National Association On Cue Volume 24 Issue 1 Spring 2010 Cued Speech and Educational Laws: First in a 3-part series by Nicole Dobson

elcome to the world of deaf for their child’s or student’s best classroom. As stated in the Act, the Weducation. This can be a educational experience. purpose of NCLB is to… complex, confusing, nerve-wracking, Part I provides a brief overview of “…ensure that all children have a confrontational and unpleasant process educational laws in the United States. fair, equal, and significant opportunity of evaluations, programming choices, The three major educational laws that to obtain a high-quality education and and regular follow-ups as regards to the impact our children and students are: reach, at a minimum, proficiency on education of our children who are deaf NCLB—No Child Left Behind challenging State academic achievement and hard of hearing. ADA—Americans with Disabilities Act standards and state academic The focus of this three-part series IDEA—Individuals with Disabilities assessments.” is to introduce the laws that govern Education Act Educators are required to use the educational programming for research-based instruction to improve our children, break down the special No Child Left Behind academic achievement of all students. education process and hopefully provide This act supports ALL children in The term Response to Intervention parents and educators with resources so their ability to access and benefit from (RTI) encompasses practices that are that they can more confidently advocate their education in the regular education applied prior to the special education CS and Educational Laws, continued on page 6 A Law Review of Cued Speech in Educational Settings by Zainab Alkebsi

ver the years, legal battles in the and whether providing Cued Speech Cued Speech recognized as an Ocourts have led to mixed outcomes services is required. The legal cases accommodation. In this 1988 case, for students who use Cued Speech, highlighted below illustrate that this the debate between the parents and exemplified by some of the major battle still has a long way to go. the school district focused on whether lawsuits brought by cueing families Editor’s note: The term “hearing- Benjamin, a young child at the against school districts and boards of impaired” is used throughout this law time, should receive education via education. review. When discussing court cases, Cued Speech transliteration or Total As discussed in the Cued Speech and we must maintain consistency with the Communication. In other words, the Educational Laws: Part 1 article in this terms used in each case and not change school district wanted Lachman to learn issue, schools are required to provide terms to those more widely used in the and have that be a goal of “free appropriate public education” general population. Also, none of these his education. 52 F.2d 290, 297 (C.A.7 (FAPE). The question has long been cases clarified the “hearing-impaired” Ill.1988). what exactly falls within that category students as deaf or hard of hearing. Lachman’s parents argued that the One of the earlier cases, Lachman Individualized Education Program (IEP) Inside this Issue v. Illinois State Board of Education, proposed by the school district would Deaf Cuers Profile: CS Services...... 8 demonstrates the struggle in getting not provide Benjamin an education in Legislation to Watch...... 10 Cued Speech: A Law Review, continued on page 4 Transliterator Qualifications...... 12 Cuer Receives CEC Award...... 14 National Cued Speech Association 5619 McLean Drive, Bethesda, MD 20814-1021 800-459-3529 (v/tty) • [email protected] www.cuedspeech.org National Cued Speech Association Volume 24 • Issue 1 • Spring 2010 National Cued Speech Association Volume 24 • Issue 1 • Spring 2010 Officers President, Cathy Quenin, [email protected] Presidents’s Message Editor’s Note First Vice-President, John Brubaker, by Cathy Quenin by Aaron Rose [email protected] Vice-President of Fundraising, Available reetings from the Interim President. n 2004, when the Individuals with ever, there is an urgent need for more shortage of transliterators across the Secretary, Polly Earl, [email protected] GThough I have not been directly IDisabilities Education Act (IDEA) professionals to be appropriately trained country, which impacts the education Treasurer, Sarina Roffé, [email protected] involved with leadership of the NCSA was reauthorized, cued language in Cued Speech services within early of children who use Cued Speech at over the past few years, my history with services became officially recognized by intervention agencies and programs. home and in the classroom. Historically, Directors the organization goes back many years. the federal government. These services If written into the individualized the responsibility of transliterating has Camps and Affiliates,Aaron Rose, While a graduate student, I served as are part of the broad early intervention education plan (IEP), a child can receive fallen on family and friends of children [email protected] Secretary, and was President for one services available to families of children cued language services in the general who cue. Government Liason, Catharine McNally, term in the late 90’s. Since leaving the with in Part