summer is just around the corner, so it’s time to ... · zain nina maria brenda lee sulieman...

Summer (June 2018)SUMMER

FNDC values sharing information to deaf children, families, professionals and the communities that support them. These events, advertisements and/or articles do not

necessarily reflect the viewpoint of FNDC or offer an endorsement

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Marcus

Zain

Nina

Brenda Lee Maria

Sulieman

Jasmine

Kareem Cameron

Sarah DYT Program Coordinator

Andrea & Terry DYT Administrator / Hornby Camp Coordinator

Scott Online Registration

& Social Media

Isaac DYT Team Manager

Kristina Nicole

CAMERA SHY

Summer is just around the corner, so it’s time to introduce you to our Deaf Youth Today Summer 2018 Staff!

http://www.facebook.com/fndc.ca

FNDC Summer • 20182

SUMMER CAMP 2018

SIGN UP YOUR CHILD FOR WEEKLY FUN ACTIVITIES!

WEEKLY ACTIVITIES Week 1: July 8 to 12 Hornby Island Kids & Youth Overnight Camp (D/HH) * Ages: 8-15 | Fees: $175 (early bird) / $225 (after June 15) Week 2: July 16 to 19 – 9:00 am to 3:00 pm Adventureland (D/HH) * Ages: 5- 12 | Fees: $85 (early bird) / $120 (after June 25) Week 3: July 23 to 26 – 9:00 am to 3:00 pm Family Summer Immersion (D/HH/Sib) * Ages: 5- 12 | Fees: $85 (early bird) / $120 (after July 2) Week 4: July 30 to August 2 – 9:00 am to 3:00 pm Mad Science (D/HH) * Ages: 5- 12 | Fees: $85 (early bird) / $120 (after July 9) Week 5: August 7 to 9 – 9:00 am to 3:00 pm Splish Splash (D/HH/Sib/Coda) * Ages: 5- 12 | Fees: $65 (early bird) / $100 (after July 17) Week 6: August 13 to 16 – 9:00 am to 3:00 pm Spokes & Gears (D/HH) * Ages: 5- 12 | Fees: $85 (early bird) / $120 (after July 23) D - Deaf HH - Hard of Hearing Sib - Siblings Coda – Children of Deaf Adult

TEEN EVENTS Week 1: July 8 to 12 - Overnight Camp Counsellor in Training at Hornby Island D/HH) * Ages: 16-18 | Fees: $75 (early bird) / $100 (after June 15) Week 2: July 17 – 3:30 pm to 8:00 pm Teen Tuesday: Bubble Soccer (D/HH) * Ages: 13-18 | Fees: $30 (early bird) / $65 (after June 26) Week 4: July 31 – 3:30 pm to 8:00 pm Teen Tuesday: Apex Warrior (D/HH) * Ages: 13-18 | Fees: $30 (early bird) / $65 (after July 10) Week 4: August 2 – 9:00 am to 3:00 pm Teen Thursday: Playland at the PNE (D/HH) * Ages: 13-18 | Fees: $30 (early bird) / $65 (after July 12) Week 5: August 7 – 3:30 pm to 8:00 pm Teen Tuesday: Photo Tour Walk (D/HH) * Ages: 13-18 | Fees: $30 (early bird) / $65 (after July 17) Week 5: August 9 – 9:00 am to 3:00 pm Teen Thursday: Splashdown Park (D/HH/Sib/Coda) * Ages: 13-18 | Fees: $30 (early bird) / $65 (after July 19) Week 6: August 14 – 3:30 pm to 8:00 pm Teen Tuesday: Youth Night (D/HH) * Ages: 13-18 | Fees: $30 (early bird) / $65 (after July 24)

FOR MORE DETAILS OR TO REGISTER GO TO www.fndc.ca/summercamp2018

[email protected]


BUBBLE SOCCER

PLAYLAND AT PNE

SPLASHDOWN PARK

APEX WARRIOR

PHOTO TOUR WALK

YOUTH NIGHT AT OUR COMMUNITY BIKE

TEEN EVENTS TEEN EVENTS DEAF YOUTH TODAY

DEAF YOUTH TODAY

for dates and details, go to www.fndc.ca/summercamp2018

SUMMER 2018 SUMMER 2018

EARLY BIRD

$30 EACH

EVENT


PRESENTS

FNDC FAMILY FISHING DAY Saturday, September 8, 2018

10:00 am to 2:00 pm

Following the past success, we are bringing back Family Fishing Day. This event started as an idea by Rhys McCormick for community partnership in one of his graduate studies courses in 2015. We are happy to have him involved again this year to help assist with planning, organization and support of this event. On SATURDAY, September 8, 2018, we welcome families to join us for a visit at the Fraser Valley Trout Hatchery in Abbotsford. We will be touring the Visitor’s Centre and learning to identify some local BC fish as well as a learn a little about fish biology, habitat and conservation. COST: $5.00 per person (adults & children). ADDRESS: Fraser Valley Trout Hatchery Bring a packed lunch for your family. 34345 Vye Rd., Abbotsford (Contact [email protected] if cost is an issue). To REGISTER: www.fndc.ca/familyfishingday

We will finish the day with some catch and will then release fish in the well stocked fish ponds on site. All equipment will be provided. Interpreters will be provided on site. Deaf Youth Today Staff will also participate to make this event a fun family signing day!

Photo from 2016: Peterson family enjoying the grand door prize they won a Sturgeon fishing trip!


FNDC FAMILY NETWORK FOR DEAF CHILDREN PO Box 50075, South Slope RPO

Burnaby, BC V5J 5G3 T: 604.684.1860 [voice/text message line]

Email: [email protected] Website: www.fndc.ca

May, 2018 Dear FNDC members, DYT camper families and newsletter subscribers: Re: MEMBERSHIP RENEWAL DATES

All FNDC membership expired March 31, 2018. We decided to change our membership dates to coincide with our Summer DYT Program. It’s that time of year for FNDC memberships (July 1, 2018 to June 30, 2019). Our Board of Directors feel that families benefit greatly from our low cost Deaf Youth Today summer programs. For this reason, becoming a member of FNDC to show your belief in our organization, is valued and vital. As a non-profit society, we are required to have formal memberships. Membership lets us know that you believe in what we are doing for deaf and hard of hearing children, youth and their families in British Columbia! FNDC has been the catalyst to many of the changes and services that families currently receive and benefit from. We continue to "inform and educate" by writing letters, consulting and information sharing to ensure that deaf/hard of hearing children and their families have access to sign language classes, counselling, family support, better TV/movie theatre captioning & government videos, Video Relay Services, improved literacy, the right to qualified interpreters, post secondary opportunities. The list is endless (and the work ongoing) when it comes to access and inclusion for our deaf and hard of hearing children! Your membership says you believe in what we are doing and is an indicator that you support us! FNDC’s Summer Program: Deaf Youth Today (DYT) provides social/recreational programs for deaf children, leadership opportunities for deaf youth and is the leading employer of deaf students during the summer months. We keep our costs to a minimum by working from home offices, sharing a FNDC cellphone and applying for grants to employ deaf students as DYT summer staff. We do this because we believe that parents make huge financial sacrifices (ie gas costs, significant travel time, time off work) driving your children daily to attend our DYT Summer Program. Your membership fees and donations help us with the costs incurred in website maintenance, workshop planning, newsletter production and our DYT Summer Program. We are extremely grateful for donations. If you wish to receive our newsletter and ongoing email updates please make sure that you add [email protected] to your "safe sender’s list" and email address book. To pay online: www.fndc.ca/membership To download form and mail in: go to www.fndc.ca, click “about”, click “become a member” and download the form. Thank you for your continued support!

Cecelia


❏ $35.00 includes newsletters by MAIL & updates by Email ❏$10.00 includes newsletters & updates by Email ONLY

You may use this form or pay for your membership online at: www.fndc.ca/membership

❏ Voting Member: Parent/guardian of deaf/hh child ❏ Non-Voting Member: Individual or organization Note: voting members are parents/legal guardians of a deaf/hh child. One vote per family. Birth year of your deaf/hh child: __________. If you are unable to pay at this time, please just let us know! NAME

ADDRESS

CITY/PROVINCE POSTAL CODE

EMAIL

TEL/CELL# Check if text only ❏

Note: Please add [email protected] to your “safe sender’s list” You will receive our email information via MAILCHIMP. Please add Mailchimp to your safe sender’s list too!

You may donate using this form and mail to FNDC or you may also donate directly at www.fndc.ca/donation 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. (Charitable Registration No. 88622 5655 RR 0001)

You may pay your membership using this form and mail to FNDC or you may also renew your membership online at www.fndc.ca

❏ Mastercard ❏Visa ❏ PayPal ❏ Cheque *

CHARGE CARD #

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* Please make your cheque payable to FNDC Family Network for Deaf Children

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

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


Autism or Hearing Difference?Tweezing out the Differences

By: Kristi Riley From: http://handsandvoices.org/deafhardofhearingchildren/autism-or-hearing-difference-tweezing-out-the-differences/

May 4, 2018

One of the big questions researchers have in the D/HH and autism world is, how do you tell the difference between hearing loss symptoms and autism symptoms? As a mom of a child with a severe hearing difference and a child with both mild autism and a mild hearing difference, I have gotten to see first hand what some of these differences may look like. I am in the process of earning my doctorate degree in clinical audiology at the University of Wisconsin-Madison. I am also a family trainee in the Wisconsin LEND Program (Leadership Education in Neurodevelopmental and Related Disabilities) at the Waisman Center, where I have learned about different developmental disabilities in children. I was recently trained through LEND on how to administer the ADOS. I have friends who are D/HH and friends who are on the autism spectrum. I can tell you for certainty that narrowing down the symptoms of hearing loss and the symptoms of autism is no walk in the park, and requires the subjective feedback from both parents who know the child best and the objective analysis of trained professionals.

