VOLUME 23 ISSUE 3 JUL-SEP 2016

Alexander Graham Bell Association for the Deaf and Hard of Hearing Anniversary Edition 125 YEARS of Progress and Innovation

VOLTA VOICES J U L-SEPT 2016 1 J U L-SEPT 201 6 // VOLUME 23 // ISSUE 3

FEATURES

10  Educating with Listening and Spoken Language: The Legacy of Alex and Mabel Bell Mabel Hubbard and Alexander "Alec" Graham Bell were pioneers in 10 promoting spoken language for people who are deaf or hard of hearing. BY LEA DONOVAN WATSON, M.S., CCC-SLP, LSLS CERT. AVT AND JAMES GROSVENOR WATSON, M.SC., LSLS CERT. AVT 14 From Mabel Bell to Modern Times: The Evolution of Auditory-Verbal Practice What was Mabel Bell’s auditory-verbal therapy like? What is it like today? The Hubbard family was a harbinger of a future where people who were deaf and hard of hearing could communicate well with spoken language. BY LEA DONOVAN WATSON, M.S., CCC-SLP, LSLS CERT. AVT AND JAMES GROSVENOR WATSON, M.SC., LSLS CERT. AVT 20 Listening and Spoken Language Certification: Past, Present and Future The AG Bell Academy seeks to establish the certification as the “gold standard” 14 for professionals in the field. BY TERI OUELLETTE, M.S.ED, LSLS CERT AVED; DONALD M. GOLDBERG, PH.D., CCC-SLP/A, FAAA, LSLS CERT. AVT; CAROL FLEXER, PH.D., CCC-A, LSLS CERT. AVT; AND CHERYL L. DICKSON, M.ED., LSLS CERT. AVT 26 125 Years of Listening and Spoken Language This special fold-out timeline highlights some of the most significant events that have shaped the organization into what it is today. 32 : A Simple, Free and Unconventional Life Both Alec and Mabel sought a “simple, free and unconventional life,” far from the 20 cares of the nation’s capital. In Baddeck on Cape Breton Island, Nova Scotia, Dr. Bell built a home that is revered for its breathtaking views. BY EMILIO ALONSO-MENDOZA, J.D., CFRE 36 Deafness: Then and Now Hearing technology and communication options are vastly different in 2016 compared to 1891, but many of the same basic questions remain. BY TED A. MEYER, M.D., PH.D. 40 U.S. Representatives Lois Capps and Brett Guthrie Receive AG Bell Award of Distinction Reps. Capps and Guthrie will be honored for their work in promoting 32 Early Hearing Detection and Intervention (EHDI). 42 AG Bell Convention Celebrates Celebrities with Hearing Loss The stars at the AG Bell Convention share are examples that nothing, especially for those with hearing loss, can prevent them from shining on life’s stage. BY JON GALLO

IN EVERY ISSUE DEPARTMENTS

2 Want to WriteVolta Voicesfor ? 3 Voices from AG BellCelebrating Our Past, Transforming Our Future 6 Voices Contributors 4 Letter to the DevelopingEditor the Auditory Brain 49 Directory of Services 8 Editor's Note A Journey through History 56 List of Advertisers 48 Hear Our Voices Help Future Generations Fulfill Their Dreams

ALEXANDER GRAHAM BELL 2 WWW.AGBELL.ORG ASSOCIATION FOR THE DEAF AND HARD OF HEARING 3417 VOLTA PLACE, N.W., WASHINGTON, DC 20007 // WWW.AGBELL.ORG VOICES FROM AG BELL Want to Write for Volta Voices?

Advancing Listening and Spoken Language Celebrating Our Past, for Individuals Who Are Deaf and Hard of Hearing Submissions to Volta Voices Transfer of Copyright Adopted by the Alexander Graham Bell Association Volta Voices welcomes submissions from The revised copyright law, which went into for the Deaf and Hard of Hearing both AG Bell members and nonmembers. effect in January 1978, provides that from Transforming Our Future Board of Directors, July 2013 The magazine is published four times the time a manuscript is written, statutory If you’ve had a look invented–the – has made it • Financial Aid programs that ALEXANDER GRAHAM BELL annually. Its audience consists of individuals copyright is vested with the author(s). at the agbell.org possible for these collected works and continue to help families along ASSOCIATION FOR THE DEAF who are deaf and hard of hearing, parents All authors whose articles have been AND HARD OF HEARING website recently, all those developed since 1893 to be their journey to listening and of children who are deaf and hard of accepted for publication in Volta Voices you’ve likely seen accessible to people all over the world spoken language, literacy and 3417 Volta Place, N.W., Washington, DC 20007 hearing, and professionals in fields related are requested to transfer copyright of their www.agbell.org the announcement at any time via the internet. academic success. VOICE 202.337.5220 | FAX 202.337.8314 to hearing loss (audiology, speech-language articles to AG Bell prior to publication. of the 2016 AG Dr. Bell has left us a legacy that we • An expanded College Scholarship pathology, psychology, otology, social This copyright can be transferred only Bell Legacy of are responsible for carrying forward. program that supports and rewards Volta Voices Staff services, education). by written agreement. Without copyright Innovation Gala At the center of this responsibility student achievement, enabling Director of Communications and Marketing For submission guidelines and to submit ownership, the Alexander Graham Bell that will take is caring for children who are deaf students who are deaf and hard of Susan Boswell, M.A., CAE content, visit the Volta Voices page at Association for the Deaf and Hard of place on September 29 at the National and hard of hearing and ensuring hearing to become the leaders in www.agbell.org. Hearing cannot issue or disseminate Advertising, Exhibit and Sponsorship Sales Geographic Society in Washington, that they have the opportunity to their chosen field. reprints, authorize copying by individuals The Townsend Group Subjects of Interest DC. It’s no coincidence that this achieve their dreams. As we look • A commitment to excellence in and libraries, or authorize indexing and • Technology—related to hearing loss, celebration of our 125th anniversary forward into the future, we envision an serving those who need us. Design and Layout abstracting services to use material from new technology, improvements to or will happen there. Not only was Dr. international network of professionals GRAPHEK the magazine. problems with existing technology, or Alexander Graham Bell an inventor whose mission is to help families and I am honored to be leading this AG Bell Board of Directors how people are using existing technology, Art Submission Guidelines and a teacher of the deaf, he was also children reach those dreams. As this organization. Thank you for entrusting

President accommodations. Volta Voices prefers digital images over original an enviromentalist and co-founder association welcomes Dr. Ted Meyer me with your support and confidence. Ted Meyer, M.D., Ph.D. (SC) • Education—related to public or private artwork. When submitting electronic files, with his father-in-law, Gardiner as its new president, be assured that schools through post-secondary education, please provide them in the following formats: Greene Hubbard, of the National communication and innovation will Sincerely, Immediate Past President Geographic Society in 1888. In fact, it continue to be a guiding force for Meredith K. Sugar, Esq. (OH) new approaches and teaching methods, TIF, EPS or JPG (no BMP or GIF images). legal implications and issues, etc. Digital images must be at least 300 dpi (at size). was Dr. Bell who first coined the phrase AG Bell. You will soon learn about a Secretary-Treasurer • Advocacy—information on legislation, “greenhouse effect” and encouraged new international initiative begun Catharine McNally (VA) hearing health, special or mainstream staff of National Geographic to cover this summer, one that will carry education, and accessibility. SUBMIT ARTICLES/ITEMS TO: “the world and all that’s in it.” the message of listening and spoken Chief Executive Officer • Health—audiology issues relating to Volta Voices This landmark year, we look back at language around the world. Emilio Alonso-Mendoza, J.D., CFRE Emilio Alonso-Mendoza, J.D., CFRE Alexander Graham Bell Association for the children or adults with hearing loss and/or Deaf and Hard of Hearing innovations and the long-range vision Chief Executive Officer 3417 Volta Place, N.W. • Washington, DC 20007 Directors their families and friends. of Alexander Graham Bell and how Here’s what you can expect from AG Bell: [email protected] Email: [email protected] Jonathan Berger, Esq. (NY) • Action—stories about people with hearing they impact our organization today. • An emphasis on the expansion Arlene Stredler Brown, Ph.D., CCC-SLP (CO) Submit online at www.agbell.org loss who use spoken language as their Upon building the Volta Bureau as a of AG Bell Chapters, bringing Robert J. Bush (PA) \\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\ Ivette Cejas, Ph.D. (FL) primary mode of communication; deafness resource library, he wrote to scholars training, support and collaboration Ellen L. Estes, M.S., LSLS Cert. AVEd. (GA) all over the world and asked them to to parents and professionals where QUESTIONS? COMMENTS? CONCERNS? need not be the focal point of the article. Letters to the Editor Write to us: Howard W. Francis, M.D., MBA (MD) Let us know how we are doing. Write a Letter share their printed works in the fields they live. AG Bell Kevin Franck, Ph.D., MBA, CCC-A (MA) Editorial Guidelines 3417 Volta Place, N.W. Sara Grosvenor (DC) to the Editor, and you could see your comment of audiology and speech-language • An improved use of social media to The periodicals department reserves the Washington, DC Susan Lenihan, Ph.D., CED (MO) in the next issue. pathology. Thanks to his well-earned reach different constituencies. 20007 right to edit material to fit the style and reputation, people promptly replied and • Up-to-date content for the field, Or email us: [email protected] tone of Volta Voices and the space available. Media Kit he built a repository of knowledge in not only through a redefined Or online: Articles are selected on a space-available Visit www.agbell.org and select this magnificent edifice in Georgetown. website and Knowledge Center, but www.agbell.org and relevancy basis; submission of materials “About AG Bell” for advertising information. All of this collected knowledge also through our mission partner, is not a guarantee of use. fueled his curiosity and his Hearing First. innovative mind, leading to countless • Advocacy efforts that will respect VOLTA VOICES Volume 23, Issue 3, Jul-Sept 2016 (ISSN 1074-8016) is published 4 times per year in March, June, September, and December for $50 per year by Alexander Graham Bell Association for the Deaf and Hard of Hearing, 3417 Volta Pl., N.W., experimentations, some connected to the rights of all. Washington, DC, 20007. Periodicals postage is paid at Washington, DC, and other additional offices. POSTMASTER: Send address sound, while others explored his varied • A robust Youth Initiative, along changes to Volta Voices, Subscription Department, 3417 Volta Pl., N.W., Washington, DC 20007, 202/337-5220 (voice). interests. In fact, when he invented the with the Leadership Opportunities Claims for undelivered issues must be made within 4 months of publication. Volta Voices is sent to all members of the association. On the cover: Yearly individual membership dues are $50. Volta Voices comprises $30 of membership dues. Subscriptions for schools, libraries audiometer in 1879, it lead to his name for Teens (LOFT) program that Alexander Graham Bell and Mabel Hubbard and institutions are $137/year domestic (rate includes online access to The Volta Review), $150/year international (rate includes being used in the word describing the will empower our children to Bell hold hands and look toward the sea online access to The Volta Review) or $190/year both domestic and international (rate includes online access to The Volta Review from Sable Island, Canada in 1898. as well as a print compilation volume of the journal). measure of sound: decibel. Fast forward self-advocate and build their Credit: Shutterstock Copyright ©2016 by the Alexander Graham Bell Association for the Deaf and Hard of Hearing, Inc., 3417 Volta Pl., N.W., to today: the technology that he first self-esteem. Washington, DC 20007. Articles published in Volta Voices do not necessarily reflect the opinions of the Alexander Graham Bell Association for the Deaf and Hard of Hearing. Acceptance of advertising by Volta Voices does not constitute endorsement of the advertiser, their products or services, nor does Volta Voices make any claims or guarantees as to the accuracy or validity of the advertisers’ offer. 2 VOLTA VOICES J U L-SEPT 2016 3 PUBLICATIONS MAIL AGREEMENT NO. 40624074 Return Undeliverable Canadian Addresses to: P.O. Box 503, RPO West Beaver Creek, Richmond Hill, ON L4B 4R6 LETTER TO THE EDITOR EDITOR’S NOTE

Developing the Auditory Brain A Journey through History JANE R. MADELL, PH.D. CCC A/SLP, LSLS CERT. AVT. & CAROL FLEXER, PH.D., CCC-A, LSLS CERT. AVT

We would like to congratulate you they are hearing well enough. We need banana to maximize listening and to For well over a Hubbards implemented many of the 10 the AG Bell Legacy of Innovation Gala on and all the authors of the April-June to demonstrate how much sound is develop the auditory brain century, AG Bell principles of Auditory-Verbal Therapy that September 29 at National Geographic. It 2016 issue of Volta Voices. We are reaching a child’s brain by audiologic (see Madell, 2016). has transformed were possible without the help of modern will be an event to remember and we hope sure that parents of newly diagnosed All of us (parents, audiologists, thousands of lives hearing technology that would provide to see you there! children with hearing loss will teachers, LSLS, SLPs) working with and supported access to sound. We also shine a spotlight on the find this information very valuable. "Once babies and children with hearing loss families around Today Listening and Spoken Language celebrities with hearing loss who shone We have one critical suggestion: For need to verify daily that children the world. Our Specialist (LSLS®) certified professionals brightly at the AG Bell Convention in children to develop listening and spoken babies hear, are wearing their technology every history began embrace all 10 Principles of LSLS in Denver Colorado this past summer. They language, the very first step is to have the waking moment, and that with their with Dr. Alexander their practice in guiding children and shared their experiences with hearing loss, children appropriately fit with technology they can technology, our babies hear what they Graham Bell, families. The article, "Listening and their talents, and served as an ongoing in order to develop their brain with need to hear–every phoneme of every who believed that children who are deaf Spoken Language Certification: Past, inspiration to children and adults with auditory information. Once their brain learn to word, of every sentence, all day, and hard of hearing could listen and talk. Present, and Future" traces the history of hearing loss. This article highlights their has access to auditory information and a every day. With a group of teachers who shared his the professionals who supported listening stories and trajectories to success. spoken language enriched environment, listen, talk, The graphic below illustrates views, he founded that organization that and spoken language. It highlights the We also hope that readers will consider they will be able to develop spoken that both appropriately fit hearing is now known as the Alexander Graham formation of the AG Bell Academy for giving future generations of children a language that leads to the development of technology and an enriched auditory Bell Association for the Deaf and Hard of Listening and Spoken language, which voice–and helping them to fulfill their literacy skills. and develop environment are critical for the Hearing. Our organization is a community serves to establish standards of excellence dreams. Today, the sky is the limit for We wish that the first paragraph auditory brain development that that supports children and adults with and advance professional certification. children and adults who are deaf and of every article had emphasized the cognitive leads to spoken language, literacy hearing loss, their families and the Places and buildings also have a special hard of hearing, and we will see future necessity of assuring that every baby is and development of cognitive skills. professionals who work with them. role in the history of our association. There generations reach even greater heights. hearing well enough to develop his/her skills." This special anniversary edition of Volta is one place that Dr. Bell was particularly Our hope is that in celebrating with us, Reference Voices celebrates 125 years of progress and fond of, which is highlighted in the you find some appreciation for the events auditory brain. Once babies hear, they Madell, J. R. (2016). The speech string bean. Volta can learn to listen, talk, and develop testing. With their technology, every Voices, 23, 28-31. innovation, as we commemorate a rich article “Beinn Bhreagh: A Simple, Free and that have shaped our organization into what cognitive skills. We cannot assume that baby needs to hear at the level of the heritage and reflect on how far we have Unconventional Life.” Beinn Bhreagh is it is today. Our organization is continuing once children are fit with technology string bean, at the top of the speech come. As you turn the pages of this issue, Gaelic for “beautiful mountain” and it is a to change and grow, and our community, we invite you to take a journey through time. place in which Alexander and Mabel Bell staff and advocates help us grow larger and We begin with an article by Dr. Alexander found both solitude and inspiration for more impactful. We thank you from the Graham Bell’s great-great-grandson, many experiments and inventions. bottom of our hearts for being a dedicated James Grosvenor Watson and his wife, As a tribute to the history of Dr. Bell reader. These 125 years would not have been Lea Donovan Watson who are certified and our organization, the centerpiece of possible without you and the best is yet to Auditory-Verbal Therapists. this issue is a special fold-out timeline that come. Here’s to many more impactful and Appropriately They share a fascinating look at how chronicles some of the most significant progressive years together. fit hearing the pioneering work of Dr. Alexander events that have shaped our organization. Graham Bell and Mabel Hubbard, who We hope that you will lift out the timeline Kind regards, technology was profoundly deaf, contributed to and place it on the wall of your clinic, or the practice of listening and spoken language share it with children who are deaf and hard as we know it today. “Alec” and Mablel – and of hearing. their parents – understood the value of In this issue, AG Bell President Ted spoken language in connecting people with Meyer makes his debut with a feature story their communities, and we appreciate their on “Deafness Then and Now.” We see that Susan Boswell, M.A., CAE passion, commitment and legacy. while the context of deafness has changed \\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\ In the article, “From Mabel Hubbard to dramatically in the past 100 years, some of QUESTIONS? COMMENTS? CONCERNS? Modern Times,” we look at what Mabel’s the questions remain the same. Write to us: AG Bell auditory-verbal therapy was like – and Moving into the present, we honor 3417 Volta Place, N.W. what it is like today. The Hubbard family U.S. Representatives Lois Capps and Washington, DC 20007 were harbingers of a future where people Brett Guthrie who will receive the Award Or email us: who were deaf and hard of hearing could of Distinction for their support of early [email protected] Or online: communicate well with spoken language. hearing detection and intervention at www.agbell.org