C and as education classroom. Despite federal Regardless of the need, no post- [email protected] Board of Directors, I have continued to interpreting services in Part B in public protections under Part B of IDEA, secondary level training programs Marketing-Public Relations, Available Outreach, Esther Rimer, [email protected] be part of the Instructor Certification education. This inclusion of cued some schools may not agree that cued exist for those who want to become Representatives, Lisa Weiss, Committee, and have conducted language services has reinforced Cued language services are appropriate professional cued language [email protected] instructor training workshops all over Speech as an option for parents in early for children whose primary mode of transliterators (CLTs). Language the country with the InsCert team. I intervention and education of children communication at home is through Matters, Inc., an independent Regional Representatives enjoyed being a part of the NCSA in with hearing loss. Cued Speech. The responsibility is organization, provides professional Capital Region (DC, MD, VA, WV) its early years, and look forward to the In this issue of On Cue, you will often placed on the parents to educate development, but we need more Steve Scher, [email protected] opportunity to serve again. option, and that all students who could read about deaf cuers’ experiences in professionals and administrators on the established programs to meet the need. Great Lakes Region (IL, IN, MI, OH, WI) The issues raised in this edition of On benefit from Cued Speech have access receiving cued language services in the differences between cued and signed CLT training often takes place within Available Cue are dear to my heart. One of the to it. And though the right to cueing general education classroom and at the language accommodations. Within school districts, which involves on-the- Gulf Coast Region (AL, FL, GA, LA, MS, VI) Penny Hakim, [email protected] major goals of my career has been to services is more firmly established than postsecondary level. Hilary Franklin Alkebsi’s law review, the differences in job training. As such, it may be more Mid-Atlantic Region (KY, NC, SC, TN) increase the availability of Cued Speech in the past, increasing the numbers of discusses issues in transliterating attitudes become apparent in the context practical for sign language programs Available for students who are deaf or hard of well-trained service providers remains a and draws attention to the need for of providing education to the overall that train interpreters to integrate Midwest Region (IA, KS, MN, MO) hearing. As Aaron notes, we have made challenge. maintaining standards in providing cued population of children with hearing loss. Cued Speech into their curricula than Available some strides in this over the years. Over the years, I have been constantly language services to children. Zainab Even though some deaf cuers have creating new programs from scratch. New England Region (CT, MA, ME, NH, RI, VT) impressed with the vision, the energy, Nicole Dobson, [email protected] Cued language services have achieved Alkebsi, a law student at University of found success in obtaining Cued Speech There are many parallells between both Northeast Region (DE, NJ, NY, PA) recognition at the federal level, and and the commitment of so many cueing Baltimore, presents a review of cases services at the postsecondary level, the professions, which lends credence to Available many more pre-professional training families and professionals. Through addressing cued language services in balance of justice has typically fallen in the idea of integrating Cued Speech and Rocky Mountain Region (CO, MT, ND, NE, SD, WY) programs at least mention cueing in their the efforts of these dedicated people school systems. Nicole Dobson presents the favor of the educational institutions into the same Emily Dudas, [email protected] curricula than in prior years. However, who come together as the NCSA, we’ll a broad review of legislation and in determining what reasonable interpreter and transliterator preparation Southwest Region (AR, NM, OK, TX) we still have far to go to ensure that all continue to work together toward our resources in context of Cued Speech for accommodations are for those who programs. Danielle Paquin, [email protected] shared goals. West Region (AK, AZ, CA, HI, ID, NV, OR, UT, WA) families receive information about this parents and educators. request Cued Speech services. The Despite the progress that we have Susan Price, [email protected] Under Part C of IDEA, families Rochester Institute of Technology (RIT), made in regards to Cued Speech, much can receive cued language services. serving a large deaf and hard-of-hearing work remains in educating professionals Executive Director However, those services may not be population, has had a mixed history and educational institutions on the Executive Director, Amy Ruberl, available in parts of the country for with enrolled students who are native need for accommodating parents and [email protected] various reasons. Despite advancements cuers. It wasn’t until 2004 that RIT individuals who request cued language in hearing technology and screenings, modified its accommodations policies services.