In 2012 when my daughter Lauralee was born, she failed her newborn hearing screening. Right away, we were whisked into bimonthly audiology appointments. Being music teachers at the time, my husband, Justin, and I were concerned not only about her ability to enjoy music, but her ability to gain access to language and literacy. If you can’t hear, you can’t speak. If you can’t speak, you can’t read. If you can’t read, then just about every subject that crosses your path is affected. (Who cares about aspira-tions of Julliard!) Learning to talk, read, then write affects every single subject in school.

Lauralee was not officially diagnosed until 6 months old. She did not get her first pair of hearing aids until she was 11 months old. We were worried about her language development.

Lauralee has always been very alert and interactive. She has always made good eye contact and loved to play. She is goofy and is such a joy to be around. Even though she did gain the stereotypical “mama and dada” babble in the first few months, she mostly talked with her facial expres-sions. I decided to get the Signing Time DVDs, and she and I soaked-up sign language. It was like we had our own “secret language”. I always felt like we had a deep connection. Sometimes, I seriously questioned whether she was truly deaf or if it was all a big mistake!

In 2014 (right after I started my path to audiology), we had our son, Oliver. He was such a beautiful baby and I was ecstatic to find out he passed his newborn hearing screening. Even though he had a short NICU stay after he was born, he ultimately seemed healthy in every way. When we brought him home, right away I noticed he was a little different from Lauralee. He was fussier and cried a lot. I chalked it up to being a different personality. Besides, I was a fussy kid too! I’ll never forget, at around 7 weeks, I was holding Oliver in my lap attempting to do face time. He would not look at me nor smile. He seemed so disconnected. I would force my face into his gaze until I got a reaction. But ultimately, I did not connect with him like Lauralee. I felt guilty.

When Oliver was about 3 or 4 months old I started subbing at a local daycare. Oliver stayed in the infant room while Lauralee was in the 2-year-old room. Lauralee was immediately the “favorite friend”. Kids would follow her around because she was so expressive and out-going. She caught-up academically and knew all her letters and sounds by the time she was 3. Oliver, on the other hand, was making minimal progress. He had little ticks like “twinkle hands” when he was curious, leg tensing and screaming when he was excited, and head shaking when he was bored. He did not learn to sit until he was over 10 months old.

When Oliver was around 12 months old, I contacted birth-to-3 about my concerns. He started receiving OT services right away. Weeks went by and Oliver did not learn to walk. He resisted every idea the therapist had. One night while crying my eyes out, my husband told me about this place called the Wisconsin Early Autism Project. I doubted autism because Oliver was gaining language and had okay eye contact but I went along with the idea just in case…

Two summers ago, I realized Oliver was saying “what?” a lot. Sometimes he would ignore me all together. He had not yet started autism therapy, and I wondered if it was his hearing. On a last ditch effort to prove it was NOT autism but something else, I asked my professor if we could test him. She agreed.

Testing day was a nightmare and an absolute embarrassment. Oliver screamed bloody murder in the sound booth and was ultimately untrainable. We waited six months and got a few frequencies. We waited another couple of months and got a few more frequencies- my professor is amazing! Ultimately, it looked like Oliver DID have a mild hearing loss in one ear (which newborn screenings do not catch). (YESSS!) We confirmed objectively through ABR over the summer. Even though he had a mild loss, my professor made the point that the loss would not affect his language development nor his behavior. The autism diagnosis stuck. (Darn.)

http://handsandvoices.org/deafhardofhearingchildren/autism-or-hearing-difference-tweezing-out-the-differences/


I have finally come to terms with Oliver’s diagnosis. I don’t know why it took me so long. Maybe because there is a stigma about autism or a stigma about children with “poor behavior”. Lauralee made me feel like an amazing mom. Oliver challenges me every step of the way. Looking back, there’s no doubt Oliver has the right diagnosis. And to tell you the truth, he’s a good little boy.

Both autism disorder and hearing disorders are a spectrum. Every case is different. Someone could have the exact same audiogram as Lauralee but be affected more. There is so many intricate connections between the peripheral hearing system and the cortical synapses in the brain where hearing and cognition happen that something could go haywire at any point along the auditory pathway. Some one could have mild autism like Oliver but have a completely different set of abilities or behaviors affecting everyday life. Because of all these factors, it’s hard to truly come up with a set of “symptoms” that separate autism and hearing differences.

Maybe rather than separating the disabilities as two separate entities, maybe hearing loss is a symptom of autism. Autism on a basic level is caused by sensory wiring differences in the brain. There have been several studies showing the autistic auditory pathway is wired differently from the neuro-typical pathway. Perhaps hearing differences, whether peripheral or cortical, are a common symptom of autism. But the social insuffi-ciencies that are commonly associated with autism do not translate to a person with deafness.

People who are deaf but given adequate language access through sign or otherwise, develop socially normal. Yes, a person may have to grab their attention differently but ultimately a deaf person is very socially aware. Autism can make a person seem “deaf” because they lack social cues like eye-contact and quick verbal responses. Neuro-typical people with deafness do not lack these social differences when given the chance to communicate. You can see it clearly in my children, but we are only one example on the entire spectrum.

Summer Celebration - VictoriaIsland Deaf & Hard of Hearing Centre (IDHHC) - Victoria

July 14th, 2018, 12pm-3pmEvent to celebrate communities: deaf, hard of hearing, deafened communities. Families welcomed.

Annual BBQ event and opportunity to socialize with one another.Location: Centennial Park, 7450, 7526 Wallace Dr, Saanichton,

Link: www.idhhc.caContact info: Leslee Scott [email protected]

JUST RELEASED by Gallaudet University Press:

A Bilingual Introduction

Deborah Chen Pichler, Marlon Kuntze, Diane Lillo-Martin, Ronice Müller de Quadros, and Marianne Rossi Stumpf

This video textbook offers an accessible introduction to first, second, and bilingual language acquisition, focusing on sign languages as the primary frame of reference. Signed entirely in American Sign Language with accompanying slides and an optional English voice-over, this video text provides an innovative approach that is accessible to both ASL-dominant and English-dominant users.

Note from: Deborah Chen Pichler: Please let people know that our online video textbook that I mentioned in Vancouver, Sign Language Acquisition by Deaf and Hearing Children: A Bilingual Introduction, is finally being released by Gallaudet University Press. It is in ASL with English voice-over, and covers basic information about how various groups learn ASL: deaf kids, Kodas, hearing adults, interpreters, etc. A sample is available at https://signlanguageacquisition.com/, with ordering information.

http://www.idhhc.ca

mailto:[email protected]


Apple brings Everyone Can Code to schools serving blind and deaf students nationwide

FROM: https://www.apple.com/newsroom/2018/05/apple-brings-everyone-can-code-to-schools-serving-blind-and-deaf-students/ MAY 17, 2018

Tim Cook and Nyle DiMarco react to a robot dance sequence created by a student using Swift Playgrounds.

Apple is teaming up with leading educators for blind and deaf commu-nities across the US to bring accessible coding to their schools. Beginning this fall, schools supporting students with vision, hearing or other assistive needs will start teaching the Everyone Can Code [https://www.apple.com/everyone-can-code/] curricula for Swift [https://www.apple.com/swift/], Apple’s powerful and intuitive programming language.

Apple created the compre-hensive Everyone Can Code curricula so students from kindergarten to college and beyond can learn and write code using Swift. With teacher guides and lessons, students learn the basics on iPad with Swift Playgrounds

[https://www.apple.com/swift/playgrounds/] which lets you use real code to solve puzzles and control characters with just a tap, to App Development with Swift to help aspiring app developers build their first iOS apps.

“Apple’s mission is to make products as accessible as possible,” said Tim Cook, Apple’s CEO. “We created Everyone Can Code because we believe all students deserve an opportunity to learn the language of technology. We hope to bring Everyone Can Code to even more schools around the world serving students with disabilities.”

The schools will tailor lessons using Apple’s groundbreaking accessibility technology, which has changed the lives of millions of people with vision, hearing, physical motor, cognitive or other assistive needs. Apple collabo-rated with engineers, educators, and programmers from various accessibility

Students from the Texas School for the Blind and Visually Impaired take part in a Swift Playgrounds session.

Students can learn to write code using Swift through Apple’s Everyone Can Code curricula.

https://www.apple.com/newsroom/2018/05/apple-brings-everyone-can-code-to-schools-serving-blind-and-deaf-students/

https://www.apple.com/everyone-can-code/

https://www.apple.com/swift/

https://www.apple.com/swift/playgrounds/


communities to make Everyone Can Code as accessible as possible and will work in close coordination with schools to augment the curricula as needed. This will include providing additional tools and resources such as tactile maps to enhance the understanding of coding environments for non-visual learners.

Initial list of participating schools: �California School for the Blind (Fremont, CA) �California School for the Deaf (Fremont, CA) �District 75/Citywide Programs, New York City Department of Education (New York, NY)

�Florida School for the Deaf and the Blind (St. Augustine, FL) �Hadley Institute for the Blind and Visually Impaired (Winnetka, IL) �Perkins School for the Blind (Watertown, MA) �Texas School for the Blind and Visually Impaired (Austin, TX) �Texas School for the Deaf (Austin, TX)

“Our students were tremendously excited at our first Everyone Can Code session earlier this year,” said Bill Daugherty, superintendent at the Texas School for the Blind and Visually Impaired in Austin. “There are more than 10,400 students with visual impairments in Texas, and the devel-opment of this curricula is going to be a big step in opening up coding opportunities for our students and those across the nation.”