4 WWW.AGBELL.ORG VOLTA VOICES J U L-SEPT 2016 5 VOICES CONTRIBUTORS VOICES CONTRIBUTORS

Emilio Alonso-Mendoza, Carol Flexer, Ph.D., Jane R. Madell, Ph.D., through Ball State University and hearing loss in Vietnam. He taught a experience in AVT coaching parents of J.D., CFRE, is chief CCC-A, LSLS Cert. AVT, CCC A/SLP, LSLS Cert. Smith College, and contributed to sabbatical year in South Australia at infants and preschoolers who listen with executive officer of AG received her doctorate in AVT, serves on the AG Bell several texts and publications. the Cora Barclay Center. Jim is a hearing aids or cochlear implants. She has Bell, leading the audiology from Kent Academy for Listening and founding board member and past been using telepractice for over 10 years. organization through State University in 1982. Spoken Language board of James Grosvenor president of Auditory-Verbal Lea is a 2015-2016 faculty member of the tremendous growth, development and She is a distinguished professor directors has been a pediatric audiologist Watson, M.Sc., LSLS International, Inc. and past board University of Doha, Qatar Project international expansion. Trained as an emeritus of audiology at The University for about 50 years. She currently has a Cert AVT, is recently member of the Alexander Graham Bell Hamad Medical Corp. and a volunteer attorney, Emilio transitioned to the of Akron. An international lecturer in private practice providing consultation to retired from directing Association for the Deaf and Hard of with the Global Foundation for Children families, school districts, and speech and nonprofit sector in 1988 where he has pediatric and educational audiology and the Gloucester Public Hearing. He was trained by the late with Hearing Loss in Vietnam. She trained hearing programs with the goal of served as a change agent in several key author of more than 155 publications, School Auditory-Verbal pioneers in AVT; Daniel Ling and therapists in AVT for a year in South maximizing auditory skills for children organizations, including the Parkinsons including 14 books, she is a past Inclusion Program that he started Helen H. Beebe. Jim is a Life Member Australia at the Cora Barclay Center. Lea with hearing loss and other auditory Foundation and the Catholic in 1980. As a partner in The Auditory- of AG Bell and often presents at AG received the AG Bell Helen H. Beebe president of the Educational Audiology disorders. Madell was formerly director of Verbal Communication Center, Community Foundation in Miami. Association, the American Academy of the Hearing and Learning Center and Bell conventions. Award for Supervisors of AVT in 2007. Lea Emilio has a passion for helping others Audiology, and the AG Bell Academy for co-director of the Cochlear Implant Gloucester, MA he continues has presented at AG Bell conventions. She to succeed and is focused on facilitating Listening and Spoken Language. Center at The Ear Institute, New York Eye consulting and mentoring in AVT Lea Donovan Watson, is a charter member of Auditory-Verbal the academic and personal growth of and Ear infirmary and Beth Israel Medical locally and worldwide. He is a 2015- M.S., CCC-SLP, LSLS International, Inc., a member of American children and young adults. He is an Jon Gallo, is a Pulitzer Center. She writes the Hearing and Kids 2016 faculty member of the Univ. of Cert. AVT, is a partner in Speech-Language-Hearing Association, accomplished champion of inclusion Prize-winning and page for www.hearinghealthmatters.org Toronto and Hamad Medical Corp.in The Auditory-Verbal and a member of the Alexander Graham and diversity and has led numerous award-winning editor blog. Madell presents nationally and Doha, Qatar and a volunteer with the Communication Center, Bell Association for the Deaf and Hard of organizational efforts toward broader with nearly 20 years of internationally on topics related to hearing Global Foundation for children with Gloucester, MA. Lea has 40 years Hearing since 1976. cultural understanding. His focus at AG experience. He has loss and other auditory disorders in infants and children. Bell is to ensure that every family is worked at some of the nation's best aware of their options when a child is publications, including The Washington Ted Meyer, M.D., Ph.D., diagnosed as deaf or hard of hearing Post, CBS Sports.com, The Atlanta- is AG Bell President and and to support parent choice of Journal Constitution and The Dallas serves as the medical listening and spoken language. Morning News. director of the Medical University of South Cheryl L. Dickson, Donald M. Goldberg, Carolina (MUSC) Cochlear Implant M.Ed., LSLS Cert. AVT, Ph.D., CCC-SLP/A, FAAA, Program. He is an associate professor mentors professionals LSLS Cert. AVT, is a Full and is fellowship-trained in throughout the world Professor in the Neuro-Otology. and has established Department of training programs in clinics in Australia, Communication at the College of Wooster Teri Ouelette, M.S.Ed, Indonesia, New Zealand and the (OHO) and a Consultant, Professional LSLS Cert AVEd, is the Philippines. She served as the president Staff, for the Hearing Implant Program President of St. Joseph of the AG Bell Academy for Listening (HIP) at the Cleveland Clinic’s Head and Institute for the Deaf. and Spoken Language from 2010-2012 Neck Institute. Goldberg was a Visiting She has degrees in Deaf and served as co-chair of the Scholar at the University of Newcastle’s Education from Eastern Michigan Certification Committee for four years. Royal Institute for Deaf and Blind University and in Early Childhood She is the founder and past director of Children (RIDBC) in North Rocks/Sydney Special Education from the University the CLASP Auditory-Verbal Centre in Australia from December 2014 through of Kentucky. Ouelette has taught Manila, Philippines. She authored the February 2015. He has been a university/ auditory-based programming for infants Cochlear Ltd. publications "Sound college professor, the co-director of one through middle school students in Foundation for Babies" and co-authored of the largest cochlear implant centers home-based early intervention as well "Track a Listening Child." in the United States, and is the former as private and public school settings. Executive Director of the Helen Teri has served as President Beebe Speech and Hearing of the AG Bell Academy Board. Center, Easton, Pennsylvania. She has served as adjunct faculty

6 WWW.AGBELL.ORG VOLTA VOICES J U L-SEPT 2016 7 SOUNDBITES

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AG Bell 2016 College Scholarship Awards Announced 2016 George H. Nofer Scholarship Awards Announced AG Bell is pleased to announce the awarding of $100,000 in AG Bell is proud to award $15,000 in Nofer Scholarships to three college scholarships to 20 outstanding applicants. The AG outstanding law school students. The Scholarship Committee Bell College Scholarship Committee was challenged to choose was truly impressed by the qualifications of applicants who only 20 scholars from a pool of truly excellent students. All shared a rich variety of public service and advocacy on behalf of of our scholars are deaf and hard of hearing and use listening others. All of our scholars are deaf and hard of hearing and use and spoken language. The average unweighted GPA of these listening and spoken language. Each of the awardees dedicated 20 awardees is more than 3.86, and each shared a wealth of a wealth of leadership service and achievements, and AG Bell The AG Bell community mourns the loss of Donna leadership and achievements through the application process. has awarded $5,000 to each student. Grossman, who passed away on July 12 at age 78. She Scholarships range from $2,500 to $10,000. The George H. Nofer Scholarship for Law and Public Policy graciously served on the AG Bell Board of Directors is for full-time graduate students with a prelingual bilateral We extend our wholehearted congratulations and celebrate the with enthusiasm to support children and adults with hearing loss in the moderately-severe to profound range, who accomplishments of: hearing loss. She will be remembered as an outstanding use listening and spoken language as their primary method • Connor Boike of Michigan, attending the University of leader and advocate for the deaf and hard of hearing. of communication, and who are attending an accredited Michigan When her son was born with profound hearing loss, mainstream law school or a master's or doctoral program in • Garrett Brown of Florida, attending the University of Florida Donna immediately stepped into action personally and public policy or public administration. • Ellaine Chou of California, attending Cornell University professionally and, as a teacher, she decided to enter This scholarship was established to recognize George H. Swearing in of Deaf and Hard of Hearing Bar Association in • Spencer Elliott of Arizona, attending Arizona State University April 2016 (Illustration by Art Lien). the field of deaf education. She served as a longtime Nofer’s service and generosity to the AG Bell and to the fields • Riley Gideon of Ohio, attending the University of Michigan principal of Camelot Auditory Oral Center in Fairfax, VA. of law and deafness research and education. Mr. Nofer, a retired Supreme Court is in session. It was the largest group of deaf • Daniel Gonzalez Cunningham of Texas, attending the partner of the law firm of Schnader Harrison Segal & Lewis LLP and hard of hearing attorneys to be admitted to the Supreme Massachusetts Institute of Technology in Philadelphia, is a former member of the AG Bell board of Court Bar. The Supreme Court provided sign language • Kira Holton of Minnesota, attending Gustavus Remembered for His Wit and Kindness directors. He is a Trustee Emeritus of the Oberkotter Foundation interpreters and Communication Access Realtime Translation Adolphus College and served for more than 15 years as its Executive Director. We (CART) to DHHBA participants. Allen Robert Janger, 83, of West Tisbury, MA passed • Marie Johnson of Virginia, attending Hillsdale College extend our wholehearted congratulations and celebrate the John Stanton, a longtime member of AG Bell and 2014 away on June 13, 2016. Allen was known by his family • Rachit Kumar of Ohio, attending Georgia accomplishments of: recipient of AG Bell's Honors of the Association award, asked and friends for his wit and kindness. He is remembered Institute of Technology Nicholas Stone from Oregon, a LOFT participant who the Supreme Court to admit the 13 DHHBA participants. He is a by his wife Inez Janger, a past president of AG Bell and • Evan Mercer of Georgia, attending Vanderbilt University graduated from Tulane and is now attending Boston member of the Supreme Court Bar and appellate attorney with a recipient of the AG Bell Honors of the Association. He • Nicholas Minton of Florida, attending Carnegie University Law School. the U.S. Department of Justice’s Office of Immigration Litigation. is the loving father of Edward, Matthew, and Michael Mellon University María Belén Vaccarezza of Uruguay, who will attend the Janger. Allen and Inez became active in AG Bell through • Courtland Priest of Massachusetts, attending Tufts University Among the 13 attorneys to be sworn are the following University of the Republic Law School and who has been on their son Michael who was born with profound hearing • Logan Remington of Minnesota, attending the University AG Bell members: the national swim team, is a marathon runner, speaks four loss and later received a cochlear implant. They worked of Minnesota • Rachel Arfa, Staff Attorney, Civil Rights Team at languages, and has interned with the Organization of to help establish the New York chapter of AG Bell. • Young Jae Ryu of California, attending Columbia University Equip for Equality American States. • Zachary Schuhmann of Kentucky, attending the University • Laura Gold, Director of Access & Disability Rights Westley Resendes of Michigan, who earned a graduate of Louisville at Services for Independent Living, Inc. degree in psychology from Harvard before entering Yale Law • Jaehoon Sung of North Carolina, attending Duke University • Anat Maytal, DHHBA President and Litigation Associate at Marjorie Martin died peacefully at her home in School and serves on the Ann Arbor Commission for Disability • Hugh Thorner of New York, attending the University Baker Hostetler LLP Sleepy Hollow, NY on March 9 at age 94. She was never Issues among other volunteer efforts. of Virginia one to be satisfied with the status quo in work or life. • Willa Tsao of Wisconsin, attending Cornell University Trained as a speech-language pathologist, she early on Deaf and Hard of Hearing Attorneys Sworn • Patrick Walter of Ohio, attending Ohio State University learned of what was then a little-known auditory-verbal into U.S. Supreme Court Bar • Alyssa Wciorka of Wisconsin, attending the University approach to teaching the deaf and hard of hearing Thirteen members of the Deaf and Hard of Hearing Bar of Wisconsin to listen and talk, and became a committed Association (DHHBA) were sworn in and admitted to the Sixteen scholars are entering college as freshmen, while four advocate of this pioneering technique. Bar of the United States Supreme Court on April 19, 2016. All are continuing their studies. The majority of our scholars members are deaf or hard of hearing practicing attorneys. are studying the sciences, predominantly engineering and This occasion marked the first time the DHHBA takes part biomedical studies. Congratulations 2016 AG Bell Scholars! in the group swearing-in ceremony that occurs most days the From left to right: Rachel Arfa and Laura Gold and Anat Maytal.

8 WWW.AGBELL.ORG VOLTA VOICES J U L-SEPT 2016 9 Educating with Listening abel Hubbard, who was profoundly deaf, and Alexander “Alec” Graham Bell were pioneers and Spoken Language: for spoken language for people who are deaf or hard of hearing. Spoken language communication Mkept Mabel and Alec connected to society and their families. Their parents deserve credit for instilling the foundation for their intense beliefs. As Hubbard-Bell family descendants and certified auditory-verbal therapists (AVTs), we offer our The Legacy perspective on how this fascinating couple contributed to our field. Alec’s mother, Eliza Bell, was hard of hearing and used a hearing trumpet to converse with spoken language. Alec, like of Alec & Mabel Bell his father, , and grandfather, Alexander Bell, was steeped in the tradition of using spoken language as the main channel of communication among all community members. Alexander Bell, an elocution teacher, and Alexander Melville Bell, who authored “” (1867), made significant Lea Donovan Watson, M.S., CCC-SLP, LSLS Cert. AVT contributions to encourage the use of spoken language. As vocal and James Grosvenor Watson, M.Sc., LSLS Cert. AVT physiology experts, they studied the science of human speech production to help people acquire spoken language, relying heavily on vision and touch since their efforts occurred long before the invention of the hearing aid. Alec’s father developed Visible Speech instruction—the orthography of sound production for articulation teaching in which Alec used symbols that referred to articulatory positions of elementary sounds to improve speech

production during lessons with students who were deaf.