normal language development is not after Nicole Dugan filed a complaint Make A Donation guaranteed in the first three years of with the United States Department of a deaf or hard-of-hearing child’s life. Education. Even today, cuers struggle Online Today! OnCue Staff Recent research has demonstrated that in successfully requesting Cued Speech National Cued Speech Association given an appropriate cueing model, services and some resort to due process Editor-in-Chief: Aaron Rose Click on children can acquire language through as in the case of Argenyi vs. Creighton. National Cued Speech Association “Help a Deaf Child Today” Cued Speech in a similar manner as The need remains for postsecondary Layout Editor: Mary-Beth Robie 5619 McLean Drive hearing children and deaf children of institutions to be educated about Cued Bethesda, MD 20814-1021 www.cuedspeech.org deaf parents who sign. The premise Speech transliterating and other services Assistant Editor: Hilary Franklin phone: 800-459-3259 v/tty, 301-915-8009 v/tty that Cued Speech can facilitate natural as a reasonable accommodation in [email protected] • www.cuedspeech.org Reporters: Zainab Alkebsi, Esther Bookstore: www.cuedspeech.com language development is not new, but the context of the Americans with now we have research providing support Disabilities Act (ADA). Rimer & Sarah Segal to this statement. Now, more than We are currently facing a significant

2 Championing effective communication, language acquisition and literacy through the use of Cued Speech. Championing effective communication, language acquisition and literacy through the use of Cued Speech. 3 National Cued Speech Association Volume 24 • Issue 1 • Spring 2010 National Cued Speech Association Volume 24 • Issue 1 • Spring 2010

Cued Speech: A Law Review, continued from page 1 Cued Speech: A Law Review, continued from page 4 the least restrictive environment (LRE). reasonably calculated to provide him student’s individual needs in placing viewed as a balancing approach when it According to the Court, the Goodalls a burden of proof. Id. with educational benefits.” AISD him at the centralized high school where comes to this type of legal action. did not meet the burden of proof. It is also important to understand the The United States Court of Appeals further argued that it was only the the Cued Speech program was offered, Goodall by Goodall v. Stafford Therefore, essentially, it was the opinion test that the White Court formulated. for the Seventh District ruled that there parents’ “personal opinion” weighed as the Education of the Handicapped County School Board, a Virginia case of the Court that the Free Exercise This two-fold test under IDEA has been was nothing in the record to indicate against the “expertise of the school Act (EHA) did not require the school that went through the court system in Clause did not require that the county applied whenever the appropriateness that the school district’s proposed IEP, officials responsible for the child’s board to duplicate the highly specialized 1996, also illustrates the difficulties provide Cued Speech services to the of an IEP is challenged. The two factors relying primarily upon sign language education.” However, seven witnesses education program at student’s base that Cued Speech parents faced. The hearing-impaired child who attended a are: 1) whether the IEP in question is as a means of communication, would with formidable expertise supported the school, which was a few miles closer child’s parents brought a lawsuit against private sectarian school. “reasonably calculated” to enable the prevent the student from being educated parents’ position with their respective to the student’s home. Id. Second, they the county school board to compel The Louisiana case of White ex rel. child to receive educational benefits; in the LRE. Thus, the Court held that testimony. explained that affording the student an the county to provide the student with White v. Ascension Parish School Board and (2) whether the school district has the IEP provided the student with FAPE, As Teri explains, “Our goal was for “appropriate education” under terms a Cued Speech transliterator in the in 2003 was similarly frustrating. The complied with the procedures set forth “despite the parents’ preference for cued them to provide Cued Speech, not just of the EHA did not require the school student’s private sectarian school, parents of a hearing-impaired student in IDEA; if these requirements are met, speech technique.” Id. Consequently, the in a speech therapy setting, but in the board to place the student as close as alleging that the failure to provide said filed a lawsuit against the school board, the Court will find that the State has Court further held that the parents did classroom by a CST or the teacher. And possible to his home. Finally, they found transliterator violated both the First asserting violations of the Individuals complied with obligations imposed by not have a right under “the Education of course our hope was that it would that the school board did not violate the Amendment and the Religious Freedom with Disabilities Education Act (IDEA), Congress and thus courts can require no for All Handicapped Children Act then be in place and become available Rehabilitation Act by centralizing Cued Restoration Act (RFRA). 