterian Ear Institute – Albuquerque, children and adults at our Hearing and Speech Center
programs and personal development are offered in a 415 Cedar Street SE, Albuquerque, NM 87106 • 505- and Hearing Aid Dispensary. The Center participates
supportive environment. ISACS accredited. Approved 224-7020 (voice) • 505-224-7023 (fax) • Contact: Dawn in the Early Intervention Program, Physically
private agency of Missouri Department of Education Sandoval, Co-Lead Teacher. A cochlear implant center, Handicapped Children’s Program and accepts Medicaid
and Illinois Department of Education. (See Kansas and auditory/oral school for deaf and hard-of-hearing and Medicare. The Cochlear Implant Center provides
Indiana for other campus information.) children and parent infant program. Exists to assist full diagnostic, counseling and rehabilitation services
people with hearing loss to better listen and speak and to individuals with severe to profound hearing loss.
integrate into mainstream society. Support groups for parents of hearing impaired
n Nebraska
children and cochlear implant recipients are available.
Omaha Hearing School for Children, Inc. n New York Mill Neck Manor School for the Deaf -
1110 N. 66 St., Omaha, NE 68132 402-558-1546 ohs@
Anne Kearney, M.S., LSLS Cert. AVT, CCC- GOALS (Growing Oral/Aural Language
hearingschool.org An OPTIONschools Accredited
Speech Language Pathology, 401 Littleworth Skills) PROGRAM, 40 Frost Mill Road, Mill Neck,
Program offering auditory/oral education for birth to
Lane, Sea Cliff, Long Island, NY 11579 • 516-671-9057 NY 11765 • (516) 922-4100 (Voice) Mark R. Prowatzke,
three, preschool and K – 3rd grades. Serving Omaha
(voice). Ph.D., Executive Director. State-supported school
and the surrounding region.
maintains Infant Toddler Program with focus on
Auditory/Oral School of New York, 2164 Ralph education, parent training, family support and speech/
n New Jersey Avenue & 3321 Avenue “M,” Brooklyn, NY 11234 • language/audiological services.Collaborates with
718-531-1800 (voice) • 718-421-5395 (fax) • info@ Early Intervention Services. Preschool/Kindergarten
HIP and SHIP of Bergen County Special
auditoryoral.org (e-mail) • Pnina Bravmann, Program (ages 3 - 6) Auditory/Verbal program serves Deaf /
Services - Midland Park School District, 41
Director. A premier auditory/oral early intervention and HoH students and typical peers to facilitate academic
E. Center Street, Midland Park, N.J. 07432 • 201-343-
preschool program servicing hearing impaired children goals meeting NY Standards. Teachers/therapists in
8982 (voice) • kattre@bergen.org (email) • Kathleen
and their families. Programs include: StriVright Early this certified literacy collaborative program integrate
Treni, Principal. An integrated, comprehensive pre-
Intervention (home-based and center-based), preschool, literacy, listening and oral language skills throughout
K-12th grade auditory oral program in public schools.
integrated preschool classes with children with normal school day. Art, library, audiological services, daily
Services include Auditory Verbal and Speech Therapy,
hearing, multidisciplinary evaluations, parent support, music/speech/language therapies, related services and
Cochlear Implant habilitation, Parent Education, and
Auditory-Verbal Therapy, complete audiological family-centered programming included.
Educational Audiological services. Consulting teacher
services, cochlear implant habilitation, central auditory
services are available for mainstream students in
processing (CAPD) testing and therapy, mainstreaming, Nassau BOCES Program for Hearing and
home districts. Early Intervention services provided
ongoing support services following mainstreaming. Vision Services, 740 Edgewood Drive, Westbury,
for babies from birth to three. SHIP is the state’s only
NY 11590 • 516-931-8507 (Voice) • 516-931-8596 (TTY)
7-12th grade auditory oral program. CART (Computer
• 516-931-8566 (Fax) • www.nassauboces.org (Web) •
Real Time Captioning) is provided in a supportive,
JMasone@mail.nasboces.org (Email). Dr. Judy Masone,
small high school environment.