10 11 AVT pioneers become successful teachers Current research shows the inherent link between spoken All her life she was trying to “just be herself.” She did not want Coinciding with improved audiometry, hearing aids and cochlear language and literacy development. As pointed out in the her deafness to prevent her from living how she wanted. “Mother implants, AVT pioneers have become successful at teaching recent book “Thirty Million Words,” by Dana Suskind, M.D., always did her own thinking, and it is interesting to realize what children through listening. The primary influence of Doreen consistent exposure to the quantity and quality of spoken a completely original individual she was,” one of her daughters Pollack, Helen Beebe, and Daniel Ling has led to the formation language during the first three years of life predicts success said. “I don’t think it was just because her deafness saved her of the term “Auditory-Verbal.” For more than a decade, in all areas of development. Literacy is the key to cognitive from endless objections and criticisms that so many of us hear Auditory-Verbal International, Inc. (AVI) created worldwide development, as tuning in, talking more and taking turns from when we have a new idea to put over. She just knew what she awareness for the potential of acquiring spoken language birth to age 3 enables the brain to wire itself and prepares the thought would be fun or interesting or worthwhile to do and through hearing as the primary sense modality without the child for effective learning throughout life. then tried to do it.” emphasis on speech reading. In that way, her whole life is an example; that is why she is a AG Bell and AVI allowed like-minded professionals to learn “ I don’t think it was just because pioneer for spoken language. from each other, develop auditory-verbal techniques and her deafness saved her from Mabel and Alec understood the value of spoken language—she provided advocacy that evolved into the certification process as an exemplary model and he as a dedicated professional. Mabel for Listening and Spoken Language Specialists (LSLS). In 1890, endless objections and criticisms recognized that being able to talk enabled her to communicate Alec started the American Association to Promote the Teaching that so many of us hear when with anyone, but the person she liked to talk with most was her of Speech to the Deaf (AAPTSD), an organization to ensure that we have a new idea to put over. husband. They talked for hours. She was his sounding board as teachers had the proper skills. he went over questions and ideas of his multifaceted work. He Mabel claimed that Alec felt guided by “Providence.” He felt an She just knew what she thought respected and appreciated her as a partner. Their life was full impulse and determination, led by a force outside and above himself. would be fun or interesting or of stories, but perhaps the greatest story was their dedication This fueled his drive to found what we call the Alexander Graham worthwhile to do and then to each other. Bell Association for the Deaf and Hard of Hearing. The AG Bell We are grateful for this remarkable couple and their parents Academy now offers an international certification for therapists. This tried to do it.” who made such a difference for spoken language in the early is the fulfillment of Alex’s dream of what he imagined was possible. days. As we look ahead, we appreciate how Alec envisioned Alec used literacy as a teaching tool. A page from “The Alec ­—like many of today’s professionals—wasn’t against sign children learning to talk from their parents, communicating Sander’s Reader” shows the use of reading to help learn language; he just favored spoken language because it didn’t segregate with spoken language and being educated in public schools. With vocabulary, sentence structure and speech production. This people with hearing loss from the language spoken by one’s family all due respect, as we coach parents in auditory-verbal practice, is one of Alec’s teaching methods that is still used today in and community. More than 90 percent of families with children with we celebrate the passion and commitment for spoken language the form of “The Experience Book.” hearing loss come with a background of typical hearing, making that we cherish in the legacy of Alec, Mabel and their parents, In addition, auditory-verbal pioneer Helen Beebe required spoken language a logical choice. the Hubbards and Bells. all her families to keep a book picturing daily activities. In Throughout his life, Alec witnessed the change from children Alexander Graham Bell kisses his wife Mabel Hubbard Bell inside a therapy, she focused on the book, talked about the pictures being educated in residential asylums to day schools for the deaf tetrahedral kite framework, Baddeck, NS, 1903. in a meaningful way and encouraged the child to take turns Credit: Library of Congress, LC-G9-Z1-500 in the early 1900s. However, he envisioned a future where public discussing the salient experience. schools would employ specialized teachers so children who are deaf In our auditory-verbal program we use Experience Books Alec wrestled with—and questioned—the effectiveness and hard of hearing could attend their local schools, which is exactly with all our families. of instruction in articulation teaching before writing the what’s happening throughout the world today. The future of listening and spoken language practice is bright. following in his book: “Mechanism of Speech,” which is a In Boston, 70 percent of children who are deaf and hard of hearing Professionals counseling parents of children who are deaf and collection of lectures he gave in 1879: “We don’t know yet how are educated in inclusive settings; not too long ago they attended the hard of hearing can present communication options and hearing best to teach speech to the deaf. If we did we wouldn’t be here. segregated Horace Mann School. In Australia, the percentage is even technologies in an unbiased manner. Parents who choose spoken We have come here to learn from one another in the hope of greater, as 85 percent of these children in that country attend school language, like the Hubbards did, have an easier time because improving our methods of teaching. Now I am inclined to think alongside their peers. This is possible because babies who are deaf hearing technology offers access to auditory stimulation and that the more nearly we can pattern our methods of teaching and hard of hearing are being diagnosed early and their parents are effective teaching techniques developed over time. after the method adopted by nature in teaching speech to teaching them to listen and talk in a natural way at the right time. This is a salute to the Alexander Graham Bell Association for hearing children, the better should be our results… Mothers creating a platform for families and professionals to learn from do not begin with elementary sounds and then combine them Language sophistication each other over the past 125 years. into syllables and words. The mother speaks whole sentences, Language sophistication can be achieved by exposure to even to the infant in arms. The child listens and listens, until a spoken language during sensitive periods of development. Alec, Mabel made a difference model is established in the mind. Then the child commences to In 2016, it is evident that allowing the infant brain to In July 1922, shortly before Alec died, he traveled from Baddeck, imitate, not elementary sounds, but whole words.” access spoken language through the auditory sense uses the Nova Scotia, to New York to attend the AAPTSD’s Summer Access to sound has allowed modern auditory-verbal natural neural connections that develop at the appropriate Meeting. In a letter Mabel wrote to him, she finally reconciled parent guidance to evolve into what Alec professed more than time. Research shows the brain works more efficiently when and understood his desire for helping the deaf learn to speak. She a hundred years ago. If he’d had access to today’s hearing it is allowed to do what it is supposed to do at the time was reflective and realized his passion, her father’s passion and technology, just think how he could have coached parents and it is supposed to do it. “The bottom line is that language that it was good to help promote spoken language. trained teachers. His foresight is evident in the philosophy development is extremely important, and the way children of a natural developmental model recognized by the AG Bell learn best is by having fluent language models all day long.” Mabel and Alexander Graham Bell walking in front of their home, Academy for Listening and Spoken Language (AG Bell Academy). (Beckley, 2016, p. 44-49). Beinn Bhreagh Hall. Credit: Library of Congress

12 WWW.AGBELL.ORG VOLTA VOICES J U L-SEPT 2016 13

Credit: Courtesy Grosvenor Family Collection From Mabel Hubbard to Modern Times: The Evolution of Auditory-Verbal Practice

Lea Donovan Watson, M.S., CCC-SLP, LSLS Cert. AVT and James Grosvenor Watson, M.Sc., LSLS Cert. AVT

1873, Mabel Hubbard and Alexander “Alec” Graham Bell met because Mabel’s mother was interested in the latest teaching methods for improving spoken language for her daughter who was deaf. Mabel, then 16, and Alec, who taught the deaf, embarked on a relationship that ledI notN only to marriage but to a lifetime advocating for spoken language as a viable choice for the deaf. In our professional experience during the past 40 years, we can see how the Hubbards were harbingers of a future where people who were deaf and hard of hearing could communicate well with spoken language. There are many parents throughout the world who taught their children to listen and speak using modern technology and auditory-verbal practice. Documented evidence of the importance of the brain in the development of spoken language has led to a major paradigm shift in educational practices; from the notion of “listening with our ears” to “listening with our brain” (Flexer & Cole, 2015).

14 Credit : Courtesy Library of Congress, 15 LC-H2501-R30128 We hear with our brain. People use cochlear implants, same desire for their children that the Hubbards had for hearing aids, and ears as an entry into the brain. Hearing loss Mabel. The good news is… it is a lot easier now! 10 Principles of Listening & is a neurological emergency. Getting access to sound early is Mabel’s prescient parents remind us of parents we have critical for learning. The shift in education has evolved from coached in our Auditory-Verbal Communication Center (AVCC) Spoken Language Practice teaching children who are deaf and hard of hearing in separate in Massachusetts. Gardiner and Gertrude Hubbard embodied the In 2016, all 10 Principles of Auditory-Verbal Practice are needed to use listening to develop listening and spoken language schools to teaching parents of infants who are diagnosed in spirit of the Ten Auditory-Verbal Principles. The Hubbards were for communication. Listening was not possible for a child with a profound loss in 1862, but the Hubbard family used six of the the first few months of life how to learn to listen so they can be extraordinary parents in their wisdom, which enabled Mabel to “Principles” within the constraints of their era. Four could not be accomplished without modern technology. (See the Principles integrated into the mainstream from infancy onward. maintain her spoken language abilities despite her profound deafness. of Listening and Spoken Language on p. 25). Focusing on listening and auditory language We see the Hubbards as the quintessential spoken language parents. The Hubbards could be called “Precursory Auditory-Verbal Parents.” Hearing—the auditory part—was unavailable, but they development is vital. Making sure hearing aids and The Hubbards continued using spoken language with Mabel knew the importance of continuing to use spoken language and reading for Mabel’s verbal development. cochlear implants are doing the job they are supposed after she became deaf at age 5 due to scarlet fever. They were The following are our thoughts on how the Hubbards embodied the spirit of auditory-verbal practice, as we briefly describe to do is essential. It is all about how the brain processes tireless supporters of their daughter’s use of spoken language what they did regarding each of the 10 Principles of LSLS: spoken language. Auditory-verbal practice is being used to to keep her connected to her family and community. They coach parents to be the primary teachers for their children encouraged other family members to talk with Mabel and No. 1: The Hubbards would have champi- synchrony if she continued learning with speaking with them. We never raised our learning to listen and speak well. expected her to speak in return. oned the goal of Early Hearing Detection verbal skills. She already knew how to voices. We just talked to her like anyone What we expect parents to do in auditory-verbal practice This was a time when the deaf were not known to be able to read, and Intervention (EHDI) “to maximize read and communicate well with spoken else.” Many family stories describe how has become easier during our careers. With better access to talk or attend school alongside typical peers. At age 10, Mabel spoke linguistic competence and literacy devel- language. Her parents’ actions indicated much fun it was to talk with Mabel. opment for children who are deaf or hard that they wanted to help her maintain her sound, the neural connections develop naturally for learning before the Massachusetts State Legislature to demonstrate publicly No. 9: The Hubbards monitored progress of hearing.” (ASHA Leader, 2016) In the already developed verbal brain. This was to listen and speak. Perception and production enhance each that a person who was profoundly deaf could speak well, read well to evaluate the effectiveness of what late 19th century, early hearing detection extraordinary for this era. Mabel was learning using academic other, and how one hears has a lot to do with how one speaks. and carry on conversations using spoken language. This helped was impossible, as the majority of hearing No. 5: The Hubbards hired a governess criteria in school. In 1869, Mabel Mabel’s parents did not have the luxury of access to sound. obtain funding to establish Clarke School for the Deaf in 1867. loss at that time was due to illness. There who exemplified the ability to create attended a private school with her As Listening and Spoken Language Specialists, we meet Although Mabel did not attend Clarke, it was one of the country’s was a higher incidence of deafness prior environments that supported spoken sisters, the same year that the Boston parents who remind us of the Hubbards. Parents who choose first schools to teach deaf students using the oral method focusing to modern medical treatment. Regarding language throughout the daily activities School Board started the Horace Mann to work with us today in auditory-verbal practice have the on spoken language. early diagnosis of Mabel’s hearing loss, of Mabel, who was a curious child with School for the Deaf, where Mabel’s as soon as the Hubbards found out, they a quest for knowledge. governess was hired as a teacher. Mrs. acted deliberately to keep her learning Hubbard suggested the governess and speaking and keep her verbal brain No. 6: The Hubbards helped Mabel continue living with them so she could growing. In all accounts, she benefited integrate spoken language into all aspects provide after-school tutoring to Mabel, through the immediate and consistent of her life. Her sisters provided fluent who found it difficult to speechread use of interactive spoken language models all around her, as she was bathed the teacher in a large classroom. This without the use of sign language. with interactive verbal language. is similar to what happens to children Nos. 2 & 3: Hearing technology No. 7: Natural developmental patterns attending regular school today who was not available to them at that time. of speech, language, cognition and receive auditory-verbal therapy parent communication were followed. In a guidance after school. The Hubbards became the primary No. 4: speech Mabel gave in 1894, she said, facilitators of Mabel’s spoken language The Hubbards realized the “the method of instruction pursued by my No. 10: development. They were her teachers benefits of a mainstream education. mother and teacher, pioneers in a new and made sure everyone spoke to her and Most children who were deaf and hard world effort as truly as Columbus himself, allowed her to develop interactive spoken of hearing were sent to residential was essentially the same as that pursued language. It was a one-on-one focus. They schools at that time. The Hubbards with my hearing sisters with whom I was understood it was important to maintain chose a different approach by keeping educated. At a very early period, books the cognitive processes she already had. their daughter integrated in mainstream were placed in my hand, and I became As parents, they instructed their other society. In America, deaf and hard of passionately fond of reading.” children to always talk to her and make hearing children were not permitted sure she could understand them. No. 8: Auditory self-monitoring was in public school, and Mabel’s parents Spoken language was a “way of life.” impossible without access to sound. were told she would be sent to an They were forced to use vision as the However, as an adult Mabel was asylum because she would lose all her primary modality to continue with spoken self-reflective and wanted to make language abilities. The Hubbards moved language communication. History has conversation easy for others. She read to Germany so Mabel could attend proven that communicating through widely so that she was informed on any regular elementary school for two years. speechreading alone is difficult. She possible topic of conversation she might She learned to speechread German and already had acquired a listening brain encounter. If she encountered something advanced in all subjects. The Hubbards because she lost her hearing due to new, she researched it further. She understood how important it was to keep illness at age 5. Her brain had achieved learned that this was her responsibility: to Mabel’s brain developing with verbal the listening experience in infancy that be prepared to be a good conversational learning and reading. When they returned was critical for adequate language partner. “We did not realize Gramma to Boston, they hired the best teacher development. Her neural pathways was deaf until we were 10 or 12,” one they could find. It happened to be Alec. already received the stimulation to of Mabel’s granddaughters said. “We In our work, we witness the amazing prepare her brain to take advantage had to face her to talk with her. We were accomplishments of the parents we coach. of neuroplasticity and developmental told it was polite to face someone while 16 WWW.AGBELL.ORG 17 Success of cochlear implants The Hubbards were like these parents. They had the desire, Spoken Language Specialists” (LSLS®). So much has changed Parents started programs in New Hampshire and Maine because drive and ability to seek out what they knew was the best way since we started, and much has changed since Alexander Graham there was no access to spoken language teaching in their areas. to keep their child an active member of mainstream society. Bell taught the deaf. Their children were not going to attend those programs because, In Boston, where Alexander Graham Bell worked, the first But one thing remains the same: parents like the Hubbards like Mabel, they were ready for the mainstream having started profoundly deaf student will graduate from high school next make a huge impact. auditory-verbal therapy from an early age. In the early 1990s, year after 12 years in mainstream public school. She listens

AVCC families traveled to New York City because Boston was with bilateral cochlear implants and attended auditory-verbal REFERENCES: not yet providing cochlear implants to children. It was because therapy in her early years. Beckly, E. T. (2016). Refocusing on choices. The ASHA Leader, 21, 44-49. doi: 10.1044/ leader.FTR1.21052016.44 of our relationship with AG Bell which offered a network of Previously, it was arranged that all children who were deaf and Bell, A. G. (1906). The Mechanism of Speech. New York, London: Funk & Wagnalls other auditory-verbal therapists that we learned of the success of hard of hearing attended the Horace Mann School, which uses Company. Bell, A. M. (1867). Visible Speech: The Science of Universal Alphabetics. London: cochlear implants from our mentor Judy Simser’s auditory-verbal sign language. Although students using spoken language have Simpkin, Marshall & Co., and New York: N. Trubner & Co. therapy program in Ottawa, Canada. graduated from high schools throughout the world after being Bruce, R. V. (1990). Alexander Graham Bell and the Conquest for Solitude. Ithaca, NY: Cornell University Press. mainstreamed from preschool onward 20 years ago, it is important Cole, E. B. & Flexer, C. (2015). Children with Hearing Loss: Developing Listening and to report that it is finally expected to happen in Boston. Talking (3rd ed.). San Diego, CA: Plural Publishing. Foster, Tony. (1996). The Sound and The Silence: The Private Lives of Mabel and Every family that chooses listening and spoken language for Alexander Graham Bell. Lincoln, NE: iUniverse, Inc. their child who is deaf and hard of hearing is helping change Gray, C. (2006). Reluctant Genius: Alexander Graham Bell and the Passion for Invention. New York: Arcade Publishing. the old notion that “deafness equals sign language.” Parents are Suskind, D. (2015). Thirty Million Words: Building a Child’s Brain. New York: Penguin showing that deaf children can learn to listen, attend mainstream Group. Toward, L. (1984). Mabel Bell: Alexander’s Silent Partner. Breton Books. Nova Scotia, Every family that schools and become whoever they want to be. Sometimes, it is Canada: Cape Breton Books. hard to tell they have a hearing loss. We started out as “teachers of the deaf.” We were on the crest chooses listening and of a wave of change. We are now referred to as “Listening and spoken language for their child who is deaf and hard of hearing is helping change the old notion that “deafness equals sign language.”

Parents in our program were the first in our region to choose cochlear implants prior to them receiving approval from the U.S. Food and Drug Administration. Parents in our program also were the first in our area to get bilateral cochlear implants for their child.

Top: Mabel Gardiner Bell as a girl, 1860. Middle: Gertrude Mercer Hubbard Grossman, Roberta Wolcott Hubbard Bell, and Mabel Hubbard Bell as girls. Bottom: Gertrude M. Hubbard and her baby Mabel. Credit: Library of Congress, LC-USZ6-2007, LC-DIG-ds-01239, and LC-USZ6-2008

18 WWW.AGBELL.ORG VOLTA VOICES J U L-SEPT 2016 19 Listening and Spoken Language Certification: Past, Present, and

By Teri Ouellette, M.S.Ed, LSLS Cert AVEd, FUTURE Donald M. Goldberg, Ph.D., CCC-SLP/A, FAAA, LSLS Cert. AVT, Carol Flexer, Ph.D., CCC-A, LSLS Cert. AVT, and Cheryl L. Dickson, M.Ed., LSLS Cert. AVT

s members and supporters of the Alexander Graham Bell Association for the Deaf and Hard of Hearing and A its AG Bell Academy for Listening and Spoken Language, we know that children with hearing loss can learn, listen and speak. These children can use their hearing to develop their full, underlying “auditory–neural” capacity to support vibrant spoken language and provide the synaptic brain networks that are necessary for literacy, academic success and independence. We know that to achieve those ends, families need access to professionals who are well trained and experienced in the fundamental areas that contribute to that success. It has been challenging to connect families with qualified professionals who can address the family’s desired outcomes of listening, spoken language and literacy. Our ‘Family Tree’ Approximately 100 years ago, professionals who were committed to Spoken Language development were rare; typically a single specialist “mentor” with a few chosen “mentees.” At the turn of the 20th century, specific schools such as Clarke School in Massachusetts began offering training to teachers who wanted to learn “the articulation method.” With the development of wearable hearing aids subsequent to the technology boon before and especially after World War II, pioneers in the field developed and documented their techniques to a much wider audience.