Students at the California School for the Deaf in Fremont, California use Skoog connected to iPad during a coding workshop.

California School for the Deaf superintendent Clark Brooke said, “We’re thrilled to kick off the partnership with Apple. This program is a great way to bring to life the ideas and imagination of our Deaf students through coding, while also building a foundation for future careers in software development and technology.”

Julie Tye, president and CEO of the Hadley Institute for the Blind and Visually Impaired added, “As the largest educator within the visually impaired

community, Hadley knows firsthand how important Apple’s technology is in making daily living easier and more enjoyable. Now, partnering with Apple, we are excited to help even more people learn how to code. Whether for fun or future employment, learning the language of technology can offer tremendous opportunity to everyone.”

The Everyone Can Code curricula is compatible with VoiceOver, the most advanced screen-reading technology for people who are blind or low vision. VoiceOver is a gesture-based screen reader that describes nearly everything happening on your screen and is the most popular screen-reading technology of any mobile technology platform1. With VoiceOver integration, Swift Playgrounds can take students step-by-step through learning Swift, all without needing to see the screen.

Accessibility features for people who are deaf or hard of hearing include FaceTime for capturing every gesture and facial expression, Type to Siri, closed captions, LED Flash for Alerts, Mono Audio and Made for iPhone hearing aids.

iPad and Everyone Can Code can also be used by students with physical motor limitations through Apple’s built in Switch Control, which enables switches, joysticks and other adaptive devices to control what is on your screen.

Students can learn to write code using Swift through Apple’s Everyone Can Code curricula.

iOS makes it easy to access features like VoiceOver and Switch Control by triple-clicking the Home button or side button on iPhone X.

Students from Texas School for the Blind and Visually Impaired use code they wrote through Swift Playgrounds to pilot Parrot drones.

Hello! I am a sign language linguist at Gallaudet University studying how hearing people learn ASL as a second language, especially in the family context. I am currently interviewing hearing parents with deaf children or ASL instructors who work with these families. Interviews are informal, can be by phone or video conference, and focus on your personal experiences.

Each participating family or ASL instructor will receive a US$20 amazon.com gift card after the interview as a small thank you for your time. If you are interested or would like to ask more about this project, please contact me at:

[email protected]

I look forward to hearing from you!

http://amazon.com



A first of its kind program in Ontario will help police officers and deaf people communicateFrom: https://www.cbc.ca/amp/1.4670434?cmp=rss&__twitter_impression=true

May 22, 2018

The Ontario Association of the Deaf (OAD) has partnered with the Ontario Police Service to provide members of the deaf community with visor cards, a guide that makes communicating with police more accessible. (CBC)

Let's say you're deaf or mute and you're pulled over by a police officer. How do you quickly communicate that you may have different needs than another person?

A new program aimed at mending the communication gap between officers and members of the deaf, mute and hard of hearing communities is working to ensure that kind of vital information isn't lost in translation.

The Ontario Association of the Deaf (OAD) has partnered with the Ontario Police Service to provide members of the community with visor cards, a quick-reference guide that aids officers in accom-modating deaf individuals.

A visor card indicates that a person is deaf or hard of hearing. It also includes images of what a police officer might say or need from a deaf person, and guides alternative methods of communicating like writing, lip-reading, or texting.

According to American Sign Language (ASL) employment specialist David Hamen, the visor program is a necessary and long overdue tool.

Accessibility is key

"In this day and age, deaf people have an invisible disability," expressed Hamen, who communicated with CBC Toronto via a sign language inter-preter.

In the case that a deaf individual is pulled over by a police officer, the visor card should allow the driver to identify that they have a hearing disability and encourage an efficient flow of communication, he said.

"Many deaf individuals or deaf and hard of hearing individuals are anxious with police when they are pulled over because

of the communication issue," - David Hamen

"Many deaf individuals or deaf and hard of hearing individuals are anxious with police when they are pulled over because of the communication issue," Hamen said.

It is for that reason that Hamen believes a program that raises awareness between police officers and members of the deaf, mute and the hearing impaired community is vital.

"An individual who is not disabled and sees a person with a wheelchair can identify right away that person has a disability," he said, "whereas deaf individuals don't have that visibility".

"A program like this that can really help officers communicate more with deaf individuals and improve their understanding of the experiences of deaf individuals," Hamen added.

OPP first police service to endorse visor cards

Ontario Provincial Police Sgt. Kerry Schmidt says his police service is the first in Ontario to endorse visor cards for individuals who are deaf, and is happy to be on board.

"These cards have been produced and created by the OAD, and we are happy to be a part of that project to allow a more consistent and fluid communi-cation between members of the deaf and members of the police," said Schmidt.

"There's awareness now too, the police service knows as well that these cards are available and that they are out there."

This relationship between the deaf community and police is necessary to avoid situations that can turn dangerous, says Hamen.

"If a cop is to stop a deaf individual, the deaf individual might not know either in the car or in the street … that the police said, 'Freeze, put your hands up' and the deaf individual has not heard. Guns have been pulled on deaf individuals and deaths have been associated with this. It is so sad and so unfortunate," Hamen said.

"I am hoping this will set an example for a safe way to communicate with deaf people and the idea will spread."

The OAD will distribute the visor cards to deaf individuals who also have an Ontario Driver's Licence during their two-day Mayfest festival beginning on May 11 at the Mattamy Athletic Centre in downtown Toronto.

Speechreading Instructor Training will be offered Aug 30 - Sept 3, 2018 in ChilliwackThere is room for more potential instructors for this training class. If you have taken speechreading classes, have experience with audiology/speech pathology or Deaf education, you might be well qualified to take this 5-day Speechreading Instructor training to teach Let’s Talk (LT).

This program was developed by experienced hard of hearing speechreading instructors throughout Canada through the Canadian Hard of Hearing Association (CHHA). There is a growing demand for speech reading training among adults and seniors experiencing hearing loss.

Leslee Scott is CHHA’s Western Instructor to provide instructional training for this program. If you are interested and available to take this training on Aug 30-Sept 3, 2019, please contact Leslee at [email protected]

https://www.cbc.ca/amp/1.4670434?cmp=rss&__twitter_impression=true



7 Great Children's Books About Deafness From: http://blog.ai-media.tv/blog/7-childrens-books-about-deafness

Books with deaf or hard-of-hearing characters are a great way to expose children to diversity through literature. Here's a list of 7 of our favorite children's books which show the world of Deaf culture and what it means to have a Deaf identity.

A Place for Grace A Place for Grace is about a small dog named Grace, who finds out she's too small to become a seeing-eye dog. Grace then meets Charlie, who is deaf. After seeing Grace save a boy from getting hit by a car, Charlie believes Grace would make a great hearing dog for people who are deaf. So Charlie decides to help Grace become his own hearing dog.

River of Hands: Deaf Heritage Stories River of Hands contains four stories written by young Deaf authors and Deaf illustrators through a project by the Canadian Cultural Society of the Deaf. The four stories "A Fishy Story", "ZZZZZZ", "BUT" and "Unlucky Charm" introduce Deaf characters in a fun way. The book includes instructions on some American Sign Language (ASL) signs, quirky illustrations, and information about Deaf culture.

Shay and Ivy: Beyond the Kingdom Shay and Ivy: Beyond the Kingdom is written by Sheena McFeely, the creator of ASL Nook. The book is based off McFeely's daughters Shaylee and Ivy. The story follows the characters Shay and Ivy as they dream about being princesses at an imaginary ball. But Shay starts to think about possibilities outside of their imaginary kingdom. Shay and Ivy begin imagining themselves as fearless pilots, scientists, and astronauts. The book includes illustrations of the characters signing to each other, and sends a lovely message about the importance of being yourself.


Dina the Deaf Dinosaur This book tells the story of a dinosaur named Dina, who is deaf. Dina decides to run away from home because her parents won't let her learn sign language. After running away Dina, befriends an Owl named Otto, a Mole named Moliere, and a Chipmunk named Camilla. Dina the Deaf Dinosaur draws on feelings that the author, Carole Addabbo, experienced as a child. Addabbo has been deaf since birth and is a sign language teacher.

A Birthday for Ben A Birthday for Ben, written by Kate Gaynor and illustrated by Karen Quirke, introduces deafness to young readers. Ben is turning 7 and doesn't want to have a birthday party, but when his friends surprise him, he realises how easy it can be for everyone to join in. The story shows difficulties that a child who is deaf may face and how it is important to include everyone in games and activities.

Hands & Hearts This story follows a mother and daughter as they spend a day at the beach. The mother and daughter swim, dance, build sandcastles and communicate through American Sign Language. The book teaches the reader how to learn 15 ASL signs and includes instructional sidebars on how to learn the sign. The book is also beautifully illustrated, and shows the special bond between a mother and child.

Dad and Me in the Morning Dad and Me in the Morning is a story about a young boy and his father that wake early one morning to watch the sunrise on the beach. The young boy wakes up to his flashing visual alarm clock, puts on his hearing aids and goes to wake his father. The two communicate through signing, lipreading and squeezing each other's hands. The book has beautiful watercolour illustrations and a great little story about the relationship between a father and son.