Principal. Provides full day New York State standards -
based academic education program for children 3-21
within district-based integrated settings. An auditory/
oral or auditory/sign support methodology with a strong
emphasis on auditory development is used at all levels.
Itinerant services including auditory training and Rochester School for the Deaf, 1545 St. Paul n North Carolina
audiological support are provided to those students who Street, Rochester, NY 14621; 585-544-1240 (voice/
CASTLE- Center for Acquisition of Spoken
are mainstreamed in their local schools. Services are TTY), 866-283-8810 (Videophone); info@RSDeaf.
Language Through Listening Enrichment,
provided by certified Teachers of the Hearing Impaired org, www.RSDeaf.org. Harold Mowl, Jr., Ph.D.,
5501-A Fortunes Ridge Drive, Suite A, Durham, NC
on an individual basis. Superintendent/CEO. Serving Western and Central
27713 • 919-419-1428 (voice) • www.uncearandhearing.
The Infant/Toddler Program provides center- New York State, RSD is an inclusive, bilingual school
com/pedsprogs/castle An auditory/oral center for
and home-based services with an emphasis on the where deaf and hard of hearing children and their
parent and professional education. Preschool and Early
development of auditory skills and the acquisition of families thrive. Established in 1876, RSD goes above
intervention services for young children including
language, as well as parent education and support. and beyond all expectations to provide quality Pre-K
Auditory Verbal parent participation sessions. Hands-on
Center-based instruction includes individual and small through 12th grade academic programs, support
training program for hearing-related professionals/
group sessions, speech, parent meetings and audiological services and resources to ensure a satisfying and
university students including internships, two week
consultation. Parents also receive 1:1 instruction with successful school experience for children with
summer institute and Auditory Verbal Modules.
teacher of the Deaf and Hard of Hearing on a weekly hearing loss.
basis to support the development of skills at home.
Comprehensive audiological services are provided The Children’s Hearing Institute, 380 Second n Ohio
to all students enrolled in the program, utilizing state Avenue at 22nd Street, 9th floor, New York, NY
Auditory Oral Children’s Center (AOCC),
of the art technology, FM assistive technology to 10010 • 646-438-7819 (voice). Educational Outreach
5475 Brand Road, Dublin, OH 43017 • 614-598-7335
maximize access to sound within the classroom, and Program – provides continuing education courses
(voice) • auditoryoral@columbus.rr.com (email) • http://
cochlear implant expertise. Additionally, cochlear for professionals to maintain certification, with
auditoryoral.googlepages.com (website). AOCC is a
implant mapping support provided by local hospital accreditation by American Speech-Language-Hearing
non-profit auditory and spoken language development
audiology team will be delivered on site at the school. Association (ASHA), American Academy of Audiology
program for children with hearing loss. We offer a blended
(AAA), and The AG Bell Academy for Listening and
approach by combining an intensive therapy-based
New York Eye & Ear Cochlear Implant And Spoken Language. Free parent and family programs for
pre-school program integrated into a NAEYC preschool
Hearing & Learning Centers, 380 Second children with hearing loss. CHI’s mission is to achive
environment. Therapy is provided by an Auditory-Verbal
Avenue at 22nd Street, 9th floor, New York, NY 10010 the best possible outcome for children with hearing
Therapist, Hearing–Impaired Teacher, and Speech-
• 646-438-7801 (voice). Comprehensive diagnostic loss by caring for their clinical needs, educating the
Language Pathologist. Birth to three individual therapy,
and rehabilitative services for infants, children and professionals that work with them, and providing their
toddler class, and parent support services also available.
adults including audiology services, amplification and parents with the pertinent information needed for
FM evaluation and dispensing, cochlear implants, in-home success.
auditory/oral therapy, otolaryngology, and counseling,
early intervention services, and educational services
(classroom observation, advocacy, and in-service
session).
Freedom
Within Reach
Imagine making as many calls as you want, as often
as you want, for as long as you want—all without
having to rely on hearing friends and family members.
Sorenson Video Relay Service® (SVRS®) does just
that. It gives you the freedom and independence to
converse with friends, family, co-workers, businesses
and more—on your time, at any time, 24/7/365. And
because Sorenson Communications® is one of the
world’s largest employers of deaf individuals, you can
count on us to continually develop new and exciting
ways to improve your daily communication. Simply
put, you’ll love life with SVRS.