20 21 Credit: Courtesy Library of Congress, Prints & Photographs Division, HABS DC,GEO,115—1 Significantly, Helen Beebe in Pennsylvania, Doreen Pollack The LSLS Certification is “Born” In July 2007, the AG Bell Academy unveiled the new in Colorado and Daniel Ling and Agnes (“Nan”) Phillips in The AG Bell Academy’s sole mission is to advance listening and certification program: Listening and Spoken Language Montreal, developed their approaches [Unisensory, Acoupedic], , talking for infants and young children who are deaf and hard Specialist (LSLS®), with two designations, Certified taught other practitioners and published their work for others to of hearing through standards of excellence and international Auditory–Verbal Therapists (LSLS Cert. AVT) and Certified learn. Through their efforts in the 1960s and 1970s, more profes- certification of professionals. Working with the Institute for Auditory–Verbal Educators (LSLS Cert. AVEd). A LSLS Cert. sionals became interested in learning how to develop listening Credentialing Excellence (ICE), the Academy sought to examine AVT works primarily with a child and family in individual and spoken language skills for children with hearing loss. and refine the certification process. sessions, following the 10 Principles of LSLS Auditory Verbal Next, the challenge was to find ways to measure and document With the assistance of Prometric, Inc. as the specialty provider Therapy. A LSLS Cert. AVEd involves the family as much as the knowledge base and skills required to provide verification of of assessment services, the Academy conducted an audit of the possible, but often works with children in group educational a professional’s skill sets. In 1978, Helen Beebe, Doreen Pollack Cert. AVT credential. Subsequently Prometric conducted a settings. Their practice is bound by the 10 Principles of and Dan Ling, along with a cohort of other professionals, with the thorough job task–analysis of professionals across the field who LSLS Auditory–Verbal Education. Professionals choose their guidance of George Fellendorf (a former executive director of AG teach listening and spoken language to children with hearing loss, designation based on their work setting and their ability to Bell), formed the International Committee on Auditory–Verbal using the practices and licensure of audiology, speech–language adhere to the principles required in their designation. Both Communication (ICAVC). In 1981, at the invitation of the AG pathology and auditory–oral education. The definitive conclusion follow developmental models of audition, speech, language, Bell Association’s Board of Directors, ICAVC became a “special was that though work settings may differ, the teaching strategies cognition and communication; use evidence–based practices; committee” of the association. and techniques were very similar. and strive for excellent outcomes in listening, spoken language, In 1986, the ICAVC’s Central Committee voted to establish Therefore, as skill sets required for professionals who teach literacy and independence for children who are deaf and hard a separate nonprofit organization called Auditory–Verbal listening and spoken language to children with hearing loss and of hearing. Both must complete a three–year, postgraduate International (AVI). AVI took on the task of developing a their families could be clearly identified, the audit also showed mentoring process and pass the same rigorous exam covering certification program for professionals in auditory–verbal that competence could be evaluated through a single test of the nine domains of essential knowledge. practice, with the designation “Auditory–Verbal Therapist,” critical knowledge. The job analysis process also helped to LSLS Growing Strong and the first cohort received their certification in 1994. With clarify the major areas of essential knowledge, which became the The AG Bell Academy’s goal has been to verify the skill sets of the dissolution of AVI in 2004, AG Bell obtained the rights nine domains of listening and spoken language competencies: professionals, and thus support listening and spoken language Dr. Alexander Graham Bell and his colleagues standing on the steps to the AVT credential and formed the Alexander Graham Hearing and Hearing Technology; Auditory Functioning; Spoken provision around the world. The AG Bell Academy seeks to of the historic Volta Bureau, which houses the AG Bell Academy. Bell Academy for Listening and Spoken Language (AG Bell Language Communication; Child Development; Parent Guidance establish the certification as the “gold standard” for professionals Academy), an independent, nonmembership subsidiary of the Education and Support; Strategies for Listening and Spoken AG Bell Association. Language Development; History, Philosophy and Professional Issues; Education; and Emergent Literacy.

The 9 LSLS Domains of Knowledge

Education Emergent Literacy 6% 6%

History, Philosophy Hearing and and Professional Hearing Technology Issues 12% 4% Auditory Strategies for Functioning Listening and Spoken Language 16% Development Spoken Language 18% Communication 16% Parent Guidance, Education and Support Child Development 13% 9% The nine LSLS domains of knowledge represent the core competencies of the LSLS Certified Professional, and percentages shown reflect the wight of each domain comprising the body of knowledge tested on the LSLS examination.

22 WWW.AGBELL.ORG VOLTA VOICES J U L-SEPT 2016 23 in the field, giving families the ability to identify and connect with qualified specialists to achieve their goals of listening, spoken language and literacy development for their child with hearing loss. Principles of LSLS However, as of 2002, AVI found that only 8 percent of families worldwide had access to such professionals. As of 2010, Auditory–Verbal Therapy Auditory–Verbal Education there were 520 LSLS professionals worldwide. (LSLS Cert. AVT™) (LSLS Cert. AVEd™) In 2016, there are 772 certified LSLS professionals 1. Promote early diagnosis of hearing loss in A Listening and Spoken Language Educator (LSLS throughout the world, an increase of nearly 50 percent in just newborns, infants, toddlers, and young children, Cert. AVEd™) teaches children with hearing loss to six years. Of those professionals, 573 practice in the United followed by immediate audiologic management listen and talk exclusively though listening and spoken States and 199 outside of the U.S. About two–thirds of these and Auditory–Verbal therapy. language instruction. hold the LSLS Cert. AVT designation, and another 273 are Recommend immediate assessment and use of 1. Promote early diagnosis of hearing loss in LSLS Cert. AVEds. We have seen the number of certified 2. appropriate, state–of–the–art hearing technology infants, toddlers, and young children, followed professionals typically increase by about 6 percent annually. to obtain maximum benefits of auditory stimulation. by immediate audiologic assessment and use of appropriate state of the art hearing technology to " As of 2010, there were 520 3. Guide and coach parents to help their child ensure maximum benefits of auditory stimulation. use hearing as the primary sensory modality in LSLS professionals developing listening and spoken language. 2. Promote immediate audiologic management and development of listening and spoken language for Guide and coach parents to become the primary worldwide." 2010 AG Bell Academy Board of Directors 4. children as their primary mode of communication. facilitators of their child’s listening and spoken The AG Bell Academy continues to refine the LSLS application language development through active consistent 3. Create and maintain acoustically controlled process. Our goal is to continuously improve accessibility to A Bright Future participation in individualized environments that support listening and talking the credential, while keeping the LSLS certification rigorous Clearly the work is not yet done! As the AG Academy for Auditory–Verbal therapy. for the acquisition of spoken language throughout and contemporary. The AG Bell Academy has established Listening and Spoken Language enters its second decade, efforts the child’s daily activities. 5. Guide and coach parents to create environments processes and procedures to continuously evaluate the LSLS have redoubled to build professional capacity domestically and 4. Guide and coach parents to become effective eligibility requirements to ensure they are equitable; to assess around the world. The AG Bell Academy board has always had that support listening for the acquisition of spoken language throughout the child’s daily activities. facilitators of their child’s listening and spoken the mentoring process to ensure it meets our intent of supporting international representation, but the newest effort is to include language development in all aspects of the professionals through their LSLS certification preparation; members who are from non-English speaking cultures who can 6. Guide and coach parents to help their child child’s life. and to evaluate the process of awarding LSLS CEUs to ensure represent the global community we support. integrate listening and spoken language into all Provide effective teaching with families and the quality of continued professional preparation so the LSLS The current exam is about to be evaluated in regards to aspects of the child’s life. 5. credential remains high. advancements in technology, educational development and children in settings such as homes, classrooms, 7. Guide and coach parents to use natural The AG Bell Academy began 2016 by announcing the exciting relevancy for our international community. The AG Bell therapy rooms, hospitals, or clinics. developmental patterns of audition, speech, news that it is moving to a new testing provider, Kryterion. The Academy also is working with partners to investigate translating language, cognition, and communication. 6. Provide focused and individualized instruction move has allowed the testing format to be digitalized, so the the exam into other major languages, with the initial target of a to the child through lesson plans and classroom exam can be offered at any time through any of Kryterion’s 700 Spanish version of the LSLS exam. 8. Guide and coach parents to help their child activities while maximizing listening and testing sites worldwide. This fundamental change in the exam’s As access to hearing technology improves, more families self-monitor spoken language through listening. spoken language. availability provides convenience and more equity of access to choose listening and spoken language for their children with 9. Administer ongoing formal and informal 7. Collaborate with parents and professionals the LSLS credential than ever before. AG Bell and the AG Bell hearing loss. It is essential that qualified professionals are diagnostic assessments to develop to develop goals, objectives, and strategies Academy expect that this advancement will make certification a available, wherever families live, to support the listening, spoken individualized Auditory–Verbal treatment for achieving the natural developmental more attainable goal for professionals everywhere. language and literacy success of children with hearing loss! plans, to monitor progress and to evaluate patterns of audition, speech, language, Note: We would like to give special thanks to founding AG Bell the effectiveness of the plans for the child cognition, and communication. and family. Academy President, Teresa Caraway, Ph.D., and to all of the AG 8. Promote each child’s ability to self–monitor Bell Academy board leaders and members from its origin in 2004. 10. Promote education in regular schools with peers spoken language through listening. The AG Bell Academy continues to build on their vision and legacy. who have typical hearing and with appropriate Use diagnostic assessments to develop services from early childhood onwards. 9. individualized objectives, to monitor progress, * An Auditory–Verbal Practice requires all 10 principles. and to evaluate the effectiveness of the REFERENCES teaching activities. Marvelli, A. L. (2010). Highlights in the history of oral teacher preparation in America. The term “parents” also includes grandparents, The Volta Review, 110(2), 89–115. Goldberg, D. M., Dickson, C. L., & Flexer, C. (2010). AG Bell Academy certification relatives, guardians, and any caregivers who 10. Promote education in regular classrooms with program for Listening and Spoken Language Specialists: Meeting a world–wide need for interact with the child. peers who have typical hearing, as early as qualified Professionals.The Volta Review, 110(2), 129–143. Goldberg, D. M. & Flexer, C. (2012). What is the history of auditory–verbal practice? In possible, when the child has the skills to W. Estabrooks (Ed.), 101 Frequently Asked Questions about Auditory–Verbal Practice (pp. do so successfully. 6–9). Washington, DC: A G Bell. Flexer, C., Goldberg, D. M., & Moog, J. S. (2012). What is the history of the Listening and (Adapted from the Principles originally developed by Doreen Pollack, 1970) Spoken Language Specialist certification? In W. Estabrooks (Ed.),101 Frequently Asked Adopted by the AG Bell Academy for Listening and Spoken Language®, July 26, 2007. Questions about Auditory–Verbal Practice (pp. 10–13). Washington, DC: AG Bell. For more information, visit www.agbell.org/principles-of-LSLS/ 2016 AG Bell Academy Board of Directors

24 WWW.AGBELL.ORG VOLTA VOICES J U L-SEPT 2016 25 Alexander Graham Bell Association for the THE Deaf and Hard of Hearing was established as an organization of teachers of the deaf who believed that children and adults with hearing loss could learn to talk. From its founding by Dr. Alexander Graham Bell in 1890 until today, we’ve made history by supporting children and adults who are deaf and hard of hearing and their families. We’ve contributed to the growing body of research in the field that demonstrates the effectiveness of auditory-verbal practice and have promoted professional certification. We continue to honor a pioneer whose work has withstood the test of time in advancing listening and spoken language. Our 125 years have been filled with so many seminal moments—too many to list here as we take a stroll down memory lane. In the following pages are some of the most significant events that have shaped us into who we are today.

26 WWW.AGBELL.ORG VOLTA VOICES J U L-SEPT 2016 27 Portrait of Dr. Bell, The New York Times article Anne Sullivan, and reporting on the construction Helen Keller of the Volta Bureau 2015 – 2016 OF LISTENING AND 125 TH ANNIVERSARY SPOKEN LANGUAGE 1890 125 years of the association are Mrs. Bell, Dr. Bell and their daughters celebrated, as well as 125 years of the ASSOCIATION Volta Bureau building. Dr. Bell helps organize the American Association to Promote the Teaching of Speech to the Deaf (AAPTSD), which is currently the Alexander 2014 – 2016 Graham Bell Association for the SMITHSONIAN Deaf and Hard of Hearing. Bell Recordings of Dr. Bell’s voice are recovered, 1883 served as its first president. 1999 displayed at the Smithsonian Museum MR. BELL’S 1893 The name of the association of American History. George Sanders, Pupil of Dr. Bell PRIVATE changes to the Alexander 1887 VOLTA BUREAU Graham Bell Association for the SCHOOL Dr. Bell establishes the Volta Deaf and Hard of Hearing. Bureau, works to patent Dr. Bell establishes a day school 1887 IS BUILT the gramaphone and refers The Volta Bureau is built on the corner of Volta Place for the deaf and hard of hearing Helen Keller’s family to the and 35th Street, NW, in Washington, DC, to house the in Washington, DC. VOLTA BUREAU FOUNDED 1899 – 1909 Perkins School for the Blind The Volta Bureau is established at 3417 Volta Place, growing information center and reference library. The AAPTSD publishes The Association whose director recommends inWashington, D.C., using part of the Volta Fund Review, a scientific journal for the deaf. 1990 1882 one of his former pupils, and a gift from Alexander Melville Bell. The Bureau 100T H Anne Sullivan, as Helen collects an extensive library of books and other WASHINGTON, DC Keller’s teacher. materials relating to deafness. Dr. Bell moves with his family to Washington, ANNIVERSARY Centennial year of the DC, and becomes a United States citizen. 1868 association is celebrated. Listen here: https://goo.gl/vPpX23 A time capsule containing Source: Smithsonian Magazine LONDON duplicate archival materials Dr. Bell begins teaching children who 1880 1890 1900 from the library is buried on have hearing loss in London, England. the Volta Bureau grounds.

THEN 1850 1900 1950 2000 NOW

1871 1880 2000 VOLTA PRIZE BOSTON The French government awards Bell the Volta Prize (50,000 RENOVATION Dr. Bell teaches and lectures at Sarah francs) for his invention of the telephone. He uses the money 1948 Dr. Donna Dickman begins the second historic Fuller’s Boston Day School for the Deaf; The March 2016 to establish the Volta Laboratory. The name of the association is changed to the renovation of the Volta Bureau. Clarke School in Northampton,Mass.; and, the Volta Speech Association for the Deaf, Inc. VOLTA BUREAU March 3, 1847 American Asylum for the Deaf in Hartford, CT. 1880–1885 GAINS A NEW VOICE ALEXANDER BELL IS Volta Bureau undergoes another BORN IN EDINBURGH Master Patent for VOLTA LABORATORY renovation, this time to revitalize the “Improvement in ASSOCIATION displays of Dr. Bell’s work and legacy. The recordings of his voice are obtained Telegraphy” Dr. Bell sets up the Volta Laboratory 1922 1956 and made available for visitors. Association with money from the Volta Prize. The name of the association is Bell set aside his share of the profits from PASSING OF changed to the Alexander Graham Bell the invention of the as an 1908 DR.BELL Association for the Deaf, Inc. endowment fund (the Volta Fund). MERGER Dr. Alexander Graham Bell, The AAPTSD becomes philanthropist, inventor, and part of the Volta Bureau. The renaissance man, dies on August Sign noting the construction and open date Volta Fund and the Alexander 2 at his estate in Beinn Bhreagh, of the renovated Volta Bureau in 2001 Melville Fund near Baddeck, NS. 1974 2002 1877 are placed in the hands of the association. NATIONAL HISTORIC REDEDICATION The Alexander Graham Bell BELL TELEPHONE LANDMARK Association for the Deaf and 1876 The is founded. 1910 On October 18, the Volta Bureau is Hard of Hearing rededicates PATENT The name of The Association Review is declared an historic landmark. the Volta Bureau to promoting Dr. Bell files his telephone patent, July 11, 1877 changed to The Volta Review, the current a choice of oral communication which is then approved on March 7. title of the association’s scientific, for children and adults who are Listen here: deaf and hard of hearing. On March 10, he conducts his MARRIAGE TO MABEL peer-reviewed journal to this day. https://goo.gl/O1DePf first telephone transmission. Dr. Bell marries Mabel Hubbard. BEINN BHREAGH A Simple, Free and Unconventional Life. By Emilio Alonso-Mendoza, J.D., CFRE

As the Alexander Graham Bell Association for the Deaf and Hard of Hearing embarks on a grand three-year celebration for the 125th anniversary of our organization, I remember my recent trip to Baddeck in Cape Breton, Nova Scotia, Canada. Auspiciously, a year into my tenure as CEO of this association, I was invited there by the Bell family to a most historic occasion. It was a celebration of Mabel Hubbard Bell, Dr. Alexander Graham Bell’s wife and partner, a woman ahead of her time, a special influence in Cape Breton in general and more specifically a woman dedicated to empowering women when this was not common practice. 30