60 F.3d 168, the Americans with Disabilities Act more. Id. at 379. to compel school district to provide for all deaf children.” Speech services for “high school level 170 (C.A.4 Va. 1995). (ADA), the Rehabilitation Act, and Another adverse outcome from specific program or to employ specific The Hearing Officer assigned to handicapped students.” Id. Overall, the The United States Courts of Appeals various state laws. Essentially, the this case was that the Court further methodology in providing for education this case issued the finding that “An school board does not have an obligation for the Fourth District presented two parents wanted the child and his Cued mentioned in dicta that “Under IDEA, of their handicapped child.” Id. individual education plan designed to place the child in his base school. main findings. First, the Court held that Speech transliterator to be transferred a FAPE need not maximize the child’s In 1988, while the Lachmans were to meet Michael’s unique needs must Geographical proximity is a factor the “economic burden borne by parents, to their nearby neighborhood school, potential; it must guarantee a basic fighting their case, another case in include a cued speech interpreter.” From often taken into account but there is in providing the hearing-impaired child whereas the school district made the floor of opportunity.” Id. at 378. That Texas was occurring. Poore v. Arlington there, he ordered: “A fluent cued speech no absolute obligation placed upon the with required cued speech services, due decision to keep the child and the Cued aside, the main finding was that the Independent School District resulted in interpreter to assist Michael full time in school board. Id. to the fact that the parents sent the child Speech transliterator at the centralized parental right to provide input into the a more positive outcome. In this case, his mainstreamed education class.” Ultimately, the Barnett Court to a private sectarian school and thus did location. 343 F.3d 373, 376 (C.A.5 La. location of services under IDEA does the parents sued the school on behalf of Editor’s note: As this case was found that the school board did not not receive such services funded by the 2003). not grant parents veto power over IEP their child, Michael. According to the presided over by a Hearing Officer, discriminate against the student by county, did not substantially impinge on The school district’s decision was team site selection decisions and that, parents, “The AISD was not offering to not a judge, and not appealed to a not providing a “highly specialized their free exercise rights.” Id. at 171- upheld by the courts. The United under IDEA, it was not “possible” for provide Michael with the full benefits of higher court, citations and other legal Cued Speech education program at the 172. States Courts of Appeals for the Fifth the hearing-impaired child to be placed Cued Speech.” documentation were extremely difficult student’s neighborhood, which it offered Second, the Court ruled that the Circuit held that the school district had in a neighborhood school since the Michael was in elementary school to obtain. Case information was at another high school approximately “county did not need to show a met IDEA procedural requirements Cued Speech transliterator services when the family sued the Arlington provided by Teri Poore. five miles farther from the student’s compelling interest in not providing for parental input; the district did not he required were provided only at the Independent School District and Barnett by Barnett v. Fairfax County home, as the student had the opportunity Cued Speech services to the hearing- otherwise violate IDEA in assigning centralized location. Id. at 380. The requested that AISD provide Michael School Board, a 1991 case in Fairfax to participate fully in [the] program impaired child enrolled in a private student to a centralized school, Court listed many sound reasons that with a CST in a mainstreamed County, Virginia, is the result of parents offered by board at the more distant sectarian school, despite the parents’ notwithstanding the parents’ transfer the school board had presented for its classroom. of a hearing-impaired student bringing school.” Id. claim that provision of such services request and the feasibility of moving centralization policy. Id. at 382. In other “[AISD] did not want Cued Speech legal action against their local school The Barnett Court also found that was an ‘important benefit’ for which the student’s Cued Speech transliterator words, according to the White Court, in their schools other than for small use board. The parents challenged the “Although the school board should not the county should pay, pursuant to the to the neighborhood school; and that the school board, rather than the parents, in speech therapy,” says Teri Poore, decision of a state hearing officer who make placement decisions under the RFRA, absent evidence that the parents the school district also did not violate makes the ultimate decision where to Michael’s mother. “Our request was determined that school system was EHA on basis of financial considerations were compelled to engage in conduct Louisiana state law. Id. provide the Cued Speech transliterator; denied based on their belief that Michael not required to duplicate Cued Speech alone, an ‘appropriate public education’ proscribed by their religious beliefs or Essentially, IDEA creates a the parents do not get the last say. would benefit just as much by being services at the student’s local high does not mean the best possible were forced to abstain from any action presumption in favor of the school The 2002 case of Board of Education in a classroom with school. (Cued Speech services were education that a school could provide which their religion mandated that they system’s educational plan, placing the of Paxton-Buckley-Loda Unit School other deaf children (different ages and already provided at another high school if given access to unlimited funds; take.” Id. burden of proof on the challenging party. District No. 10 v. Jeff expounds the educational levels) whose teacher used in the county.) 