BC BASKETBALL CAMP

PLAY RIGHT, PLAY HARD, USE YOUR HANDS

AUGUST 20-22 2018

BOYS AND GIRLS ALL SKILL LEVELS WELCOME

AGES 8-18 YEARS OLD

HOSTED BY COACH DEVIN AIKIN

9:30 AM-2:30 PM Burnaby South Secondary

5455 Rumble Street, Burnaby, BC To Register: email [email protected]

For Deaf and Hard of Hearing

$40 includes nutritious lunch and t-shirt

Interpreter Provided for full camp

For more information - [email protected]

Registration Deadline: August 2, 2018

FORREST'S 6TH ANNUAL KICKBALL

SUNDAY | SEPTEMBER 9TH | 830AM TO 6PM

• ANYONE CAN PLAY! • $300 PER TEAM • 10-12 PLAYERS • 3 GAMES GUARANTEED • 2 FEMALE PLAYERS MINIMUM ON FIELD

• T-SHIRTS PROVIDED • NEW RULE: BUNT ALLOWED

For info and to register contact: Forrest Smith [email protected]

Sunnyside Park, South Surrey


CBC RADIO interview with Jim Roots, Executive Director of Canadian Association of the Deaf

From: CBC RADIO, June 1, 2018 http://www.cbc.ca/radio/thesundayedition/integrating-deaf-canadians-into-the-workplace-is-easier-than-employers-realize-says-advocate-1.4687689

Integrating deaf Canadians into the workplace is easier than employers realize, says advocate

The unemployment rate for deaf Canadians is 40%, because most employers have trouble imagining how a deaf person would function on the job. Jim Roots, Executive Director of the Canadian Association of the Deaf, says modern technology has removed barriers to workplace communication.

This is a transcript of our interview with Jim Roots, Executive Director of the Canadian Association of the Deaf, an advocacy group of and for people who cannot hear. He spoke with Michael Enright from the CBC studios in Ottawa, with the assistance of Roxanne Whiting, an American Sign Language interpreter.

For the past few years, the national unemployment rate in Canada has been hovering at around six or seven per cent. But for one segment of the population, deaf Canadians, it is 40 per cent, and it has been at that level for several decades. Four out of every ten Canadians who cannot hear want to work, but no one will hire them. The vast majority of deaf people who are working have short term contracts or are self-employed.

The ability to communicate is central to workplaces, sometimes with a client or a customer, sometimes at formal meetings and often between colleagues. Most people in a hiring position cannot imagine how a deaf person would manage.

Jim Roots believes there is no practical reason to reject job candidates because they are deaf. He says employers deny them the opportunity to work because of their own ignorance and wrong assumptions.

Michael Enright: Now Jim, you told a parliamentary committee that employers are more comfortable hiring people with just about any other kind of disability other than deafness. Why is that?

Jim Roots: That's right. Because most employers assume that there will be problems communicating with their deaf employees. They can't imagine how communication can occur or happen. So I think there's a bit of nervousness as well with the risks involved for lack of communication.

For example, if there's an emergency in the workplace, such as a fire, they are not sure how they would communicate that to their employee. That's one small example of the greater problem.

ME: You've described the greater problem as a crisis in unemployment for deaf people.

JR: It's a perpetual ongoing crisis. Yes that's how I would categorize it.

ME: How do you respond to people who just can't comprehend how a deaf person would integrate in their workplace? What do you know that they don't, the rest of us don't?

JR: Well, if we look back 30, even 35 or 40 years ago, there were significant communication barriers at that time. It was very difficult to overcome those barriers. But with the advancement of technology, it's an even playing field now. To give you some examples, in the past where a deaf person couldn't pick up the phone and communicate with their employer or co-workers or what have you. That was a prerequisite at that time in a white collar job, for example the ability to communicate over the phone. But with technology now, you don't need that. You can text. You can e-mail. And if a phone is required there's now a video relay service and that increases efficiency and the ability to communicate over the telephone for deaf Canadians. So those types of barriers should not be present today, but a lot of employers don't realize that.

ME: As I said in the intro, you've said that a lot of this is caused by the ignorance of employers and the people in the hearing community. How do we, the people in the hearing community, view the deaf?

JR: Well, often they think that deaf people don't have language or that sign language is a monkey-gestural type of language and it's not a valid language, and so therefore they can't communicate. Often the first question I get asked is, 'Can you lip read?' And it's a myth and a fallacy that most deaf people know how to lip read. Most deaf people don't. There's many other ways to communicate. So that's one example.

ME: You also said at one point that people in the hearing community tend to patronize the deaf.

JR: That's right. Patronization is really stemming from attitudinal views. You know, those poor deaf people, don't worry about what's happening right now. I will make that decision for you. I will help you. From a person who is born deaf, for example, the hearing adults in that child's world will make decisions on behalf of that child, whether they get a hearing aid or a cochlear implant, if they'll learn sign language, if they'll go to a school for the deaf or if they'll be mainstreamed. The deaf child doesn't make that decision at that point, it's the hearing adults. And most hearing people pity deaf people. They consider us a disabled group, and they think we can't do things indepen-dently because we cannot hear; but that's where they're wrong. We can do those things for ourselves.


ME: Is that what you mean when you talk about the medicalization of deafness?

JR: Yeah, I guess what that means is viewing the deaf person as something that needs to be fixed. Deafness needs to be eradicated or removed, the view of deafness being an illness and trying to make it better. And so trying to find a cure, if you will. In society, in terms of interpreting deafness, you respect the person as being deaf and then find alternative means to communicate with that person because a deaf person isn't sick. You can't actually catch deafness it's not contagious.

ME: Do you consider deafness a disability, a physical disability?

JR: It depends on who you ask. If you ask somebody within the deaf community, they would say, 'No, I'm a linguistically cultural minority. That's how I would view myself.' If you're not within the deaf community then you do view deafness as a disability.

ME: When hiring a deaf person, would the employer also have to hire an ASL interpreter, like Roxanne?

JR: Not necessarily. A deaf applicant should identify themselves requiring an interpreter for the interview, for example, to be considered for the position. But in the past deaf people might not self-identify as being deaf at that point. But now, I think most deaf people are very proud of their identity, their cultural identity of being a deaf person. So they would make that request for an interpreter or other accommodation that they would need for the interview, and going forward in the workplace. Being deaf to them is just like someone saying, 'I have blonde hair.' You know, it's just, it's who they are.

ME: Are there advantages to hiring someone who is deaf or do employers usually say it's too much trouble?

JR: I think a lot of times employers don't take that next step, to figure out what the advantages might be. They just assume it'll be too much trouble. Sometimes when they look over the resume and they see that that the applicant went to a school for the deaf, they volunteered with deaf organi-zations, maybe they worked in a deaf service agency, they think, 'You don't have any real world experience outside of the deaf community.' And so they don't even consider their resume or the experience that they bring to the table.

ME: Are there particular lines of work or occupations, jobs, in which the deaf excel?

JR: Currently, this generation of deaf youth are quite skilled in gaming, video gaming developing CGIs and that realm of technology, because deaf people are very visual. We're seeing a lot of deaf people excel in that area of technology.

ME: Your organization, Jim, estimates that about 65 per cent of the deaf may be functionally illiterate. That must be a problem as far as employment is concerned.

JR: Well, not necessarily. If you pay attention to Twitter, you'll know that two thirds of the hearing population are also functionally illiterate.

ME: (LAUGHING) That's a good point!

JR: But really, the deaf person's literacy skills haven't improved too much from that last statistic, but I think that they're sort of on a more even playing field now. I think, in general, the hearing population's literacy levels have dropped. I'm in the top one per cent being at a skill level of literacy, and I've tried to read some comments on your website, at cbc.ca, and sometimes I'm having difficulty understanding what people are saying and commenting because the English is so poorly written. And then later, I'll read some texts between myself and some other deaf individuals and their level of English is exactly what I've just read from comments online.

ME: In terms of education, what are the barriers for people finishing high school or going on to university? I was reading one statistic that your organization put out: in the entire country there are only three or four deaf university professors.

JR: That's right. It's very difficult today for deaf students to enter univer-sities or colleges primarily for financial reasons. If they don't have money they can't go to university. They'll try to apply for scholarships. If their high school achievement wasn't satisfactory, then they don't get the scholarship, therefore they can't pursue their education.

ME: When a deaf person is applying for a job, do they reveal their deafness on the application form or later? And if they do, what are the chances of being interviewed?

JR: Really, it varies. It's a decision that deaf people struggle with when they're applying. Sometimes they include it in the cover letter. Sometimes they wait until they're asked for an interview, and then they make a request for an interpreter at that point. Sometimes they feel that the employer might perceive them as not being honest because they haven't self-identified right from the beginning, so that creates another level of issue. So there's no hard or fast rule for a deaf person. They just use their intuition for each situation.

ME: At one point, I think Jim, you said that the only place deaf people can find jobs is within their own community, that the outside community won't hire them. What kind of jobs are we talking about here? Where are they working? Who's doing the hiring?

JR: Most are working for deaf service agencies, deaf institutions, deaf associ-ations. A few of them may work for organizations that service people with other types of disabilities. Many of them teach sign language.

They're not wealthy by any means in these types of positions. One third of deaf Canadians earn less than fifteen thousand dollars a year, so it's quite small.


ME: There's another statistic – I mean, that one is frightening enough – but apparently there is 0.1 per cent of the federal civil service are deaf people and most of them are temporary and most of them are in menial positions: maintenance and janitorial work and that kind of thing.