Aerial photo of Beinn Breagh on Cape Breton, NS by Warren Gordon of Gordon Photographic They began to plan construction of Beinn Bhreagh in 1892. “The new house was to be in the very centre of the property [where] the mountain and trees shut out all cold winds while the sun's rays had full play from sunrise to sunset," according to Mabel. At Beinn Bhreagh, the Bells could be themselves. For Alec the solitude and natural splendor also gave him a new lease on life: they would stimulate the kind of frenzy of invention he had enjoyed during the 1870s. The beauty of the site inspired Dr. Bell in his many experiments and inventions, which continued throughout his life and included explorations into global warming, energy conservation, solar heating, saltwater distillation and flight. Like Alec, Mabel was in love not just with its scenic grandeur, but she was inspired to take initiatives that would benefit those in the Scottish-settled community of Baddeck they’d come to admire. Mabel gave Alec stability and a safe haven in which he Dr. Bell's houseboat in the pond by the Bras d'Or Lake, Cape Breton, NS, 1915 Photo courtesy of the McCord Museum could pursue his obsessions. He would write, smoke and A 1915 photo of Dr. Bell's residence Beinn Bhreagh in Cape Breton, NS. think until 3 or 4 a.m., rise at 10 or 11, and then spend the Photo courtesy of the McCord Museum afternoon and evening with work and family. Descendants of Dr. Alexander Graham Bell at Beinn Bhreagh in 2015 The family divided their time between Washington and Photo courtesy of Warren Gorden of Gordon Photographic Beinn Bhreagh where Dr. Bell died on Aug. 2, 1922. Mabel Buildings have special significance in the history of our and Newfoundland. Mabel’s father Gardiner Hubbard had died six months later, and they are both buried atop Beinn association. In May 1893, Helen Keller turned the first long invested in the Caledonian coal mines in Glace Bay. Bhreagh mountain on the estate, overlooking Bras d'Or Lake. spade of dirt at the ground breaking for the Volta Bureau, And Alec’s father Melville had spent four summers as a The property is still a refuge for their descendants. I had the our beloved historic headquarters in the Georgetown youth in Newfoundland. privilege of sitting on the bench where the couple would sit neighborhood of Washington, DC Buildings and places held In late August 1885, Dr. Bell and his family set off on a for hours gazing on the beauty of their home. Behind me, I special significance for Dr. Bell and his family as well. sentimental journey to St. John’s, Newfoundland. Ironically could see the simple stone marking their graves. Over the course of 15 years, Dr. Bell travelled between the steamer they travelled on ran aground just off the coast, On July 31, 2015, Beinn Bhreagh was declared a Canadian Boston and before settling in Georgetown with so they were brought to Baddeck. As their vessel entered heritage property, and I had the great honor of being invited Mabel and their two daughters. The heat of Washington gave the Bras d’Or lakes, Alec and Mabel and their little girls to be part of the celebration. Sara Grosvenor, the youngest Alec (as he is affectionately called among his descendants “gazed upon the little white lighthouses along the shoreline, great-granddaughter of Alec and Mabel Bell, is a member of and family) headaches, and he yearned for a cooler climate punctuated by a dark backcloth of spruce, fir and pine,” as the AG Bell Board of Directors, and she spoke on behalf of like that of his boyhood home in Scotland. Both Alec and described by their biographer Charlotte Gray. For Dr. Bell, the family at this celebratory event. Mabel sought a “simple, free and unconventional life,” far the labyrinth of inlets reminded him of the lochs of Scotland. Sara is dedicated to preserving her great-grandparents' from the cares of the nation’s capital. “It is perfectly lovely here,” Mabel wrote her mother, “with contributions and achievements and celebrating their lives. For several years they had considered fashionable the archipelago of islands and steep hillsides sloping down By acknowledging the importance of Beinn Bhreagh to global summer spots in New England but were not inspired. Both into the water.” and local history, and by recognizing the beauty of this site, Mabel and Alec’s fathers urged them to explore Cape Breton That first summer they rented a four-room cottage known this building helps to preserve Alec and Mabel Bell's legacy. as Crescent Grove just outside of Baddeck. It was from here Sara encouraged participants in the celebration to "not only that they had a perfect view of the peninsula across the appreciate what our ancestors have done, but also to live in water called Red Head. They decided to explore it. “Fancy the present and to do the best you can - it's not just frozen in driving over the crest of a mountain, the highest for many time, it's thinking of the future and inspiring others." miles,” Mabel wrote to her mother, “and seeing the land Someone once told me that I should work to be stretched out on every side of you like a map.” remembered for the good I did in my lifetime, for the love Baddeck is on Cape Breton Island, Nova Scotia, and the I shared with family, friends and mankind. Legacies are home Dr. Bell built there is revered for its breathtaking remarkable things, and the more remarkable we are in how It is perfectly lovely here with the views. They calledIt is it Beinnperfectly Bhreagh, Gaelic lovely for "beautiful here with the we serve others, theIt isgreater perfectly legacy we leave lovely behind. Dr.here Bell's with the mountain." The landscape is close to paradise. The legacy lives on in many ways, through his home, through his archipelago of islands and steep juxtapositionarchipelago of the green mountains of between islands the sparkling and steep descendants whoarchipelago are committed to keeping of islandshis vision alive, and steep cobalt blue waters and azure sky, made it obvious why both and through the Alexander Graham Bell Association for the Mabel and Alechillsides fell so in love sloping with the place. down By 1887 toAlec the water Deaf and Hard of Hearing. hillsides sloping down to the water was so enthralled, he announced to Mabel that he would like hillsides sloping down to theHydroplane water in Beinn Bhreagh harbor.Breton, NS, 1915 to be buried atop Red Head. Photo courtesy of the McCord Museum

31 WWW.AGBELL.ORG VOLTA VOICES J U L-SEPT 2016 32

Legacies are remarkable things, and the more remarkable we are in how we serve others, the greater legacy we leave behind Deafness What type of phone do you use? THEN What antibiotic should your child While ear trumpets have been around 1891 for several hundred years, they provide have for an ear infection? The population of the United little benefit for children with States is about 64 million. significant hearing loss.

For most children who were born deaf, Ear infections What would you do if your child are treated by spoken language pouring warm was simply not an option. oil into the ear was born deaf? of the child and placing him or her on bed rest.

Ted A. Meyer, M.D., Ph.D. Another estimate is that in 1890 there are 9325 deaf students esponses to questions like these You might have heard about the telephone 10-15 at 81 schools in the United States and The first oral school for the deaf in the United are very different in 2016 than years ago. Alexander Graham Bell patented the States was established in 1867. By 1890, Canada. The number of oral schools is approximately 51 schools were established, they were 125 years ago. Then as telephone in 1876. Perhaps an uncle in New York 18 with 1113 pupils. 35 focused on sign language, and 16 focused now, your answers would vary City wrote in his last letter that he has a neighbor on oral communication with 777 students. substantially based on your with a phone, but that she rarely uses it. Less family income or wealth as well as your than 2 percent of the population has access to a Myringotomies are performed with levelR of education and geographic location. phone and it will be many years before it is readily poor visualization, and emergency And for consideration, health insurance was available and the network is developed enough for mastoid surgery to fight infection is done with a hammer and chisel. not even a consideration until the 1920s. relatively common and inexpensive telephone use. 1891 Imagine, if you will, that it is 1891. Therefore, it is very unlikely that you use a phone. The audiometer was invented 1879, and up until then it was The population of the United States is about What are antibiotics? In 1891, ear infections difficult to measure the amount On top of the high infant mortality rate, your newborn has only a 64 million. There are fewer than 400 cities are treated by pouring warm oil into the ear of of hearing loss without it. with more than 2,500 inhabitants, and only the child and placing him or her on bed rest. The audiometer was created 70-80% chance of living long enough for you to measure hearing ability, to have opportunity to treat an ear infection. about one-third of the population lives in urban Antibiotics will not be discovered for decades. which led to Bell 's name areas. You live in a time of great discovery Infant and neonatal mortality rates in large U.S. being used in the unit of sound and industrial expansion – new inventions are cities in the late 1800s were as high as 200-300 measurement—the "decibel". being patented every month and factories are per 1,000 live births. Unfortunately, your Alexander Graham Bell manufacturing those inventions. However, newborn child has only a 70-80 percent chance patented the 2016 it is likely that you do not have running water of living long enough for you to have opportunity Early identification and telephone or a toilet in your home. Edison patented the to treat his ear infection. If the eardrum does not in 1876. intervention programs are common, but not universal. incandescent light bulb about a decade prior, rupture to drain the pus or if the infection does but unless your family is extraordinarily not otherwise resolve, your child may very well fortunate financially and geographically, end up in the hospital. Perhaps a surgery can be your home does not have electricity, and it performed, but morbidity and mortality rates for likely will not have it for decades. children hospitalized with ear infections are high. NOW 33 & WWW.AGBELL.ORG VOLTA VOICES J U L-SEPT 2016 34 Success of Cochlear Implants Childhood Deafness Today options are vastly different in 2016 compared to 1891, but many of In 1891, I believe that a typical response to the question might In 2016, the majority of parents of children with significant the same basic questions remain. have been “I guess she will learn sign language”. One can hearing loss want their child to listen and speak as the Any communication option requires that the parents be good imagine the complexity of the struggles faced by families with primary mode of communication, according to data collected language models and provide support. If a child with typical children with significant hearing loss 125 years ago. Hearing by BEGINNINGS for Parents of Deaf and Hard of Hearing acoustic hearing is not exposed to millions and millions of words testing is carried out using the voice or tuning forks. The Children in North Carolina. I find this to be reasonable estimate. during critical developmental periods, and if parents are not good audiometer would not be invented for another 30 years, and until In 2016, as in 1891, around 90 percent of children with language and conversational models, then listening and spoken then, it is difficult to determine the amount of hearing loss. significant hearing loss early in life come from families without a language does not progress at the normal rate, and the child does Well-meaning ear doctors have been around for several Fast Forward to 2016 strong history of hearing loss and they simply want their child to not become an expert communicator. For a child with hearing loss, centuries, but their understanding of and the methods The population of the United States is over 320 million and communicate like they do. regardless of the parents’ choice of communication mode, a normal utilized for treating diseases of the ear are primitive. There 80 percent live in urban areas. The world is a vastly different In 2016, early identification and intervention programs are rate of language acquisition is even more difficult to achieve. are very few specialists available. Myringotomies (incision of place than it was in 1891. The telephone has been around common, but not universal. Despite state requirements for early High-powered hearing aids, other assistive listening devices, tympanic membrane to drain the ear) are performed with poor for 140 years, and, because of great advances in radio signal identification, as many as one-third of children with significant and cochlear implants are able to visualization, and emergency mastoid surgery to fight infection transmission, the vast majority of Americans have cell phones. hearing loss are diagnosed relatively late, and they do not receive provide children with significant is done with a hammer and chisel. The qualities that would It is estimated that there is currently one mobile or cell phone early interventions such as hearing aids for amplification and hearing loss access to the world define a surgical specialist in 2016–understanding of per adult in the United States. There is at least one phone in 97 speech and language therapy. Information provided by early through their auditory systems. pathology, high-quality training, and widespread percent of households. Technology is changing how Americans intervention programs is not standardized, and communication The family needs to commit to availability—are non-existent in 1891. and the rest of the world communicate. Land line options are not universally explained in an unbiased manner. In do everything within reason Once hearing loss is identified, the family has to make a in the home are no longer a necessity, and it is estimated that addition, rehabilitation and educational options for the different to optimize communication decision as to where and how the child is to be educated and what as many as 40 percent of households in the United States today communication modes are not evenly distributed across the and educational outcomes form of communication will be used. Ear trumpets have been have chosen not to have a land line telephone. You most likely United States and are not readily available in all states or locales. for the child. The family around for several hundred years, but they provide little benefit use a cell phone, you use the cell phone and the internet for other At times, parents are not given good information, and they can be must understand the for children with significant hearing loss. Electrical hearing aids forms of communication besides talking, you have a land line at pushed into a decision that they are not comfortable with. different educational settings, including benefits are not available. By far the most common option for the child is home, and access to several land lines in the workplace. I believe firmly that parents are responsible for their children, and issues with mainstreaming, schools for the to use sign language. This means that the family must learn sign Guidelines for antibiotic use for otitis media have been around and this includes deciding upon which mode of communication deaf, and the education laws that support their child. language in order to readily communicate with their child, and for many years. With an accurate diagnosis, if the patient is not they want for their child with hearing loss. Parents need to be For many children, remarkable listening and spoken language finding an appropriate educational program—a residential or day allergic, and if there are no other contradictions, the current informed about choices available, including benefits from different skills are possible. One of my patients, Neil Maes, is a sixth-grader school for the deaf. recommendation for an ear infection continues to be high-dose technologies, and this should be carried out in consultation with with bilateral cochlear implants. He just participated in the The first oral school for the deaf in the United States was amoxicillin. Through many efforts, the infant death rate in the professionals. They must fully understand the options, including Scripps National Spelling Bee. This would not have happened established in 1867. By 1890, approximately 51 schools were United States has dropped from 20 percent to around 1 percent. the availability of intervention programs, professionals, and without early identification, intervention, cochlear implants. established, 35 focused on sign language and 16 focused on oral Your child now lives long enough to get an ear infection that schools. They must consider their family situation in order to But most importantly, Neil’s success is due to his hard work and communication with 777 students. Another estimate is that in you can treat with an oral antibiotic. Hospitalization and even implement what is required to help their child succeed. The sacrifice and the tremendous dedication of his parents. 1890 there are 9,325 deaf students at 81 schools in the United death from complicated ear infections still occurs in the United various communication options differ significantly and lead to Whatever the chosen methodology, the child should be the States and Canada. The number of oral schools is 18 with 1,113 States, but this is very rare. Electricity, the surgical microscope, vastly different outcomes. focus. If the child does not develop appropriate listening and pupils. Therefore, in 1891, if a child were born deaf, it is highly high-speed drills, tiny instruments, safe anesthesia, sterilization, If the family wants their child to use sign language , I believe spoken language skills through hearing aids and/or cochlear likely that he or she would be sent to a school for the deaf and use antibiotics, and the widespread training of otolaryngologists that the family must become at least relatively fluent in sign implants and the educational approach chosen by the family, then sign language. For most children who were born deaf, spoken have made excellent management of disorders of the ear readily language so that they can serve as good language models for and additions or changes should be made. Some children benefit with language was simply not an option. available to the entire population of the United States. be able to communicate with their child. Can the family be fluent the addition of cued speech or another visual language approach. in sign language during the first months of the child’s life during In 2016, when parents decide that listening and spoken critical language development periods? Can the child receive language is the best and most appropriate communication mode services nearby and be educated in the local school district? Does for their child and family, many challenges still must be overcome. the child need to attend a school for the deaf? Does the family In a substantial portion of the United States, parents are not need to move for this to happen? informed of the different communication options for their child If the family chooses listening and spoken language for their with hearing loss. Resources are not always provided for early Fast Forward to 2016 child, it is likely that they will at least consider a cochlear implant. intervention or in the pre-school or grade-school environments. There are many decisions to be made. Is the family willing and able Whether parents want their child to listen and speak or to sign, Hearing loss to spend countless hours communicating with their child? Will the then resources must be available to help the parents make their 360 Chronic ear can be due child receive much if any information from high-powered hearing decision a success. We owe this much to our children. We are infections are Ab out 2 0 % to the use million of people with hearing loss would aids? Are intervention services available locally? Is a cochlear continuing to work to make listening and spoken language a viable people in the world live a leading cause of ototoxic benefit from technology such as with hearing loss. of hearing loss. medications implant program within a reasonable driving distance? Are option everywhere in the United States, and to provide all children hearing aids and cochlear implants qualified professionals available who can facilitate the development whose families want them to listen and speak with the support of listening and spoken language? Or, is telepractice an option to they need to fulfill their potential. bridge the distance between the family and listening and spoken language specialists? Hearing technology and communication

35 WWW.AGBELL.ORG VOLTA VOICES J U L-SEPT 2016 36 "Tremendous strides have been made with the increasing The reauthorization extends EHDI's funding for an additional U.S. Representatives number of newborn babies receiving hearing tests," said Guthrie, five fiscal years and broadens its scope to include young children. who represents Kentucky's 2nd District. "But there is still work Capps, who represents California's 24th District, has been to be done to ensure that each and every child born in the United a staunch supporter of hearing health since she began serving States receives this important screening." Congress in 1998, when she succeeded her late husband, Walter Two to three out of every 1,000 children in the United States H. Capps, who died of a heart attack in 1997. In addition to speak- are born deaf or hard of hearing and more lose their hearing later ing publicly on behalf of the National Campaign for Hearing in childhood. Certain genetic disorders, environmental causes, Health, Capps played a major role in the reauthorization of EHDI complications after birth, and certain infections can cause in 2008 and 2010. hearing loss in infants and children, according to the National Capps also has led the passing of legislation to address the Institutes of Health. national nursing shortage, the detection and prevention of "Early detection of hearing loss is just like the early detection domestic violence against women, underage drinking, improved of any other disease or illness - it can dramatically change the mental health services, the distribution of emergency defibrilla- outcome of one's prognosis," Guthrie said. "By reauthorizing these tors to local communities, the teaching of CPR in schools and the screening and intervention programs and by shifting our focus to need for better Medicare coverage for those suffering from Lou ensure there is less loss to follow–up, we can ensure all newborn Gehrig's disease (Amyotrophic lateral sclerosis). babies are being evaluated and receiving any necessary treatment."