927 F.2d 146, 147-156 Congress intended states to balance The burden of proof was on the Id. at 377. Generally, the presumption prevailing view heretofore explained. sign language.” (C.A.4 Va. 1991). competing interests of economic plaintiffs to demonstrate that their also favors the school system and In this IDEA lawsuit, the parents The AISD countered that they The United States Court of Appeals necessity on the one hand, and the exercise of religion was substantially makes it far more difficult for parents alleged that the California school had were not legally required to provide for the Fourth Circuit put forth several special needs of the handicapped child, burdened by the county’s policy; of children who use Cued Speech to unilaterally changed the student’s Michael “with the best education findings. First, they held that the school on the other when making education otherwise, the County did not have to make their case. Accordingly, the Court mode of communication from a possible, but only one which has been board did not fail to consider the placement decisions.” Therefore, it is show proof of any interest. Id. found that the parents had not met such Cued Speech: A Law Review, continued on page 5 Cued Speech: A Law Review, continued on page 14

4 Championing effective communication, language acquisition and literacy through the use of Cued Speech. Championing effective communication, language acquisition and literacy through the use of Cued Speech. 5 National Cued Speech Association Volume 24 • Issue 1 • Spring 2010 National Cued Speech Association Volume 24 • Issue 1 • Spring 2010

Cued Speech and Educational Laws: Part 1, continued from page 1 Cued Speech and Educational Laws: Part 1, continued from page 6 identification process. Three levels of use of Cued Speech. Section 504. These services include disabilities by supporting system that any child with a documented here helps to clarify the requirements support are provided to all students: cued language transliteration services improvement activities; coordinated disability who is eligible for special in the major national education laws as Tier 1 – Core Intervention, Tier 2 – ADA and SECTION 504 provided by a qualified CLT. Related research and personnel preparation; education services will have a qualified they pertain to students who are deaf Targeted Group Intervention, and Tier The Americans with Disabilities services are also required (e.g., speech- coordinated technical assistance, team, including the parents/guardians, and hard of hearing. 3 – Intensive, Individual Intervention. Act is designed to protect people with language, occupational and physical dissemination, and support; technology develop an Individualized Education The next part of this series will This tiered process is designed to ensure disabilities from discrimination and therapies, counseling and social work development and media services; and Program (IEP) to serve his or her outline the requirements of eligibility that the level of support required for gives them an equal opportunity to services, and working with a teacher • assessing and ensuring the specific educational needs. for services under these laws, and the students to make progress in the regular participate in all aspects of community of the deaf). School districts must also effectiveness of the efforts to educate all These children and their parents and differences between Section 504 and education classroom is achieved. Then, life, including their education. provide students with equal opportunity children with disabilities. guardians have rights protected by IDEA. continued documentation of student Section 504 of the Rehabilitation Act and access to non-academic and In addition, Title I of IDEA 2004 IDEA. Early intervention services are If you have questions or comments achievement deficits may be better of 1973 falls under the ADA. Section extracurricular activities. designates cued language services required and this law describes how about this article, please feel free to assessed as a learning disability rather 504 specifically protects the rights Section 504 services must be provided as part of early intervention services they are carried out. Compliance with contact Nicole Dobson at NiCueSSS@ than a result of a lack of appropriate of individuals with disabilities who unless doing so would result in a provided for at-risk children. IDEA also ensures the effectiveness of gmail.com. You can also visit Cued instruction. participate in programs and activities fundamental alteration of the program, Furthermore, Part 300 of IDEA each child’s program, and that support Speech Support Services for more The inclusion of the terms fair, equal, that receive federal funds (programs or would result in undue financial or regulations include “cued language is provided to both the educators and information and resources at significant opportunity, and high- include public school