© 2009 Sorenson Communications, Inc. All rights reserved. For more information about local
10-digit numbers and the limitations and risks associated with using Sorenson’s VRS or IP Relay
services to place a 911 call, please visit Sorenson’s website at: www.sorenson.com/disclaimer.
Although CapTel can be used for emergency calling, such emergency calling may not function the same as traditional 911/E911 services. By using CapTel for
emergency calling, you agree that Sprint is not responsible for any damages resulting from errors, defects, malfunctions, interruptions or failures in accessing or
attempting to access emergency services through CapTel; whether caused by the negligence of Sprint or otherwise. Sprint reserves the right to modify, extend
or cancel offers at any time without notice. Other restrictions apply. ©2010 Sprint. Sprint and logos are trademarks of Sprint. CapTel is a registered trademark
of Ultratec, Inc. Other registration marks are the property of their respective owners.
Center for Childhood Communication at Delaware County Intermediate Unit # 25, Western Pennsylvania School for the Deaf,
The Children’s Hospital of Philadelphia, 3405 Hearing and Language Programs, 200 Yale 300 East Swissvale Avenue, Pittsburgh, PA 15218 •
Civic Center Boulevard, Philadelphia 19104 • (800) Avenue, Morton, PA 19070 • 610-938-9000, ext. 2277 412-244-4207 (voice) • 412-244-4251 (fax) • vcherney@
551-5480 (voice) • (215) 590-5641 (fax) • www.chop. 610938-9886 (fax) • mdworkin@dciu.org • Program wpsd.org (email) • www.wpsd.org (website). The
edu/ccc (website). The CCC provides Audiology, Speech- Highlights: A publicly funded program for children with Western Pennsylvania School for the Deaf (WPSD)
Language and Cochlear Implant services and offers hearing loss in local schools. Serving children from birth is a non-profit, tuition-free school with campuses
support through CATIPIHLER, an interdisciplinary through 21 years of age. Teachers of the deaf provide in Pittsburgh and Scranton, PA. Founded in 1869,
program including mental health and educational resource room support and itinerant hearing therapy WPSD provides quality educational services and a
services for children with hearing loss and their throughout Delaware County, PA. Services also include complete extracurricular program in an all inclusive
families from time of diagnosis through transition audiology, speech therapy, cochlear implant habilitation communication environment to over 320 deaf and
into school-aged services. In addition to serving (which includes LSLS Cert. AVT and LSLS Cert. AVEd), hard-of-hearing children from birth through twelfth
families at our main campus in Philadelphia, satellite psychology and social work. grade. WPSD is the largest comprehensive center for
offices are located in Bucks County, Exton, King of deaf education in Pennsylvania serving 138 school
Prussia, and Springfield, PA and in Voorhees, Mays DePaul School for Hearing and Speech, districts and 53 counties across the state.
Landing, and Princeton, NJ. Professional Preparation 6202 Alder Street, Pittsburgh, PA 15206 • (412)924-
in Cochlear Implants (PPCI), a continuing education 1012 (voice/TTY) • ll@depaulinst.com (email) • www.