JR: That's right. The federal government should be ashamed of themselves. They've fallen short here. Within the federal government, if you want a good job you need to be bilingual, English and French. That's common knowledge. If you've grown up deaf, you've struggled to pick up written language in English or French, depending on where you were born. You may become fluent in ASL American Sign Language and LSQ, the Langue des signes du Québec, the French Sign Language equivalent in Quebec. But the federal government doesn't recognize ASL or LSQ as being languages…and being recognized as fluency. So that's another barrier for people entering the civil service with the federal government.

ME: Tell me, Jim, about what was called the National Deaf Jobs Strategy. What was that all about?

JR: That was back in 1998 through to 2003. It was a five-year project. There were a few different programs that we had running at that time. It was to create jobs, find jobs, and create additional opportunities for deaf people across the country. For example, in one of the programs we trained people to become video producers, videographers. In other program, we had people trained to become resource development officers. There was a series of targeted jobs, if you will, and I believe that we had a total of four or five programs.

We received funding from the federal government. We had monies from the Opportunity Fund and that was dedicated for one program. Then we had social development partnerships programs funding to fund something else, and so on and so forth.

ME: It sounds it sounds like it was quite successful in its own way. Why wasn't it renewed?

JR: It was successful. At the time, I guess what happened was Stephen Harper became prime minister. And what happened once he took office is that all the funding that was available for national projects was taken off the table, except for one, the Opportunities Fund that I mentioned earlier. There was a national call for proposals at the time, and that was suspended. It was put on hold. And throughout all of his years as prime minister in office, there was no opportunity to apply for that funding, and that was one of the biggest reasons.

Another reason is that I think maybe we were an embarrassment to the government because we said, 'If you give us the money, we'll create a hundred new jobs for people who are deaf in this country.' And the federal government didn't have any funds directed to creating jobs for deaf people themselves. They hadn't hired any deaf people in the federal government, and their employment rate in terms of hiring people from the deaf community was zero. And ours was at one hundred.

ME: I guess the idea was that it made more sense to kill programs for the deaf so that we could buy another helicopter or two.

JR: (LAUGHING) Well I guess, if you put it that way!

ME: We've talked about how government can get involved in all this. What about the private sector? What about private employers? What is their responsibility?

JR: Well, we do have the Employment Equity Act and I don't think it's been very successful at all. It doesn't have any enforcement behind it, any teeth, if you will, to enforce it.

ME: What is it supposed to do?

JR: It's from the 1980s. It was supposed to encourage contractors within the federal government, to encourage them to hire more people with disabil-ities, not only people with disabilities, but women, visible minorities, what we called back then, Indigenous groups and – I'm not sure what the appro-priate term is now, is it racialized minorities? But at the time that program was put in place to address the gaps within those communities and there was funding available with targets to hire a certain number of people within those groups.

ME: Are you having conversations now with the current government? There's an election coming along in about 16 months. Do you have any leverage to get the government to improve the employment situation for the deaf?

JR: We're very, very hopeful that the federal accessibility legislation will get the ball rolling again in our favour. We hope that that might be introduced in parliament later in June, and if it does get tabled in parliament it would become effective in 2019 and we're very, very hopeful. We have very high hopes for that legislation. But coming back to the point: any legislation, any programs, any policy has to have enforcement. And we've advised the federal government while they are drafting this legislation that there must be strong enforcement that's part of this policy. It has to be external monitoring and run by people who themselves have disabilities.

ME: I understand that one of your recommendations, Jim, is that the federal government adopt American Sign Language or ASL as an official language along with French and English. Why would you want that, and how would it work?

JR: That's right. Because currently there's no enforcement, as I mentioned, for language. Section 15 in the Charter of Rights is very weak. So, if American Sign Language and LSQ were both recognized as official languages in Canada, then we'd have some protection for our language rights.

ME: Let me ask you, Jim, before any of these policies can be enacted or enforced and before governments can come on side, doesn't there have to be a change in attitudes in the hearing community, in the way that we look upon the deaf or think about the deaf? One quote that you made jumped out at me: you said that deafness is only a horrible calamity if hearing people make it so.

JR: Exactly.

ME: How do you change attitudes then?

JR: Well, if we look to the U.S.: before the Americans with Disabilities Act was enacted, deaf people were in the same sort of position we are here today. They weren't looked at very favourably and not given lots of opportu-nities. After the ADA was passed, people started to realize, okay we have an


obligation here. We have to respect what's coming from the deaf community. They have their own language. We have to respect that it's a language in its own right. We've got to try and merge this community with everyday society. The result of that? One example is captioning. Prior to the ADA, it was a fight to get captioning added to television programming. There was no captioning. Deaf people couldn't watch the news or watch movies. After the ADA was put in place, captioning started being included in VHS tapes and television programming, and there was a budget set aside for it, specifically.

Then over time, that really changed a lot of the attitudes towards deaf people in the United States. So that's just one example, and I suspect the same thing would happen here in Canada. Once people realize that we have to accommodate and incorporate and include deaf people within our everyday society, over time attitudes will change once they see what deaf people can bring to the table. But first those language rights have to be recognized, and that we're included.

ME: Is there a final thought or some kind of message from you to people who might never consider hiring a deaf person. What should that person know?

JR: That deaf people are just like just like you. The only difference is how we communicate and even how we communicate now is changing. We have text, we have emails, we have video relay service. We're able to communicate just like anybody else. We're all part of the same community. You know we're all part of the world. We're all part of it. The only difference is how we commu-nicate.

If you think about communicating with a deaf person one-on-one on the job, you'll find that once you provide that accommodation – and not only for the

deaf person, there's other people within your workplace right now that have communication challenges or preferences – and providing accommodation to the deaf person might highlight and might improve communication for everybody in your workplace.

ME: That's a good point. Jim, thank you.

JR: I just wanted to add that one movie, it was called A Quiet Place: hearing people went in to watch this movie about a deaf girl. It's a very recent production and they were communicating in sign language.

ME: Right. That's right. It was a horror film.

JR: Yes that's right it was. But signing would make them safe. And so everybody benefited.

ME: Yeah. Good point.

JR: And when people were leaving the theater, people were saying, 'You know what? I never thought about that. You know sign language is really cool! I never thought about sign language in that way.' Sign language benefits everyone and in many, many ways.

ME: That's terrific. Jim, thank you very much for joining us this morning. It's an important topic and it's nice to meet you on the radio.

DEAFBLIND INTERVENOR EDUCATION ASSISTANT

Continuing

The Maple Ridge - Pitt Meadows School District (SD42) is looking for a qualified Education Assistant with Deafblind Intervention Certification to work at Kanaka Creek Elementary school effective September 1, 2018. This position involves working with a student who has dual sensory loss (hearing and vision) resulting in significant difficulties in orientation, mobility, and accessing environmental information.

QUALIFICATIONS:

• Successful completion of Grade 12 plus the Special Education Teaching Assistant program or equivalent plus successful experience working with individuals with special needs

• Successful completion of the Deafblind Intervenor Training Program through the Provincial Outreach Program for Students with Deafblindness• Be adept at managing amplification equipment and have proficiency in ASL with the ability to adjust to the signing, educational and communication levels of the student• Skills will be used regarding personal care and lifting

Rate of pay: $27.97 per hour + 4% premium to the hourly wage

*Please note that Kanaka Creek Elementary works on a Balanced Calendar

Interested applicants may apply by email to [email protected] or submit their package in person, by fax or mail to the District Education office noted below ATTN: HUMAN RESOURCES DEPT.

Complete Packages should include:

*District Application form at http://www.sd42.ca/assets/media/merged-application-form-revised-MARCH-2018.pdf*Cover Letter, Resume with all required supporting documentationFor more information about our School District please visit: http://www.sd42.ca/our-district/


http://www.sd42.ca/assets/media/merged-application-form-revised-MARCH-2018.pdf

http://www.sd42.ca/our-district/


Family and Community Services Provincial Deaf and Hard of Hearing Services (PDHHS) For families who have school-aged deaf, hard of hearing and deafblind children

Provincial Deaf and Hard of Hearing Services

P 604 775 4008 E [email protected]

www.gov.bc.ca/deafandhardofhearing

LEADERSHIP WEEK!

DEAFHOOD Diversity Friendship Advocacy

Inclusion Team building IDENTITY

FUN GAMES Self-Reflection

CULTURE

MORE!

This week is in collaboration with Deaf Youth Today

Are you a youth between the ages of 15-24? Are you Deaf or Hard of Hearing? Are you ready to apply for work? Are you ready to learn different skills in working with people? Are you ready to be a leader? Are you ready for some fun?! Come to our leadership week!

We will have workshops and fun activities for you to learn different skills for the future and meet other youths.