AG Bell Awards Honors of the Association Volta Award Kathleen Treni Christine Yoshinaga-Itano Presidential Award of Recognition Award for International Service Judith Simser Warren Estabrooks Lois Brett Capps & Guthrie Receive AG Bell Award of Distinction

Infants and newborns nationwide will benefit from federal For their efforts, AG Bell will present Reps. Capps and funding to screen for, diagnose and treat hearing loss as part Guthrie the 2016 Award of Distinction, which is given to leaders of the Early Hearing Detection and Intervention Act of 2015 outside the field of education and rehabilitation who have made (EHDI), a bill co–authored by U.S. Representatives Lois Capps outstanding contributions on a local, national or international (D-CA) and Brett Guthrie (R-KY) that passed the House of level to promote and address issues related to hearing loss. Representatives unanimously this past September. Government funding has allowed newborn hearing screening "I am so pleased to see my colleagues come together in a bipar- programs to be carried out in all 50 states and Washington, D.C., tisan way to support our Early Hearing Detection and Intervention through the EHDI program that was first authorized in 2000, Act, which provides universal newborn hearing screening,” Rep. when only 44 percent of newborns were screened. However, the Capps said. “As a school nurse for over 20 years, I’ve worked creation of programs, which include hearing screenings at birth, with students who were lagging behind their classmates due to diagnostic hearing evaluations, medical services, early interven- undiagnosed or untreated hearing loss. These children did not need tion and family support have led to 97 percent of all newborns to suffer. We can and must help them succeed through stronger being screened before they leave the hospital, according to the investments in interventions and follow-ups.” Centers for Disease Control and Prevention.

37 WWW.AGBELL.ORG VOLTA VOICES J U L-SEPT 2016 38 AG BELL CONVENTION CELEBRATES

Jon Gallo

Four stars with hearing loss shone brightly at convention: from left, Neil Maes, Jonathan Hutcherson, Brick Reilly and Nina Poersch.

Neil Maes visits the Children's Program.

ake a close look: Neil Maes, Nina Poersch, Brick Reilly and Jonathan Hutcherson may look familiar. You might have seen Maes recently—he competed in the Scripps National Spelling Bee this past spring that was televised by ESPN. You might have seen Jonathan Hutcherson on a different stage, as more than 12 million watched him perform on the hit show “The Voice” earlier this year. Nina Poersch, knows what it’s like to be watched by millions, as she was a contestant on the reality TV show “Survivor” a few years ago. And don’t forget about Reilly. He had the crowd cheer- ing for him nearly a decade ago while he was powering his way to a victory on “American Gladiators.” But these stars share something more than performing well under the spotlight: They are examples that nothing, especially for those with hearing loss, can prevent them from shining on life’s stage. Maes, Poersch, Reilly and Hutcherson have something else in common: They shone brightly at the 2016 AG Bell Convention in Denver, where they shared their stories of triumph and perseverance.

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Photos by Craig Huey of Craig Huey Photography. Nina Poersch: Thriving, Not just Surviving Hearing Loss Even in defeat, Nina Poersch won. When Nina Poersch’s torch was extinguished during the third tribal council on the popular reality TV show “Survivor,” she may have headed home without the $1 million prize, but she left satisfied she accomplished something money can’t buy. “I want to be able to show people that you can overcome anything life throws at you,” she told the CBS show’s website. “I would love for more people to know about the cochlear implant.” Poersch showed the 17 other castaways who competed on “Survivor: Worlds Apart” in 2015 and the millions who watched the show that there was very little she couldn’t do in a game known for testing players’ physical and mental endurance. Poersch, who was the second deaf or hard of hearing Nina and husband Daniel Poersch. castaway during the show’s 30 seasons, was among the most physically fit contestants who arrived at the set in San Juan to sharing my experiences as a cochlear implant recipient and del Sur, Nicaragua. But at 51, she was the oldest member of her encouraging others to never give up and go for their dreams,” tribe by a decade, which she said played a role in her being the said Poersch, who’s a wife, mother and grandmother. second person from her clan voted off the island. Poersch certainly hasn’t let her deafness get in her way. She Christy and Neil Maes. Poersch, who uses two cochlear implants, was also at a was 44 when she lost her hearing, which she suspects was the disadvantage because understanding group conversations result of using over–the–counter pain medication for 15 years. "My goal was for him to could sometimes be challenging, depending on the situational Six months later, she received her first cochlear implant and got Neil Maes: Spelling Success One Letter at a Time context. In Survivor, castaways form cliques and alliances in an another one six years later. Christy and Peter Maes had a simple goal for their son, Neil, after reach his potential, no attempt to vote others off the show. “My biggest success is being able to continue to live my life learning he was deaf just days after he was born. Poersch, now 53, shared her story at the AG Bell Convention, almost the same as I did before my hearing loss,” Poersch said. "We wanted Neil to hear the birds, the water running, the winds matter what it was. inspiring children, adults and professionals. “I’m looking forward “While I still have my struggles, I’ve learned to overcome them.” in the trees," she told The Washington Post. "My goal was for him to reach his potential, no matter what it was. It turned out to It turned out to be be pretty good." Good would be an understatement for Neil, now 12. The pretty good." rising sixth grader from Belton, South Carolina, has established himself as one of the country's best speller—so good that he was among 285 competitors at the Scripps National Spelling Bee in Washington, D.C. Neil finished second at regionals. The next year, he wasn't "Neil's just a good–hearted kid," Christy told ABC News. "He even the best speller in his fourth-grade class. But that changed shows a lot of love to everyone around him. We love him just for this year. He returned to regionals and after saying "E–C–R–U" who he is, not for any of the trophies that he wins." to correctly spell the word that describes the shade of greyish- Neil, who was eliminated in the third round at nationals when pale yellow or light greyish–yellowish brown, Neil's dream of he misspelled "polychromatic" by a single letter, didn't need to competing at the Scripps National Spelling Bee became reality. finish first to be a winner. Neil's feel–good story of how he's gone Neil's send–off from his school resembled an ovation normally from a small Southern town to the nation's capital represents a reserved for a star athlete, such as his favorite basketball player, major victory in itself. Larry Bird. But on this day, no one at Belton Elementary was as Neil's journey against long odds began six months after he was famous as Neil, which was evident when his classmates lined both born, when Christy—a preschool teacher—and Peter—an aircraft sides of the hallway to cheer and scream his name as he headed to mechanic—had their son begin speech therapy before he received compete in the biggest spelling game on the planet. a cochlear implant five months later. He got a second implant four ”For those who overcome adversity and special challenges years later. But technology alone hasn't enabled Neil to be able to in their lives to reach the National Finals is a testament to their speak and talk as well as he does; he became an exemplary student determination and grit,” a bee spokesman told ABC News. at Belton Elementary School through sheer determination. "It seems like a bad situation: 'Your child can't hear.' But so Neil took his first step to spelling's biggest stage on a whim. much good has come out of it," Christy told ABC News. "We He was in third grade and, on a whim, decided to compete in his thought for him to win the regionals and come into the nationals, classroom's spelling bee. that would be a great platform to encourage and inspire people He won. But it wasn't until he beat out every third, fourth and who are deaf and hard of hearing. It makes a child feel so hopeful fifth grader to become the first third grader to win the school's saying 'I could do this.' It’s things like this that mean the overall spelling bee that he became hooked. most to me."

41 WWW.AGBELL.ORG VOLTA VOICES J U L-SEPT 2016 42 Brick Reilly: Climbing Up to Success Reilly grew up in the mainstreeam wearing a hearing aid For Brick Reilly, reaching the top of the tree isn't the reward—it's on his left ear, and at age 22, he received a cochlear implant. "I Jonathan Hutcherson: A ‘Voice’ to be heard knowing he endured what it took to get there. always focused on speaking and expressing myself verbally, and Adam Levine, the lead singer of Maroon 5, turned to 10–time "Success for me truly isn't the final achievement of a goal I being well–versed in the process of communication," he added. Grammy Award winner Pharrell Williams who was seated next to am striving to attain, but instead the journey I experience in the Upon entering the workforce, he was hired as a teacher's him and gave him some advice as one of the final contestants was process," said Reilly, who was born with profound hearing loss. assistant at his old preschool in New Jersey, the Summit Speech auditioning for this past season's "The Voice." "I've always felt at home in nature. Being a hearing person or a School, which teaches children who are deaf and hard of hearing "I would, I would," Levine said. "I promise." deaf person carries no weight in the woods." to listen and talk. Williams listened, and plunged his hand on the red button in front Reilly, who works full–time tending trees for one company Less than two years later, he entered the tree care industry of his chair, signaling that he liked what he was hearing, as he and while being a part owner in another tree care business near his and has no plans of leaving. the three other judges—Levine, country star Blake Shelton and pop New Jersey home, was involved in the Children's Program at "Every tree I climb, every cut I make and every time I come diva Christina Aguilera—had their backs to the teenager who was the convention. home to my family—that's success for me,” Reilly said. “Being a singing One Direction's "You & I." Reilly is as close to being a real–life super hero as you'll find. He husband and a daddy inspire me. Life is not complete without my It took 59 seconds for Jonathan Hutcherson, a rising high–school Jonathan Hutcherson leads children in song during the Children's Program. climbs like he's Spider–Man; is as strong as Superman; swims like wife and two kids. Every day, I remind myself of that." junior, to convince Williams to turn his chair so he could see who he Aquaman; runs like the Flash; and is as tough as the Incredible Hulk. just selected for his team's final spot on the popular NBC show where Hutcherson's performance, which was watched more by more Want proof? Check out the fourth episode of NBC's American contestants compete in blind auditions for the chance to become than 12 million viewers and some of music's biggest stars, showed Gladiators Season 2 from May 2008 on YouTube. You'll watch America's next hit singer. how far he's come since being born with a moderate–to–severe Reilly—the first deaf competitor to appear on the show—gave a Each judge selects 12 singers—and Shelton and Levine had hearing loss in each ear. Traci wasn't sure if her son would ever performance that could grace the pages of a comic book. reached their limit when Hutcherson took the stage, meaning if speak, let alone sing. In the tug of war, Brick and his Gladiator opponent—a huge, Williams or Aguilera didn't hit their buttons, Hutcherson would be Hutcherson, had plenty to discuss when he participated in the tattooed Samoan Gladiator named Toa who's the cousin of Dwayne heading home to Wilmore, KY. Children's Program at the convention, where he did a sing–a–long. "The Rock" Johnson—are hoisted on separate platforms above a “I was so calm before, but all the nerves hit me when they turned “[Being a person with hearing loss is] all I’ve ever known,” pool. On the whistle, they grab opposite ends of a rope and pull around,” Hutcherson told the Lexington Herald–Leader. “It was a crazy Hutcherson told the newspap er. “I am able to cope with what I with all their might. Take a guess who ends up getting wet. experience to see Pharrell turn around, and then we had a fist bump have and move forward, because there’s nothing else I ever knew, so It's not Reilly. and he said, ‘My team is full.’” there’s nothing else I can go back to. It’s always been me.” In the decisive obstacle course, Reilly swims under flames before scaling a 30–foot cargo net and powering over a pit on a handbike. He sprints across a balance beam and soars down a zip line before crashing into a padded pyramid, causing him to injure his left shoulder to the point he struggles to lift his arm as he grimaces in pain. But it didn't stop him from crossing the finish line first as his mother cheered wildly in the stands. "My biggest success is the ability to stretch myself beyond the comfort zone of my limitations," said Reilly, a married father Brick Reilly enjoys the convention with his two children Ruby and Slate. of two children. "This applies to all areas of my life—social, emotional, physical, intellectual and spiritual."

Brick Reilly plays a game during the Children's Program. "Success for me truly isn't the final achievement of a goal I am striving to attain, but instead the journey."

43 WWW.AGBELL.ORG VOLTA VOICES J U L-SEPT 2016 44 HEAR OUR VOICES DIRECTORY OF SERVICES

Help Future Generations Fulfill Directory of Services The Alexander Graham Bell Association for the Deaf and Hard of Hearing is not responsible for verifying the credentials of the service providers below. Their Dream BY LISA CHUTJIAN, CFRE Listings do not constitute endorsements of establishments or individuals, nor do they guarantee quality.

and bilateral. Mainstream support services, he lives with his son (who is learning to talk California Weingarten Children's Center, 3518 school consultation, and assessment and outrun his dad), and where Matt and his HEAR Center, 301 East Del Mar Blvd., Jefferson Ave. Redwood City, CA 94062 • for children in their neighborhood wife are expecting their second child this Pasadena, CA 91101 • 626-796-2016 (voice) [email protected] (email) • www. schools. California NPA certified. fall. Matt didn’t simply benefit from AG Bell’s • 626-796-2320 (fax) • info@hearcenter. deafkidstalk.org (website)• Kathleen Daniel Scholarship Program; he has also chosen to org (e-mail) • www.hearcenter.org Sussman–Executive Director–Pamela Hefner No Limits Theater Program and give back, serving in past years as a counselor (website) • Ellen S. Simon, Executive Musladin–Director of School. Educational Centers, No Limits with the Leadership Opportunities for Teens Director • Nonprofit 501c3 since 1954. A listening and spoken language program Headquarters: 9801 Washington Blvd., program and on the scholarship selection Provides high quality Speech, Hearing, where deaf and hard of hearing children 2nd Floor, Culver City, CA 90232 (310) committee, contributing his best thoughts and Hearing Aid Services. Licensed listen, think and talk! Cognitive based 280- 0878, www.nolimitsfordeafchildren.org. and energies to helping our students succeed. Audiologists conduct hearing evaluations program from birth through Kindergarten. Individual auditory, speech, and language Legacy donors make stories like Matt’s and dispense HEARING AIDS for all ages Students develop excellent language, therapy for DHH children between the ages possible. Some of them do so quietly, like (newborns-seniors) with state of the art listening and social skills with superior of 3-18 as well as a literacy program, weekly Anne T. Gurecki. Anne’s daughter was equipment. Licensed Speech Language academic competencies. Services include parent workshops, leadership and mentoring born deaf at a time when cochlear implants Pathologists conduct speech evaluations and educational programs, parent/infant, for teens, and a national theater program. were just a dream. The Gureckis made a therapy for ages 6 months -18 years. HEAR speech/language/auditory therapy, USC Caruso Family Center for Childhood One of the programs at AG Bell that gives funds–some established as long ago as the lifelong commitment to listening and spoken Center also provides free outreach services mainstream support, educational/ Communication, 806 W. Adams Blvd, staff and volunteers the greatest sense of 1940s–their gifts continue to make high- language, and when Anne passed in 2014, such as free hearing and speech screenings, clinical audiology, occupational Los Angeles, CA 90007. The USC Caruso pride is the AG Bell College Scholarship quality education a reality for hundreds of that commitment resulted in the transfer health fairs, and educational sessions. therapy and Tele-therapy. Family Center provides state of the art program. Each year, we have the honor young people. of her estate to AG Bell. Today, her support HEAR to Talk, 547 North June Street, John Tracy Clinic, 806 West Adams diagnostic audiology services, hearing of awarding $100,000 in scholarships Like Matthew Browne. Matt is an is sustaining the education of families Los Angeles, CA 90004 • 323-464- Boulevard, Los Angeles, CA 90007 • aids, and implantable devices to children to highly accomplished students to help application engineer for Sensus, focused on and individuals focused on listening 3040 (voice) • [email protected] 213-748-5481 (voice) • 800-522-4582 · from birth to adulthood, speech language them pursue their college education. In helping utility companies, cities and other and spoken language. (e-mail) • www.hear2talk.com • Sylvia [email protected] • www.jtc.org & www. therapy and auditory verbal therapy, and the process, we review applications from large organizations do more to improve Some legacies are made through wills and Rotfleisch, M.Sc.A., CED, CCC, Certified youtube.com/johntracyclinic. Early educational counseling and support. The well over 100 outstanding students who are efficiency, increase safety and conserve estates like Anne’s while others come from Auditory-Verbal Therapist®, LSLS detection, school readiness and parent USC Caruso Family Center is part of the destined to achieve remarkable things–their resources. Matt received his AG Bell trust agreements, life insurance or retirement Cert. AVT, Licensed Audiologist, empowerment since 1942. Worldwide University of Southern California’s Keck letters of recommendation tell of great scholarship in 2000 to support his bachelor’s plans. However you would like to leave your California NPA Certified. Trained by Parent Distance Education and onsite School of Medicine. Otologic and surgical accomplishments not only academically, but degree in biomedical engineering from the legacy, AG Bell would be happy to speak with Dr. Ling. Extensive expertise with comprehensive audiological, counseling services are provided by John Niparko, in their communities as leaders, advocates, University of California San Diego. From you confidentially to help you plan a gift that cochlear implants and hearing aids. and educational services for families with M.D., Rick Friedman, M.D., and Elina fundraisers, athletes and artists. We’ve there, Matt went on to earn his MBA from the will keep on giving for generations. children ages birth-5 years old. Intensive Kari, M.D. For appointments: (855) 222 watched our scholars go on to remarkable University of Tennessee in Knoxville, where House Children's Hearing Center of Summer Sessions (children ages 2-5 and 3093, FAX (213) 764 2899. For inquiries careers–like Dr. Nancy Barker, the UCLA, 2100 W. 3rd Street, Suite 100 Los parents), with sibling program. Online regarding services: margaret.winter@ first deaf person in the world to earn Angeles, CA 90057 • Voice (213) 353- and on-campus options for an accredited med.usc.edu or call (213) 764 2801. a Ph.D. in zoology, who is working to 7005 • FAX (213) 483-3716 • Lisa Owens, Master’s and Credential in Deaf Education. preserve species in Africa–or J. Tilak Au.D, CCC-SLP/A, Director, lowens@ Ratnanather, D.Phil., who leads research mednet.ucla.edu • Where excellence Listen and Learn, 4340 Stevens Creek Connecticut in neuroimaging at Johns Hopkins and meets compassion in serving children Blvd., Suite 107, San Jose, CA 95129 • CREC Soundbridge, 123 Progress mentors students who are deaf, earning birth-21 with hearing loss. Cutting edge 408-345-4946• Marsha A. Haines, M.A., Drive, Wethersfield, CT 06109 • 860- him a Presidential Award for excellence in diagnostic, therapeutic and educational CED, LSLS Cert. AVT and Sandra H. 529-4260 (voice/TTY) • 860-257-8500 mentoring in the sciences. counseling services. House Children’s Hocker, M.A., CED Auditory Verbal therapy (fax) • www.crec.org/soundbridge All of the scholarships at AG Bell are Hearing Center is a cochlear implant center for the child and family from infancy. (website). Dr. Elizabeth B. Cole, Program possible because outstanding volunteers adjacent to the House Clinic. Our staff is Services also include aural habilitation for Director. Comprehensive audiological and supporters who yearned to leave a dedicated to partnering with families to older students and adults with cochlear and instructional services, birth through legacy believed in the future and wanted maximize each child’s auditory potential. implants. Extensive experience and post-secondary, public school settings. to help young adults achieve their dreams. expertise with cochlear implants, single Focus on providing cutting-edge Through endowments and trust