n South Carolina
training program for teachers and speech-language speakmiracles.org (website). Lillian r. Lippencott,
pathologists, is also headquartered at the CCC. Outreach Coordinator. DePaul, western Pennsylvania’s The University of South Carolina Speech and
only auditory-oral school, has been serving families Hearing Research Center, 1601 St. Julian Place,
Clarke Schools for Hearing and Speech/ for 101 years. DePaul is a State Approved Private Columbia, SC 29204 • (803) 777-2614 (voice) • (803) 253-
Pennsylvania, 455 South Roberts Rd., Bryn School and programs are tuition-free to parents and 4143 (fax) Center Director: Danielle Varnedoe, daniell@
Mawr, PA 19010 • 610-525-9600 (voice/tty) • info@ caregivers of approved students. Programs include: mailbox.sc.edu. • The center provides audiology services,
clarkeschools.org, www.clarkeschool.org. Judith early intervention services for children birth to 3 speech-language therapy, adult aural rehabilitation
Sexton, Director. Serving families with young children years; a center-based toddler program for children therapy, and Auditory-Verbal Therapy. Our audiology
with hearing loss, services include early intervention, ages 18 months to 3 years; a preschool for children services include comprehensive diagnostic evaluations,
preschool, parent support, individual auditory speech ages 3-5 years and a comprehensive academic program hearing aid evaluations and services, and cochlear
and language services, cochlear implant habilitation, for grades K-8. Clinical services include audiology, implant evaluations and programming. The University
audiological services, and mainstream services speech therapy, cochlear implant mapping/habilitation also provides a training program for AVT therapy and
(itinerant and consultation). services, physical and occupational therapy, cochlear implant management for professional/university
mainstreaming support, parent education programs students. Additional contacts for the AVT or CI programs
and support groups. AV services are also available. include Wendy Potts, CI Program Coordinator (803-777-
2642), Melissa Hall (803-777-1698), Nikki Herrod-
Burrows (803-777-2669), Gina Crosby-Quinatoa (803)
777-2671, and Jamy Claire Archer (803-777-1734).
A Smart Choice
Postgraduate study marks the start of a new chapter
in your professional life. The choice you make will
define your future career path!
GradSchool has over ten years experience in the
industry of online postgraduate study. Therefore, you
can be confident that we will match you with the best
study option relevant to your immediate professional
needs, and one that will allow the juggle between
career, study and family to remain balanced.
When considering our extensive industry experience,
together with the backing of a world class institution
Hj 1363
INTERNATIONAL
List of Advertisers
n Australia
Advanced Bionics...................................................................................... Back Cover
Telethon Speech & Hearing Centre for
Children WA (Inc), 36 Dodd Street, Wembley
WA 6014, Australia • 61-08-9387-9888 (phone) • Auditory-Verbal Center, Inc. (Atlanta)......................................................................... 5
61-08-9387-9888 (fax) • speech@tsh.org.au • www.tsh.
org.au • Our oral language programs include: hearing
impairment programs for children under 5 and school Central Institute for the Deaf .................................................................................... 30
support services, Talkabout program for children with
delayed speech and language, audiology services, Ear
Clinic for hard to treat middle ear problems, Variety
WA Mobile Children’s Ear Clinic, newborn hearing Clarke Schools for Hearing and Speech . ............................................................... 39
screening and Cochlear Implant program for overseas
children.
DuBard School for Language Disorders . ................................................................. 6
University of Newcastle, Graduate School.
GradSchool, Services Building, University of Newcastle,
Callaghan, NSW, 2308, Australia • 61-2-49218856 Ear Technology Corporation..................................................................................... 28
(voice) • 61-2-49218636 (fax) • gs@newcastle.edu.au
(email) • www.gradschool.com.au (website). Master
of Special Education distance education through the Fontbonne University ................................................................................................ 24
University of Newcastle. Program provides pathways
through specialisations in Generic Special Education,
Emotional Disturbance/Behaviour Problems, Sensory Harris Communications............................................................................................. 20
Disability, Early Childhood Special Education. The
Master of Special Education (Sensory Disability
Specialisation) is available through the Renwick Centre Jean Weingarten Peninsula Oral School for the Deaf............................................. 11
and is administered by the Australian Royal Institute
for Deaf and Blind Children. Program information and
application is via GradSchool: www.gradschool.com.au, Moog Center for Deaf Education....................................................................... 29, 42
+61249218856, or email gs@newcastle.edu.au.
2011
� Interact with providers of hearing
technology and hearing assistive
devices for classroom/therapeutic
settings.
If your child failed a newborn screening test or isn’t benefiting from hearing aids, then it’s time to consider a cochlear implant
from Advanced Bionics, the Real Performance Leader. At home, in school, and on the playground, many children hear their
best with AB’s Harmony™ HiResolution™ Bionic Ear System, the world’s most advanced cochlear implant system.
866.844.HEAR (4327)
hear@AdvancedBionics.com
AdvancedBionics.com
Published studies available upon request.
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