Location: Provincial Deaf and Hard of Hearing Services 4334 Victory Street, Burnaby BC (House #2 Boardroom)

Dates: Sunday, June 24 from 4 PM-7:30 PM (BBQ dinner provided!) Monday, June 25, Wednesday June 27 from 10 AM-5 PM *Bring your own bag lunch*

RSVP: Confirm your attendance by emailing us at [email protected] Registration deadline: June 15, 2018

Who: For Deaf, Hard of Hearing Youths from ages 15-24

**Interpreters will be provided for those who prefer listening and speaking**


Supportinggreaterinclusionforpeoplewithdisabilities From:https://news.gov.bc.ca/releases/2018SDPR0042-001057Tuesday,May29,2018TwoprogramsthathelppeoplewithdisabilitiesconnectwithservicesandsupportsintheircommunitieswillbeexpandingthroughnewfundingfromtheProvince.“Weknowhowimportantitisforpeoplewithdisabilitiestobeconnectedtotheservicesandresourcestheyneed,”saidShaneSimpson,MinisterofSocialDevelopmentandPovertyReduction.“Thisfundingwillhelptheseorganizationsreachmorepeople,andcreatepositivechangesforpeoplelivingwithadisabilityandtheirfamilies.”BritishColumbiaAboriginalNetworkonDisabilitySociety(BCANDS),Canada’sfirstandonlystand-aloneorganizationservingIndigenouspeopleswithdisabilities,isreceiving$180,000toexpanditsnavigationsupportsforIndigenouspeopleswithdisabilities.“Thisnewfundingwillassistthesocietytoexpandoururbandisabilitycase-managementservices,enablingustoreachmoreindividualsandfamiliesinrelationtoaddressingtheirdisabilityrelatedneedsandpriorities,”saidNeilBelanger,executivedirectorofBCANDS.“Thisincludeshousing,accessingdisabilityandhealth-relatedservices,employment,disability-relatedequipmentandtechnology.”InclusionBCisreceiving$270,000tohirecommunityinclusionadvocates,toadvocateforyouthwithdevelopmentaldisabilitiesandtheirfamilies.“Weallplayavitalpartinsupportingandempoweringpeopletolivegoodlivesintheircommunities,”saidFaithBodnar,executivedirectorofInclusionBC.“ThisfundingwillhelpusensureInclusionBCisworkingproactively,andthatoursupportsystemsareempoweredtorespondtotheneedsandhopesofthoseweserve.”AsthefirstAccessAbilityWeekinB.C.isbeingcelebratedMay27throughJune2,2018,theprovincialgovernmentisrecognizingdisabilityorganizations,likeBCANDSandInclusionBC,andtheindividualswithdisabilitiesandtheirfamilies,whoworktoreducebarrierstogiveBritishColumbiansofallabilitiesabetterchancetosucceed.


Check out what’s in store…

Main Surrey Centre 15220 – 92nd Ave., Surrey, BC, V3R 2T8

PH: 604-584-2827 / FAX: 604-584-2800 / Toll Free: 1-877-584-2827

Email: [email protected]

Vancouver Satellite Centre

#262 – 3665 Kingsway, Vancouver, BC, V5R 5W2

PH: 604-428-7949 / FAX: 604-428-7950


Victoria Satellite Centre

#320 – 702 Fort Street, Victoria, BC, V8W 1H2

PH: 778-265-8909 / FAX: 778-265-8908


WHEN: Monday, June 25th, 9:30 – 11:30am WHO: Everyone! Bring along grandparents and siblings to the park! WHERE: Fleetwood Park, 80th Avenue between 156th & 160th, Surrey WHAT TO BRING: A snack to share with the group, blanket to sit on, hats & sunscreen, swimsuits & towels if you wish to use the water park. **Please request if you require an interpreter.

Please RSVP by Wednesday, June 20th so we know who to watch out for. Email [email protected] or call 604-584-2827.

(If it is raining, we will meet at the Surrey Centre instead.)

WHEN: Thursday, July 12th, 10:00am – 12:00pm WHO: Everyone! Bring along grandparents and siblings! WHERE: New Brighton Park, 93 New Brighton Road, Vancouver. Look for the blue & yellow balloons! WHAT TO BRING: Snacks/lunch, water to drink, blanket to sit on, hats & sunscreen. Bring swimsuits & towels if you wish to use the pool after the get-together. **An ASL interpreter will be present at this event.

Please RSVP by Friday, July 7th so we know who to watch out for. Email [email protected] or call 604-584-2827.

(If it is raining, we will meet at the Vancouver Centre instead.)

9:30am to 1:00pm daily at BC Family Hearing Resource Centre

Come for one, two or all three days!

THURSDAY

One Man Circus

FRIDAY

Info Fair

Entertainers Dilly & Bubble Gum

SATURDAY

Children’s Musician Will Stroet

Three days of fun with children who are deaf and hard-of-hearing and their families!

Parent participation is required. Lunches & snacks are provided. Event is rain or shine!

All three days will be held at our Surrey Centre: 15220 92nd Avenue, Surrey.

PRE-REGISTRATION IS REQUIRED (this is not a drop-in program). Registration deadline: July 20th.

Online registration at https://goo.gl/38BDjm

ASL Interpreters will be on-site for all 3 days.


Siblings of Children with Hearing LossFrom: http://www.raisingandeducatingdeafchildren.org/2017/10/16/siblings-of-children-with-hearing-loss/

The issue

While much attention is given to many aspects of the development of deaf and hard-of-hearing (DHH) children, little has been given to their siblings. Siblings of children who are DHH develop within the context of the entire family and so they may be impacted by the needs of their DHH sibling and way their family and environment respond to a DHH child. While there is a tendency to view having a sibling with any kind of special needs (including being DHH) as a risk factor, it should not be assumed that the impact on the typically developing sibling is negative.

What we know

There is limited research concerning sibling of DHH children, although these is more concerning the siblings of children with range of special needs, including children who have disabilities or are chronically ill.

Positive outcomes: Siblings of children with special needs can be more caring and compassionate, more sensitive to the needs of others, show greater independence, and be more mature for their age that their peers. For those with DHH siblings who sign, we know exposure to a second language can offer cognitive benefits.

Negative outcomes: Some studies have reported children feeling burdened by their siblings with special needs, are resentful of them and the attention they receive, worry about their sibling, and have increased feelings of self-doubt. Siblings also tend to be aware that they get less attention from their parents, are concerned about the impact that having a child with special needs has on their parents, and often take on more parent-like role toward their sibling. Such children may also be more worried about the future of their siblings with special needs and negative reactions from people towards their sibling may causing annoyance, distress and/or anxiety. Difficulties such as these may stress family relationships and an increased risk of inter-nalizing and externalizing behaviors.

Variable outcomes: Studies have reported different results with regard to siblings’ psychosocial adjustment, prosocial behavior, social competence, self-perception, self-esteem, and self-worth. School performance has also been seen to be variably impacted with some studies reporting similar academic performance to peers, while others found younger siblings were more likely to receive special education services and have more academic difficulties compared to older siblings.

Family dynamics: DHH children and their siblings develop within complex family relationships. Factors that have been associated with differences in relationships between siblings with and without special needs include birth order, number of children, age of children, age difference between children, and family cohesion. A range of parenting styles have been shown to differ-entially impact on DHH children and their siblings. Authoritarian mothers (demanding, not responsive, expecting obedience) were more verbally and physically hostile to their hearing children compared to their DHH children, while authoritative mothers (demanding but highly responsive, warm, supportive) tended to treat all their children more similarly, regardless of their hearing status.

What we don’t know

There is much we don’t know about the siblings of DHH children. While it is clear that hearing siblings of DHH children may be at risk, it is not clear in which circumstances they are at greater or less risk of having negative developmental outcomes across a range of domains, including psycholog-ically, socially, emotionally, and academically. Therefore, there is no clear pathway for professionals working with DHH children to reliably screen or identify siblings who may be at risk for negative outcomes. Further, there are no evidence-based interventions to support siblings of DHH children, although interventions do exist for siblings of children with other complex needs, such as chronic illness or developmental disability. Another unknown is the longevity of these differences in sibling relationships and outcomes, as research has so far only been conducted with children, not young adults.

Implications

Family-centred practices need to consider the whole family, including siblings. Siblings (especially those who attend the same school) can have additional insights that are not known by parents. Professionals should keep in mind the importance of siblings as both part of the family fabric and as individuals in their own right. Siblings have unique roles within their families and their needs and perspectives deserve attention, not only for as a means for working towards successful outcomes for the DHH child. Siblings of DHH children are vulnerable to negative outcomes in some circumstances; therefore, professionals must understand the range of emotions and experi-ences which siblings may feel, be alert to the impact this may have on their development and outcomes and be ready to address these issues when they are identified.

Posted on Oct. 10, 2017 by Kathryn Crowe Center for Education Research Partnerships, Rochester Institute of Technology and

School of Teacher Education, Charles Sturt University, Australia

[email protected] [email protected] [email protected]

Further reading

Antonopoulou, K., Hadjikakou, K., Stampoltzis, A., & Nicolaou, N. (2012). Parenting styles of mothers with deaf or hard-of-hearing children and hearing siblings. Journal of Deaf Studies and Deaf Education, 17, 306-318.

Lobato, D. J., & Kao, B. T. (2005). Brief report: Family-based group inter-vention for young siblings of children with chronic illness and devel-opmental disability. Journal of Pediatric Psychology, 30, 678-682.

Marschark, M. (2018). Raising and educating a deaf child (3rd ed.). New York, NY: Oxford University Press.

Vermaes, I. P. R., van Susante, A. M. J., & van Bakel, H. J. A. (2012). Psycho-logical functioning of siblings in families of children with chronic health condi-tions: A meta-analysis. Journal of Pediatric Psychology, 37, 166-184.