45 WWW.AGBELL.ORG VOLTA VOICES J U L-SEPT 2016 46 DIRECTORY OF SERVICES DIRECTORY OF SERVICES

technology for optimal auditory access learning and spoken language skills they by their Listening & Spoken Language language services, parent support, cochlear Working collaboratively with 20 public New Jersey and listening in educational settings and at need to succeed. Comprehensive listening Specialists (LSLS®) through their two main implant habilitation, and an extensive school districts, the school specializes in HIP of Bergen County Special Services, home, development of spoken language, and spoken language programs prepare locations in Atlanta and Macon but also mainstream services program (itinerant coexisting language disorders, dyslexia/ Midland Park School District, 41 E. development of self advocacy–all to support students for success in mainstream schools. virtually through teletherapy. Together, and consulting). Children and families come specific learning disabilities in reading, and Center Street, Midland Park, NJ 07432. each individual’s realization of social, Services include early intervention, the LSLS and the parents work together to our campus from throughout Eastern speech disorders, such as apraxia, through • Contact Kathleen Treni, Principal (201) academic and vocational potential. Birth to toddler, preschool, pre-K, kindergarten, to maximize each child’s listening and and Central Massachusetts, Cape Cod, its non-graded, 11-month program. The 343-8982, [email protected]. Three, auditory-verbal therapy, integrated parent support, cochlear implant spoken language skills. AVC also has a Rhode Island, Maine and New Hampshire DuBard Association Method®, a phonetic, An integrated, comprehensive pre-K preschool, intensive day program, direct habilitation, and mainstream support. full Audiology & Hearing Aid Clinic that for services. multisensory, teaching-learning strategy through 6th grade auditory oral program. educational and consulting services in Summer Listening and Spoken Language provides diagnostic testing, dispensing Clarke Schools for Hearing and that is Orton-Gillingham-based in content Services include AV Therapy, Cochlear schools, educational audiology support Program provides additional spoken and repair of hearing aids and cochlear Speech has locations in Boston, Bryn and principles of instruction, is the basis of Implant Habilitation, Parent Education services in all settings, cochlear implant language therapy for toddler and implant mapping for adults. Additional Mawr, Jacksonville, New York City, the curriculum. Comprehensive evaluations, and Audiology services. STARS Early mapping and habilitation, diagnostic preschool-aged children. Clarke Schools offices: 2720 Sheraton Drive, Suite D-240, Northampton and Philadelphia. individual therapy, audiological services Intervention for babies, 0 to 3, with Toddler assessments, and summer programs. for Hearing and Speech has locations in Macon, GA 31204, 478-471-0019 (voice). and professional development programs Clarke Schools for Hearing and Baby and Me groups available. SOUND Boston, Bryn Mawr, Jacksonville, New York also are available. AA/EOE/ADAI New England Center for Hearing and Speech/Northampton, SOLUTIONS consulting teacher services for City, Northampton and Philadelphia. Rehabilitation (NECHEAR), 45 Round Hill Road, Northampton, MA mainstream students in North Jersey public Illinois 354 Hartford Turnpike, Hampton, CT 06247 01060 • 413-584-3450 • info@clarkeschools. schools. Contact Lisa Stewart, Supervisor Child’s Voice School, 180 Hansen Court, Missouri • 860-455-1404 (voice) • 860-455-1396 (fax) org • www.clarkeschools.org. Bill Corwin, at 201-343-6000 ext 6511 for information Georgia Wood Dale, IL 60191 • (630) 565-8200 CID–Central Institute for the Deaf, • [email protected] (email) • Jennifer President. A member of the Option Schools about teacher of the deaf, speech and Atlanta Speech School—Katherine (voice) • (630) 565-8282 (fax) • info@ 825 S. Taylor Avenue, St. Louis, MO 63110 Cox, AuD & Kristin Dilaj, AuD/PhD, network, Clarke Schools for Hearing and audiology services to public schools. SHIP Hamm Center, 3160 Northside Parkway, childsvoice.org (email) • www.childsvoice. 314-977-0132 (voice) • 314-977-0037 (tty) Co-Directors. Servicing infants, children Speech provides children who are deaf and is the state’s only 7 through 12th grade NW Atlanta, GA 30327 • 404-233-5332 org (website). Michele Wilkins, Ed.D., • [email protected] (email) • www.cid. and adults with all degrees of hearing loss. hard of hearing with the listening, learning auditory oral program. CART (Computer ext. 3119 (voice/TTY) • 404-266-2175 LSLS Cert. AVEd., Executive Director. A edu (website) Lynda Berkowitz/Barb Lanfer, Speech, language, listening evaluation for and spoken language skills they need to Realtime Captioning) is provided in a (fax) • [email protected] (email) Listening and Spoken Language program co-principals. Child- and family-friendly children using hearing aids and cochlear succeed. Comprehensive listening and supportive small high school environment • www.atlantaspeechschool.org (website). for children birth to age 8. Cochlear implant learning environment for children birth-12; implants. Auditory-Verbal therapy; spoken language programs prepare students and trained Social Worker is onsite to work Established in 1938, the Katherine Hamm (re) habilitation, audiology services and exciting adapted curriculum incorporating cochlear implant candidacy evaluations; for success in mainstream schools. with social skills and advocacy issues. Center at the Atlanta Speech School is a mainstream support services provided. mainstream content; Family Center for pre- and post-rehabilitation, and creative Services include early intervention, listening, spoken language and literacy Early intervention for birth to age three infants and toddlers; expert mainstream for the Hearing individualized cochlear implant/hearing aid preschool, day school through 8th grade, , program for children ages birth to 6 who are with parent-infant and toddler classes preparation in the CID pre-k and primary Impaired Child, F.M. Kirby Center is an programming for all ages. Post-implant cochlear implant assessment, summer deaf or hard of hearing and their families. and home based services offered in Wood programs; workshops and educational exclusively auditory-oral/auditory-verbal rehabilitation for adults with cochlear programs, mainstream services (itinerant Children receive language-rich lessons and Dale and Chicago. (Chicago–phone (773) tools for professionals; close affiliation school for deaf and hard of hearing children implants, specializing in pre-lingual onset. and consulting), evaluations for infants highly individualized literacy instruction 516-5720; fax (773) 516-5721) Parent with Washington University deaf education located at 705 Central Ave., New Providence, Birth to Three and mainstream school through high school students, audiological in a nurturing environment. Teachers and Support/Education classes provided. and audiology graduate programs. NJ 07974 • 908-508-0011 (voice/TTY) • support including onsite consultation services, and a graduate degree program in staff work closely with parents to instill the Child’s Voice is a Certified Moog Program. 908-508-0012 (fax) • info@summitspeech. with educational team, rehabilitation knowledge and confidence they need to teacher education. The Moog Center for Deaf Education, org (email) • www.summitspeech.org planning and classroom observation. help their children reach their full potential. Clarke Schools for Hearing and 12300 South Forty Drive, St. Louis, MO (website) • Pamela Paskowitz, Ph.D., Comprehensive audiologic evaluations, Speech has locations in Boston, Bryn Services include early intervention programs, Massachusetts 63141 • 314-692-7172 (voice) • 314-692-8544 CCC-SLP, Executive Director. Programs amplification/cochlear implant validation, parent education, audiological support Clarke Schools for Hearing and Mawr, Jacksonville, New York City, (fax) • www.moogcenter.org (website) include Early Intervention/Parent Infant and classroom listening system assessments. services, a preschool program that supports Speech/Boston, 1 Whitman Road, Canton, Northampton and Philadelphia. • Betsy Moog Brooks, Executive Director, (0-3 years), Preschool (3-5 years) and mainstream opportunities, professional MA 02021 • 781-821-3499 (voice) [email protected]. Services Itinerant Mainstream Support Services development (coaching) support and • 781-821-3904 • [email protected] provided to children who are deaf and for children in their home districts. Florida independent education evaluations. • www.clarkeschools.org. Barbara Hecht, Mississippi hard-of-hearing from birth to 9 years of Speech and language, OT and PT and Clarke Schools for Hearing DuBard School for Language Disorders Ph.D., Director. A member of the Option age. Programs include the Family School family support/family education services and Speech /Jacksonville, 9803 Old St. Auditory-Verbal Center Inc.—Atlanta | The University of Southern Mississippi, Schools network, Clarke Schools for Hearing (birth to 3), School (3–9 years), Audiology available. Pediatric audiological services Augustine Road, Suite 7, Jacksonville, FL Macon Teletherapy, 1901 Century 118 College Drive #5215, Hattiesburg, MS and Speech provides children who are (including cochlear implant programming), are available for children birth-21 and 32257 • 904-880-9001 • info@clarkeschools. Boulevard, Suite 20, Atlanta, GA 30345 39406-0001, United States • 601.266.5223 deaf and hard of hearing with the listening, Teleschool, mainstream services, educational educational audiology and consultation org • www.clarkeschools.org. Alisa Demico, • OFFICE: 404-633-8911 • EMAIL: Listen@ • Email: [email protected] • www.usm. learning and spoken language skills they evaluations, parent education and is available for school districts. MS, CCC-SLP, LSLS Cert AVT, and Cynthia avchears.org • WEBSITE: www.avchears. edu/dubard • The DuBard School for need to succeed. Comprehensive listening support groups, professional workshops, Robinson, M.Ed., CED, LSLS Cert. AVEd, org. AVC provides Auditory-Verbal Language Disorders is a clinical division and spoken language programs prepare teacher education, and student teacher Co-Directors. A member of the Option Therapy that teaches children who are deaf of the Department of Speech and Hearing students for success in mainstream schools placements. The Moog Center for Deaf Schools network, Clarke Schools for Hearing and hard of hearing to listen and speak Sciences at The University of Southern Services include early intervention, Education is a Certified Moog Program. and Speech provides children who are WITHOUT the use of sign language or lip Mississippi. The school serves children from preschool, kindergarten, speech and deaf and hard of hearing with the listening, reading. AVC provides AV therapy expertly birth to age 13 in its state-of-the-art facility.

47 WWW.AGBELL.ORG VOLTA VOICES JULY-SEPT 2016 48 DIRECTORY OF SERVICES DIRECTORY OF SERVICES

New York challenges. Our acclaimed services for Hearing and Speech provides children Clarke Schools for Hearing and integrated auditory-verbal preschool and Ohio Anne Kearney, M.S., LSLS Cert. children include pediatric hearing evaluation who are deaf and hard of hearing with Speech has locations in Boston, Bryn kindergarten programs; comprehensive Ohio Valley Voices, 6642 Branch AVT, CCC-SLP, 401 Littleworth Lane and hearing aid fitting; auditory-oral the listening, learning and spoken language Mawr, Jacksonville, New York City, curriculum utilizes play, music, literacy and Hill-Guinea Pike, Cincinnati, OH 45140 • Sea Cliff, Long Island, NY 11579 • 516- therapy; and the evaluation and treatment skills they need to succeed. Comprehensive Northampton and Philadelphia. hands on experiences to promote listening • 513-791-1458 (voice) • 513-791-4326 (fax) 671-9057 (Voice) • Kearney@optonline. of auditory processing disorder (APD). listening and spoken language programs and spoken language skills and academic • [email protected] (email) Cleary School for the Deaf, net. Family-centered auditory-verbal Comprehensive services for all ages include prepare students for success in standards. Speech, occupational and physical • www.ohiovalleyvoices.org (website). Ohio 301 Smithtown Boulevard, Nesconset, speech therapy for infants, children and hearing evaluation; hearing aid evaluation, mainstream schools. therapies, as well as counseling and Cochlear Valley Voices’ mission is to teach children NY 11767 • 631-588-0530 (voice) • www. adults with any level of hearing loss. fitting and sales; cochlear implant training; Clarke’s New York campus is located Implant MAPpings, are available onsite. with hearing loss to listen and talk. Our clearyschool.org • Jacqueline Simms, communication therapy; assistive technology on the Upper East Side of Manhattan and primary goal is for children with hearing Executive Director. Auditory Oral Programs Rochester School for the Deaf, Center for Hearing and Communication, consultation; tinnitus treatment, emotional serves children age birth-5 years old from impairment to leave our program speaking include Parent-Infant (birth-3years) and 1545 St. Paul Street, Rochester, NY 14621 50 Broadway, 6th Floor, New York, NY 10004 health and wellness; and Mobile Hearing New York City and Westchester County. within normal limits and reading at or above Preschool (3-5 years). Offers Teacher of the • 585-544-1240 • 866-283-8810 (videophone) • 917 305-7700 (voice) • 917-305-7888 (TTY) Test Unit. Visit www.CHChearing.org to Clarke is an approved provider of early grade level. Our vision is for all children Deaf, Speech Therapy & AV therapy. The • [email protected] • www.RSDeaf.org • • 917-305-7999 (fax) • www.CHChearing.org access our vast library of information about intervention evaluations and services, service with hearing loss to have a bright future primary focus of the Auditory-Oral Program Antony A. L. McLetchie, Superintendent/ (website). Florida Office: 2900 W. Cypress hearing loss and hearing conservation. coordination, and pre-school classes (self- with endless possibilities. We provide early is to develop students’ ability to “listen to CEO. Serving Western and Central New Creek Road, Suite 3, Ft. Lauderdale, contained and integrated). There are typically intervention, oral deaf education through 2nd Clarke Schools for Hearing and learn” along with developing age appropriate York State, Rochester School for the Deaf FL 33309 • 954-601-1930 (Voice) little or no out of pocket expenses for families grade, intensive speech/ language therapy, Speech/New York, 80 East End Avenue, speech, language, and academic skills. These (RSD) is an inclusive, bilingual school where • 954-601-1938 (TTY) • 954-601-1399 attending Clarke New York. Our expert staff parent education, and support groups for New York, NY 10028 • 212-585-3500 • info@ programs offer intensive speech therapy children who are deaf and hard of hearing (Fax). A leading center for hearing and includes teachers of the deaf/hard of hearing, families. We offer a 1:3 therapist to child ratio clarkeschools.org • www.clarkeschools.org. services with a goal to prepare students and their families thrive. Established in communication services for people of speech language pathologists, audiologists, and complete audiology services, including Meredith Berger, Director. A member of the for life long learning. Additional services: 1876, RSD provides quality Pre-K through all ages who have a hearing loss as well social workers/service coordinators and daily maintenance/repairs on children’s Option Schools network, Clarke Schools for Autism Resource, Audiological, Music, 12th grade academic programs and as children with listening and learning occupational and physical therapists. cochlear implants and/or hearing aids. Art, Library, OT, PT and Parent Support. services to ensure a bright and successful future for graduates who are heading to Millridge Center/Mayfield Auditory Educational & Auditory Resources for Sound-EARS at St. Mary’s School college or entering the world of work. Oral Program, 950 Millridge Road, for the Deaf · 2253 Main St. Buffalo, Highland Heights, OH 44143-3113 • Phone Do you have questions NY 14214 · Coordinator: Kristen M. Cotter 440/995-7300 • Fax 440/995-7305 • www. about auditory-verbal therapy · (716) 834-7200 ext. 147 ·kristen@ North Carolina mayfieldschools.org • Mrs. Elizabeth A. and education? Find the smsdk12.org · www.smsdk12.org/category/ The Children’s Cochlear Implant Scully, Principal. Auditory/oral program with answers 101 frequently asked Center at UNC 5501 Fortunes EARS_Program/125.html · Serving children Ridge Drive, Suite A, Chapel Hill, NC 27713 a full continuum of services, birth to 22 years questions from more than from birth to 5 years with hearing loss. • 919-419-1428 (voice) • http://www.med. of age. Serving 31+ public school districts 100 Listening and Spoken · Teaches children to listen and speak unc.edu/earandhearing/castle (website) in northeast Ohio. Parent-Infant-Toddler Language Specialists. through oral education. Infant/Toddler • The Children’s Cochlear Implant Center Program; preschool with typically developing This book will help you: Program is a combination of center and at University of North Carolina (formally peers; parent support; individual speech, home based one on one therapy providing CASTLE) maximizes hearing access for language, and listening therapy; audiological • Learn about the history, every day listening strategies for families. children to optimize communication potential services; cochlear implant habilitation; and Frequently Asked Questions philosophy, principles and · Auditory-Oral Preschool supports the by providing quality audiology and speech mainstreaming in the general education About Auditory-Verbal Practice outcomes of auditory-verbal development of listening and spoken language services, coaching professionals classrooms of Mayfield City School District. practice language through play-based activities in the skills & knowledge to serve children Available in print and e-book format providing meaningful language learning with hearing loss and empowering parents & • Gain an understanding of for all major e-readers opportunities. · Weekly interaction families to be primary teachers & advocates Oklahoma contemporary issues and www.agbell.org/101FAQs with hearing peers. · Comprehensive regardless of their ability to pay. Services Hearts for Hearing, 3525 NW 56th Street, current trends in field audiological services provided on site. include cochlear implant follow-up, Suite A-150, Oklahoma City, OK 73112 • • Build strong parent- Listening and Spoken Language 405-548-4300 • 405-548-4350(Fax) • Mill Neck Manor School for the Deaf, AN AG BELL BOOKSTORE BESTSELLER! parent sessions, tele-therapy and the Comprehensive hearing health care for professional partnerships 40 Frost Mill Road, Mill Neck, NY 11765 Coaching Collaborative at UNC for children and adults with an emphasis on