Woolfe, T., Want, S. C., & Siegal, M. (2003). Siblings and theory of mind in deaf native signing children. Journal of Deaf Studies and Deaf Education, 8, 340-347.

http://www.raisingandeducatingdeafchildren.org/2017/10/16/siblings-of-children-with-hearing-loss/


Seeking Compassionate Fluent Signers to join our team in Duncan, Vancouver Island, BC in the Fall of 2018

WethinkthisjobthatcomeswithahouseinDuncan,BCisaperfectjobforaDeaforHearingfluentsignerwhoisplanningtoretiretoVancouverIslandormovehereforanyreason.Wewanttoreachsigningsupportworkers,visuallanguageinterpretersorretiredinterpreters,teachersorretiredteachersoftheDeaf,oracompassionateDeafpersonorhearing-can-signpersonwhohaslearnedtosignfromtheirDeafparentorDeafsibling.WeareateamdedicatedtosupportingaDeafindividualtoliveagoodlifeathomeandinthecommunity.Wehaveopeningscomingupforoneortwofluentsignerswhoshareourvaluesofcaringrelationships,compassionatecommunication,supportedinter-dependence,mutualrespect,sharedlaughterandequality.DuncanisavibrantruralcommunityhalfwaybetweenNanaimoandVictoria.Wemayhireonepersonforbothpositions(30hoursperweek)orwemayhiretwodifferentpeople(15hoursperweekeach).Toapply,emailustotellusaboutyourselfandhowyoumightbeagoodmatchforourteam.Email:[email protected],resumeandlistofreferences.Position1.SigningGoodNeighbour(Live-InSupportWorker)Youandyourfamilywillliveintheupperhalfofatwo-storyduplexinexchangeforyouproviding1hourofdirectsupportperdayplusbeinghomeatnight(15hourstotal).ThepreferreddateforyoutomoveintoyournewhomeissometimeafterAugust1,2018andsometimebeforeMarch12019-ourcurrentsigninggoodneighbourisbeingveryflexiblesothatwecanfindjusttherightperson.Thedutiesare:• supporttheindividual(wholivesintheground-floorsuite)bystoppingbyforaneighbourlycheck-ineachmorningandevening,

andbyoccasionallyhelpingtheindividualtomanageanxiety,stayorganizedandsolveproblems(7hoursofdirectsupportperweek)

• toprovidesafetyandsecurity,youarepaid7on-callhoursperweekandyouagreetobehomeatnight(ortoarrangeforanothermemberoftheteamtostayovernightinyourhomewhenyouareaway)

• tocommunicatewithteammembersthroughemails,phonecallsandoccasionalmeetings(lessthan1hourperweek)

Inthisrent-exchangearrangement,youarepaidasalaryof$1100permonth(equivalentto$17.00perhourfor64hourspermonth)andyoupayrentof$1100permonthincludingheatandutilities.

Yourhomeisawellmaintained,3bedroom,1100squarefootsecondfloorsuitewithalargesundeckinaniceneighbourhood4kmfromdowntownDuncan.Youshareadriveway,laundry/storageroomandalargeyardwiththeindividualyousupportwholivesonthegroundfloor.

Thisarrangementissetuptobehealthy,comfortableandenjoyableforeveryoneinvolved.Youwillbesupportingaverynicepersonwithinalive-incaregiverarrangementthatisafairexchangewithclearboundariesandaclearjobdescription.Thesigninggood-neighbourhastwodaysofffromthesedutieseachmonthandhasthreeweeksofpaidvacationtimeeachyear.Weareveryproudthatduringthe15yearsofhiringsigninggoodneighbours,eachgoodneighbourhasstayedwiththeteamforanaverageoffiveyears.ThepreferreddateforyoutomoveintoyournewhomeissometimeafterAugust1andsometimebeforeMarch12019-ourcurrentsigninggoodneighbourisbeingveryflexiblesothatwecanfindjusttherightperson.Position2.SigningHomeandCommunitySupportWorkerYouwillprovideupto15hoursperweekoftactful,compassionatehomeandcommunitysupport(1,2,3or4afternoonsperweekincludingsomeweekends).Youwillassisttheindividualinanxietymanagementandactivitiesofdailyliving.YouwillsupportcommunicationbetweenthisindividualandHearingpeoplewhodon’tsign.Onweekends,youwillhelptoplanandenjoyablycarryoutsocialandrecreationalactivitiesinboththeDeafandHearingcommunitiesandpossiblywithyourfamilyandfriends.Thepayrangesfrom$14to$17dependingonyourtrainingandexperience.Thenextstepistoemailustotellusaboutyourselfandhowyoumightbeagoodmatchforourteamandwhenyouwouldbeavailabletostart.Email:[email protected],resumeandlistofreferences.


Executive Functioning and Deaf Children

The issue

“Executive functioning” (EF) is a term used increasingly in educational, clinical, and other settings to explain why some children seem to be able to focus, work consistently, and finish things, while other children struggle to put in consistent effort and stay on task. EF refers to mental abilities that are responsible for actively, purpose-fully regulating thought, behavior, and emotion, in order to stay on-task and achieve goals. It can be thought of as the brain’s oversight and self-control processing to be sure that thoughts and behaviors occur according to plan. Therefore, EF is important for many areas of daily functioning.

Deaf children might have fewer opportunities to develop EF skills because they have less exposure to auditory experience and language early in life. Cochlear Implants (CIs) alone may not fully resolve this issue because reduced hearing and language experiences have already occurred before implantation and because CIs do not fully restore normal hearing. Because early hearing and language experiences provide valuable learning and practice of EF skills, about one-third of children with CIs may show EF delays. On the other hand, more than half of children with CIs do not have EF delays, in many cases because they have found ways to develop EF that supplement early auditory and language deprivation.

What we know

EF is not just one mental function or ability, but rather is a group of abilities that work together to regulate and direct thinking and behavior. Three core abilities that make up EF are inhibition (holding back on behavior so that it can be carefully considered), working memory (holding and updating infor-mation in memory even when other mental processes are happening), and flexibility (shifting attention or mindset in order to better achieve goals). Other abilities involved in EF are planning, organization, controlled attention, initiating and sustaining mental effort, self-monitoring, and emotional control. These abilities are involved in guiding social behavior as well as formal and informal learning.

Like any human trait, EF varies from person to person, and a range of EF skill is seen across the population. At the low end of this range, people with poor EF encounter problems with attention, concentration, self-control, impulsivity, hyperactivity, distractibility, and carrying out plans. Some types of disorders, such as Attention-Deficit/Hyperactivity Disorder (ADHD), are characterized by deficits in EF. Also, exposure to or deprivation from some kinds of experi-ences and learning, including auditory experience, language, and environ-mental experiences, also can increase or decrease the risk of EF delays. For example, children need to learn EF at home and school, and they benefit from practice, reinforcement, and encouragement of EF from adults.


We are learning more about how to improve EF in children, by integrating EF-learning and EF-practice experiences into education and home settings

and by setting up the environment to shape and encourage positive EF. For example, demonstrating organization, planning, and self-monitoring as children complete tasks can provide children with EF practice opportunities. However, the effectiveness of some learning/treatment programs for EF is still being tested. Some treatments to improve EF might produce temporary results or might only help the child in one specific situation. One factor that might be important in producing a long-lasting, broad improvement in EF is the amount of practice involved in learning EF. Programs that teach EF skills in a few weeks probably need to be accompanied by ongoing practice for months or even years for the improvements to continue. Additionally, programs that teach EF using a variety of methods – from practice in a simulated setting (e.g., on a computer) to application in real-world situations – are more likely to be effective. Good EF “coaching” programs have these characteristics, with a period of learning from the “coach” and an extended period of practice and application in the real-world. Embedding the child in a family environment that promotes EF also provides extensive teaching and practice of EF skills.

Implications

EF is important for maintaining focus, carrying out plans, finishing tasks, and achieving goals at home, school, and in other environments. Although many deaf children with CIs are at risk for EF delays, even more children with CIs are able to compensate for early hearing and language deprivation and achieve normal EF. By identifying what EF is, measuring it in individual children, and providing education and treatments to improve it, we can improve quality of life, success, and goal attainment.

Posted on April 2, 2018 by William G. Kronenberger Indiana University School of Medicine [email protected]

Further reading

Figueras, B., Edwards, L., & Langdon, D. (2008). Executive function and language in deaf children. Journal of Deaf Studies and Deaf Education, 13, 362-377.

Kronenberger, W. G., Colson, B. G., Henning, S., & Pisoni, D. B. (2014). Executive functioning and speech-language skills following long-term use of cochlear implants. Journal of Deaf Studies and Deaf Education, 19, 456-470.

Kronenberger, W. G., & Pisoni, D. B. (in press). Neurocognitive functioning in deaf children with cochlear implants. In H. Knoors & M. Marschark (Eds.), Evidence-based practice in deaf education. New York, NY: Oxford University Press.

Pisoni, D. B., Conway, C. M., Kronenberger, W., Henning, S., & Anaya, E. (2010). Executive function, cognitive control, and sequence learning in deaf children with cochlear implants. In M. Marschark & P. E. Spencer (Eds.), The Oxford handbook of deaf studies, language, and education, Vol 2. (pp. 439-457). New York, NY: Oxford University Press.


Psychological Issues among Children with Cochlear ImplantsFrom: http://www.raisingandeducatingdeafchildren.org/2016/04/01/psychological-issues-among-children-with-cochlear-implants/

The issue

Hearing loss, whether temporary or permanent, mild or profound, is known to potentially have an impact on the psycho-logical well-being of children. Research has shown that a significant proportion of deaf children will experience behavioural, emotional or learning difficulties at some point during childhood or adolescence. Identity and self-esteem issues are also more common than in hearing children. Although cochlear implants (CIs) can give deaf children access to environmental and speech sounds, the degree of benefit they receive from them varies enormously across children, and they remain at risk of the same range of psychological difficulties as those without implants. Factors that appear to be of great importance in vulnerability to psychological difficulties are children’s level of communi-cation and language competency, and the ability of their families to commu-nicate effectively with them.

What we know

Research has found associations among communication skills, language delay, and behavioural problems, particularly in the early years. The less able a deaf or hard-of-hearing (DHH) child is able to understand and interact with the world around them, the greater the likelihood of problems.