s that foster the development • (516) 922 – 4100 (voice). Francine Atlas listening and spoken language outcomes. Our of listening, spoken training professionals and students. Bogdanoff, Superintendent. State-supported family-centered team includes audiologists, language and literacy school: Infant Toddler Program focusing LSLS Cert. AVTs, speech-language • Find hope, support and on parent education and support including pathologists, physicians and educators listening and spoken language training encouragement working closely with families for optimal WWW.AGBELL.ORG by a speech therapist and TOD. Certified listening and spoken language outcomes. AVEd and Audiological services onsite,

49 WWW.AGBELL.ORG VOLTA VOICES JULY-SEPT 2016 50 DIRECTORY OF SERVICES DIRECTORY OF SERVICES

Services include newborn hearing testing, learning and spoken language skills they children (birth to age 5); a center-based CCC-SLP • CHS provides aural re/habilitation intervention services include newborn Center. Callier specializes in cochlear implant pediatric and adult audiological evaluations, need to succeed. Comprehensive listening toddler program (ages 18–36 months); services for children who are deaf or hard hearing screening, full range of pediatric evaluations and post-surgical treatment hearing aid fittings, cochlear implant and spoken language programs prepare a preschool program (ages 3–5) and a of hearing ranging in age from birth-21. audiology services (diagnostic services, for children from birth to 18 years. Our evaluations and mapping. students for success in mainstream schools. comprehensive academic program grades Group and individual treatment as well as hearing aid fittings, and cochlear implant nationally accredited Child Development Auditory-verbal therapy as well as cochlear Locations in Bryn Mawr and Philadelphia. K-8. DePaul School provides clinical services aural/oral communication assessments, pre program), infant-family training, and toddler Program serves children developing typically implant habilitation is offered by Listening Services include early intervention, including audiology, Auditory-Verbal and and post cochlear implant assessments, group. The Mama Lere Hearing School and allows for the inclusive education and Spoken Language Specialists (LSLS®), preschool, parent education, individual speech therapy, cochlear implant MAPping auditory training, adult cochlear implant provides preschool educational services for of children with hearing impairments. as well as an auditory-oral preschool, auditory speech and language services, and habilitation, physical and occupational training, and parent guidance are offered. listening and spoken language development. parent-toddler group and a summer cochlear implant habilitation for children therapy, mainstreaming support and The objectives of CHS are for each child Telepractice services, including deaf The Center for Hearing and Speech, enrichment program. Continuing and adults, audiological services, and parent education and support programs. to develop listening and spoken language education, speech-language intervention, 3636 West Dallas, Houston, TX 77019 education and consulting available. mainstream services including itinerant Most children who participate in DePaul skills commensurate with their peers. CHS audiology services, and professional • 713-523-3633 (voice) • 713-874-1173 www.heartsforhearing.org. teaching and consulting. Specially trained School’s early intervention programs gain is also a training program for audiology coaching are available. The Department (TTY) • 713-523-8399 (fax) • info@ staff includes LSLS Cert. AVEd and LSL the Listening and Spoken Language (LSL) and speech-language pathology students. of Hearing and Speech Sciences offers an centerhearingandspeech.org (email) www. Cert. AVT professionals, teachers of the skills needed to succeed and transition to innovative, highly-ranked, interdisciplinary centerhearingandspeech.org (website). CHS Oregon deaf, special educators, speech language their neighborhood schools by first grade. Memphis Oral School for the Deaf, graduate program for audiology, speech- serves children with hearing impairments Tucker Maxon School, pathologists and a staff audiologist. Clarke 7901 Poplar Avenue, Germantown, language pathology, and deaf education from birth to 18 years. Services include: 2860 SE Holgate Blvd. Portland, OR Schools for Hearing and Speech has locations TN 38138 • 901-758-2228 (voice) students. The NCCDFC is engaged in auditory/oral preschool; Audiology 97202 •(503) 235-6551 • info@tuckermaxon. in Boston, Bryn Mawr, Jacksonville, New South Carolina • 901-531-6735 (fax) • www.mosdkids. cutting-edge, basic and applied research Clinic providing comprehensive hearing org •www.tuckermaxon.org • Glen Gilbert, York City, Northampton and Philadelphia. The University of South Carolina Speech org (website) • [email protected] in the area of childhood hearing loss. evaluations, diagnostic ABR, hearing aid Executive Director • Linda Goodwin, & Hearing Research Center, 1224 Sumter Delaware County Intermediate Unit #25 (email). Teresa Schwartz, Executive Director. and FM evaluations and fittings, cochlear Principal • Founded in 1947, Tucker Maxon Street Suite 300, Columbia SC 29201. (803) Hearing and Language Programs, Services: Family Training Program implant evaluations and follow-up mapping; offers early intervention, tele-intervention, 777-2614 (Voice). (803) 253-4153 (Fax). Sph. 200 Yale Avenue, Morton, PA 19070 • (birth-age 3), Auditory/Oral Day School Speech-Language Pathology Clinic providing pre-school, and K-5 education for deaf, hard sc.edu/shc/. The center provides audiology 610-938-9000, ext. 2277, 610-938- (ages 2-6), Audiological Testing, Hearing Texas Parent-Infant therapy, Auditory-Verbal of hearing, and typical hearing children. services, speech-language therapy, 9886 (fax) • [email protected] • Program Aid Programming, Cochlear Implant Callier Center for Communication therapy, aural(re) habilitation; family support We exceed the OPTION schools Standards adult aural (re) habilitation therapy, and Highlights: A publicly funded program for Mapping and Therapy, Aural (Re) Disorders/UT Dallas, Callier - Dallas Facility: services. All services offered on sliding fee of Excellence in Listening and Spoken auditory-verbal therapy. Our audiology children with hearing loss in local schools. Habilitation, Speech-Language 1966 Inwood Road, Dallas, scale and many services offered in Spanish. Language Education. On-site audiology services include comprehensive diagnostic Serving children from birth through 21 Therapy, Mainstream Service. TX 75235 • Main number: 214-905-3000 and speech-language pathology provide evaluations, hearing aid evaluations years of age. Teachers of the deaf provide • Appointments: 214-905-3030. assistance to children with cochlear implants and programming. The University also resource room support and itinerant hearing Vanderbilt Bill Wilkerson Center Callier-Richardson Facility: 811 Synergy Park and hearing aids. Our average 8:1 provides a training program for AV therapy therapy throughout Delaware County, PA. - National Center for Childhood Blvd., Richardson, TX 75080 • Main number: Utah student-teacher ratio and co-enrollment and cochlear implant management for Services also include audiology, speech Deafness and Family Communication, 972-883-3630 • Appointments: 972-883- Sound Beginnings at Utah State with hearing children results in improved professional/university students. therapy, cochlear implant habilitation Medical Center EastSouth Tower, 3630 • [email protected] (email) • University, listening and speaking skills and Contacts for the AVT or CI programs (which includes LSLS Cert. AVT and LSLS 1215 21st Avenue South, Nashville, TN www.utdallas.edu/calliercenter. For half a 2620 Old Main Hill, Logan UT • 84322-2620, inspires a language-rich environment include Rebecca Brashears (803-777-1698), Cert. AVEd), psychology and social work. 37232-8718 • www.mc.vanderbilt.edu/ century, the Callier Center has been dedicated 435-797-9235 (voice) • 435-797-7519 (fax) at home. Art, Music, gardens, goats, Jason Wigand (803-777-2642), Gina VanderbiltBillWilkersonCenter (web). Fred to helping children and adults with speech, •www.soundbeginnings.usu.edu. Nicole chickens, and daily PE augment our Crosby-Quinatoa (803-777-2671), Jamy DePaul School for Hearing and Speech, Bess, Ph.D., Director NCCDFC, fred.h.bess@ language and hearing disorders connect with Martin, M.S., CCC-SLP, Sound Beginnings focus on communication, academics, and Claire Archer (803-777-1734). Appointment’s 6202 Alder Street, Pittsburgh, PA 15206 vanderbilt.edu; Michael Douglas, M.S., the world. We transform lives by providing Program Director, [email protected]. emotional intelligence. Tucker Maxon: (803-777-2630). Additional information • 412-924-1012 (voice) • 412-924-1036 Principal, Mama Lere Hearing School, leading-edge clinical services, conducting Lauri Nelson, Ph.D., [email protected]; Where Every Child Has a Voice. contact Danielle Varnedoe-Center Director (fax) • www.depaulhearingandspeech.org [email protected]; innovative research into new treatments and Listening and Spoken Language (803-777-2629) [email protected]. (website) • [email protected] Lynn Hayes, Ed.D., Director, Master’s in technologies, and training the next generation Graduate Program. A comprehensive (email) • Mimi Loughead, Early Childhood Education of the Deaf Program, lynn.hayes@ of caring clinical providers. Callier provides listening and spoken language program Pennsylvania Coordinator. DePaul School is the only vanderbilt.edu; Anne Marie Tharpe, Ph.D., hearing services, Auditory-Verbal therapy, serving children with hearing loss and their Clarke Schools for Hearing and Speech/ Tennessee school in the western Pennsylvania tri-state Associate Director of Education, NCCDFC, and speech-language pathology services for families. Services include early intervention, Pennsylvania, 455 South Roberts Road, Child Hearing Services region that provides Listening and Spoken [email protected]. all ages. parent training, toddler and preschool Bryn Mawr, PA 19010 • 610-525-9600 • (CHS) - University of Tennessee Language (LSL) education to children who The National Center for Childhood Audiology services include hearing classrooms, pediatric audiology, [email protected] • www.clarkeschools. Health Science Center, are deaf or hard of hearing. DePaul School Deafness and Family Communication evaluations, hearing aid dispensing, assistive tele-intervention and individual therapy. org. Judith Sexton, MS, CED, LSLS Cert 578 South Stadium Hall • Knoxville, serves children in Pennsylvania and from (NCCDFC) at the Vanderbilt Bill Wilkerson devices, protective devices and tinnitus The Department of Communication AVEd, Director. A member of the Option TN 37996 • 865-974-5451 (voice) Ohio and West Virginia. A State Approved Center houses a comprehensive program therapy. We are a partner of the Dallas Disorders offers an interdisciplinary Schools network, Clarke Schools for Hearing • 865-974-1793 (fax) • www.uthsc.edu/ Private School, most programs are tuition of research, education, and service for Cochlear Implant Program, a joint enterprise Listening and Spoken Language graduate and Speech provides children who are allied/asp/hsc/chs.php (website) • Eclark1@ free to approved students. DePaul School infants and children (birth through 18 years) among the Callier Center, UT Southwestern training program in Speech-Language deaf and hard of hearing with the listening, uthsc.edu (email) • Emily Noss, M.A. provides early intervention services for with hearing loss and their families. Early Medical Center and Children’s Medical Pathology, Audiology, and Deaf Education.

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montrealoralschool.com (website). Wisconsin INTERNATIONAL Parent-Infant program (0-3 years old). Hear Wisconsin, 10243 W. National Avenue • Canada Full-time educational program (3-12 years old). West Allis, WI 53227 • 414-604-2200 • 414- Children’s Hearing and Speech Centre Mainstreaming program in regular schools 604-7200 (Fax) • www.hearwi.org • Amy Peters of British Columbia, 3575 Kaslo Street, (elementary and secondary). Audiology, Lalios, M.A,. CCC-A, LSLS Cert. AVT, Director, Vancouver, B.C. V5M 3H4, Canada * 604- psychosocial and other support services. Therapy Services. Private non-profit agency, near 437-0255 (voice) 604-437-0260 (fax) *www. Milwaukee, providing quality, state-of-the-art childrenshearing.ca *Janet Weil, Principal and comprehensive therapy services to individuals, of Executive Director* jweil@childrenshearing. \\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\ all ages, who have hearing loss. Highly qualified ca, Serving families throughout BC since 1963, professionals include: LSLS certified practitioners; Full time audiology services; First Words LIST OF ADVERTISERS Cochlear Americas...... Inside Front Cover speech-language pathologists (including Family Guidance from Birth-3, centre-based Clarke Schools for Hearing and Speech...... 7 bilingual-Spanish); audiologists; teachers of the and tele-therapy, Mother Goose Parent Child Central Institute for the Deaf...... 16 deaf and hard of hearing; and social worker. Program; On-site Preschool through Grade 3, St. Joseph Institute for the Deaf...... 19 Services include family-focused, culturally accredited school program, includes classes, Triple B...... 23 responsive individualized early intervention; parent individual sessions, SLP, OT and music; itinerant Ear Technology Corp. (Dry & Store)...... 38 education; auditory-verbal therapy; tele-therapy services K-Grade 12,in- person and tele- National Technical Institute for the Deaf—RIT...... 42 via ConnectHear Program; speech-language therapy; parent education and support groups. Tucker-Mason...... 44 therapy; toddler communication groups with Weingarten Children's Center...... 45 typically hearing peers; pre- and post-cochlear Montreal Oral School for the Deaf, AG Bell 101 FAQs...... 49 implant therapy for all ages; specialized instruction; 4670 St. Catherine Street West; Westmount, AG Bell Social Media...... 53 consultations; professional mentoring as well as QC; Canada H3Z 1S5 • 514-488-4946 CapTel...... Inside Back Cover agency related programs, resources, ongoing (voice/tty) • 514-488-0802 (fax) • info@ MED-EL Corporation...... Back Cover educational and parent-to-parent events. montrealoralschool.com (email) • www.

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