Throughout childhood and adolescence, young people become increasingly aware of themselves in relation to their peers. Differences can be perceived positively, negatively or neutrally and it is this value judgement that results in a sense of self-worth or self-esteem. DHH children have the additional task of incorporating their deafness into their self-concept. The issues are likely to be different for those children with a progressive loss, and those deafened suddenly through meningitis or other illness/injury. In all cases, the young person may compare themselves with hearing peers or deaf peers with or without CIs.

There are commonalities between autistic behaviours and behaviours displayed by many children with hearing loss, which makes it difficult to diagnose Autism Spectrum Disorders (ASD) in children with hearing loss. There is an overlap of symptomatology/

behaviours in the areas of communication, joint attention, play skills, response to others’ verbal and nonverbal cues, restricted behaviours and need for routine, and delay or impairment in Theory of Mind. Language outcomes seem to be as variable for children with ASD and CIs as they are for children with ASD and normal hearing.

Cognitively, children with CIs have been found to differ from their hearing peers, deaf peers who use hearing aids, and deaf sign language users in a number of cognitive functions, and in their learning outcomes. Most notably, they typically have very poor auditory working memory skills. This means that they have difficulty retaining and then recalling information that is presented auditorily, leading to difficulties with, for example, mental arith-metic or following instructions. Working memory deficits are associated with poor reading skills, and difficulties in developing language. Other possible areas of difficulty include phonological processing deficits, attention and

executive functions (e.g., planning and organising skills). All of these have the potential to impact learning across all areas of the curriculum, as well increasing the likelihood of behaviour problems and poor self-esteem.


Unlike speech and language outcomes, psychological outcomes of children with CIs are comparatively poorly researched. In particular, there is no clear evidence base for the effectiveness of psychological interventions with this group, and we do not know precisely what predicts good psychological outcomes.

Implications

The follow up children with CIs receive from their implant teams mean that professionals working with them are ideally placed to monitor their devel-opment and be alert to potential concerns regarding psychological diffi-culties, enabling prompt identification and appropriate intervention.

For younger children presenting with behavioural or emotional problems, a behavioural approach is likely to be helpful, working with parents to promote positive behaviours and to reduce challenging behaviours. Inter-vention is likely to include similar strategies to those covered in evidence-based parenting programmes, making adaptations to account for the child’s hearing and language levels as necessary.

Older children presenting with behavioural, emotional, or identity diffi-culties may benefit from individual therapeutic input or family work. A range of interventions may be offered including individual cognitive-behaviour therapy, family therapy and solution-focused therapy. Group intervention may also be appropriate, particularly for children presenting with self-esteem or identity issues related to their hearing loss, as it gives them the opportunity to meet other children or young people in a similar situation.

Cochlear implantation does not restore normal hearing, and many implanted children do not develop and function in the same way as their hearing peers at home or in the classroom. Continuing specialist educational support is therefore essential.

Posted on April 1, 2016 Cochlear Implant Programme Great Ormond Street Hospital for Children NHS

Foundation Trust | [email protected] [email protected]

Further reading

Castellanos, I., Kronenberger, W.G., Beer, J., Colson, B.G., Henning, S.C., Ditmars, A., & Pisoni, D.B. (2015). Concept formation skills in long-term cochlear implant users. Journal of Deaf Studies and Deaf Education, 20, 27-40.

Edwards, L.C. (2007). Children with cochlear implants and complex needs: A review of outcome research and psychological practice. Journal of Deaf Studies and Deaf Education, 12, 258-268.

Wiefferink, C.H., Rieffe, C., Ketelaar, L., De Raeve, L., & Frijns, J.H.M. (2013). emotion understanding in deaf children with a cochlear implant. Journal of Deaf Studies and Deaf Education, 19, 175-186.

http://www.raisingandeducatingdeafchildren.org/2016/04/01/psychological-issues-among-children-with-cochlear-implants/


Article 1Everyone under 18 has these rights.

Article 2All children have these rights, no matter whothey are, where they live, what their parents do,what language they speak, what their religion is,whether they are a boy or girl, what their cultureis, whether they have a disability, whether theyare rich or poor. No child should be treatedunfairly on any basis.

Article 3All adults should do what is best for you. Whenadults make decisions, they should think abouthow their decisions will affect children.

Article 4The government has a responsibility to make sureyour rights are protected. They must help yourfamily to protect your rights and create an envi-ronment where you can grow and reach yourpotential.

Article 5Your family has the responsibility to help youlearn to exercise your rights, and to ensure thatyour rights are protected.

Article 6You have the right to be alive.

Article 7You have the right to a name, and this should beofficially recognized by the government. You havethe right to a nationality (to belong to a country).

Article 8You have the right to an identity – an officialrecord of who you are. No one should take thisaway from you.

Article 9You have the right to live with your parent(s),unless it is bad for you. You have the right to livewith a family who cares for you.

Article 10If you live in a different country than your par-ents do, you have the right to be together in thesame place.

Article 11You have the right to be protected from kidnap-ping.

Article 12You have the right to give your opinion, and foradults to listen and take it seriously.

Article 13You have the right to find out things and sharewhat you think with others, by talking, drawing,writing or in any other way unless it harms oroffends other people.

Article 14You have the right to choose your own religionand beliefs. Your parents should help you decidewhat is right and wrong, and what is best foryou.

UN Convention Rights of the Childon the

In Child FriendlyLanguage“Rights" are things every child should have or be able to

do. All children have the same rights. These rights are list-

ed in the UN Convention on the Rights of the Child.

Almost every country has agreed to these rights. All the

rights are connected to each other, and all are equally

important. Sometimes, we have to think about rights in

terms of what is the best for children in a situation, and

what is critical to life and protection from harm. As you

grow, you have more responsibility to make choices and

exercise your rights.

Article 15You have the right to choose your own friendsand join or set up groups, as long as it isn'tharmful to others.

Article 16You have the right to privacy.

Article 17You have the right to get information that isimportant to your well-being, from radio, news-paper, books, computers and other sources.Adults should make sure that the informationyou are getting is not harmful, and help youfind and understand the information you need.

Article 18You have the right to be raised by your par-ent(s) if possible.

Article 19You have the right to be protected from beinghurt and mistreated, in body or mind.

Article 20You have the right to special care and help ifyou cannot live with your parents.

Article 21You have the right to care and protection ifyou are adopted or in foster care.

Article 22You have the right to special protection andhelp if you are a refugee (if you have beenforced to leave your home and live in anothercountry), as well as all the rights in thisConvention.

Article 23You have the right to special education andcare if you have a disability, as well as all therights in this Convention, so that you can live afull life.

Article 24You have the right to the best health care pos-sible, safe water to drink, nutritious food, aclean and safe environment, and informationto help you stay well.

Article 25If you live in care or in other situations awayfrom home, you have the right to have theseliving arrangements looked at regularly to seeif they are the most appropriate.

Article 26You have the right to help from the govern-ment if you are poor or in need.

Article 27You have the right to food, clothing, a safeplace to live and to have your basic needs met.You should not be disadvantaged so that youcan't do many of the things other kids can do.

Article 28You have the right to a good quality education.You should be encouraged to go to school tothe highest level you can.

Article 29Your education should help you use and devel-op your talents and abilities. It should also helpyou learn to live peacefully, protect the environ-ment and respect other people.

Article 30You have the right to practice your own culture,language and religion - or any you choose.Minority and indigenous groups need specialprotection of this right.

Article 31You have the right to play and rest.

Article 32You have the right to protection from work thatharms you, and is bad for your health and edu-cation. If you work, you have the right to besafe and paid fairly.

Article 33You have the right to protection from harmfuldrugs and from the drug trade.

Article 34You have the right tobe free from sexualabuse.Article 35No one isallowed to kidnap or sellyou.

Article 36You have the right to protectionfrom any kind of exploitation (beingtaken advantage of).

Article 37No one is allowed to punishyou in a cruel or harmful way.

Article 38You have the right to protectionand freedom from war. Childrenunder 15 cannot be forced to go intothe army or take part in war.

Article 39You have the right to help if you've been hurt,neglected or badly treated.

Article 40You have the right to legal help and fair treat-ment in the justice system that respects yourrights.

Article 41If the laws of your country provide better pro-tection of your rights than the articles in thisConvention, those laws should apply.

Article 42You have the right to know your rights!Adults should know about these rights andhelp you learn about them, too.

Articles 43 to 54These articles explain how governments andinternational organizations like UNICEF willwork to ensure children are protected withtheir rights.

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 DirectorsHester Hussey ...................................................Mentor, AdvisorColleen Peterson ..................Board President | [email protected] Horton ..................................................................DirectorKaren Jackson ................................................................DirectorCharlie Coyle .................................................................DirectorJoy Santos ......................................................................DirectorGwen Wong ....................................................................DirectorLaura Batista ..................................................................DirectorLeigh Chan .....................................................................DirectorDan Braun ......................................................................DirectorBobbi Taylor ..................................................................Director

The Board of Directors are parents of deaf children.

FNDC Staff

DYT Staff

Cecelia Klassen ..........................................Executive Director | [email protected] Poato ......................................... Executive Assistant | [email protected] Berube ........................ Website Designer/Developer | [email protected] ..................................................................General Inquiry | [email protected]

DYT Coordinator (Sarah Taylor) [email protected]

DYT Hornby Island Coordinator (Terry Maloney) [email protected]

DYT (General Inquiries) ................................................................... [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?










http://www.fndc.ca


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