systems). administrative burdens. The Department transliteration” in the area of interpreting parents or guardians in order to best www.CueSSS.com. quality education in the definition of Under Section 504, illegal of Education (www.ed.gov) has never services. serve these children. NCLB is significant when considering discrimination of individuals with accepted an argument for undue So what does this all mean? It means I hope that the information presented our children’s educational needs. disabilities in schools includes financial burden under as a reason for Cued Speech fits perfectly within this exclusion from school activities, the not complying with Section 504. framework. Given that the language of unnecessary provision of unequal or the regular classroom is English, a cued separate services, and disability-related IDEA 2010 language transliterator (CLT) provides harassment. This law also protects The Individuals with Disabilities Act equal access for the child with hearing parents and school employees who (IDEA) has several purposes, which NCSA Calendar of Events loss via cued English without the need advocate for children with disabilities include: for interpretation between two different from retaliation by others. • ensuring that all children with languages. Section 504 also requires school disabilities receive a free and Furthermore, reading skills that are districts to provide “free appropriate appropriate public education (FAPE) taught by addressing the “sounds” in public education” (FAPE) for all through special education and related words are accessible for all students, students. The provision of a free services and that these services are including those with hearing loss. It education means providing education designed to meet the students’ unique is also important to remember that and related services without cost to needs and prepare them for further Spring Camp Cheerio Cue Camp New York Cue Camp New England Cue Camp Virginia academic achievement standards and the student with a disability or his/her education, employment and independent state academic assessments in the parents or guardians. This excludes living; elementary years include phonemic auxiliary fees that children and families • ensuring that the rights of children May September skills, which are the basis for developing are required to pay (e.g., fees for with disabilities and their parents’ rights Spring Camp Cheerio (5/14 - 5/16) Cue Camp Virginia (9/30 - 10/3) strong reading skills. participating on a school sports team or are protected; Glade Valley, NC Jamestown, VA State assessments include presenting field trip). • assisting states, local educational items that require students to break Under Section 504, children with agencies and federal agencies to provide words into sounds or combine sounds to disabilities will be provided with for the education of all children with June October create words. With cued English, these access to an education. Modifying disabilities; Cue Camp New York (6/24 - 6/27) Basic Instructor Workshop (10/22 - 10/23) auditory-based items can be presented classroom policies and practices may • assisting states in implementing Nazareth College, Rochester, NY NCSA Board Meeting (10/22 - 10/24) visually to students, thus providing for a be necessary to provide a free and an interagency system of statewide, fair assessment of phonemic skills. appropriate education. Schools must comprehensive, coordinated, Instructor Certification Exam(10/24) Using Cued Speech, children who give primary consideration to the multidisciplinary early intervention July Rochester, NY are hearing and those with hearing loss preferred mode of communication services for infants and toddlers with Cue Camp New England (7/28 - 8/1) alike would have a multi-modal strategy unless it can be demonstrated that disabilities and their families; Governer Baxter School for the Deaf, for learning these phonemic skills. A another equally effective means of • ensuring that educators and parents “significant opportunity to obtain a high- communication exists. Cued Speech have the necessary tools to improve Falmouth, ME quality education” for all students in the services that provide access to a educational results for children with For more information, go to http://www.cuedspeech.org/sub/general/events.asp regular classroom can be met with the child’s education are included under CS and Educational Laws, continued on page 7

6 Championing effective communication, language acquisition and literacy through the use of Cued Speech. Championing effective communication, language acquisition and literacy through the use of Cued Speech. 7 National Cued Speech Association Volume 24 • Issue 1 • Spring 2010 National Cued Speech Association Volume 24 • Issue 1 • Spring 2010 for maximum comprehension and that’s every person I shared my story with was this which is why they fought hard with a mindset that I don’t think I would have very sympathetic and understanding, but a lawyer for over two years to ensure received had I not grown up with Cued in the end it was really my fight to fight this. I was too young to have it affect me Speech. alone. I had heard about prior attempts in any way though. MP: If it wasn’t for Cued Speech, I to get CST services at RIT but all had would not have had the skills/language failed pretty much because they knew OC: Is there anything you’d like to to own a business much less manage sign language well enough to receive say to deaf cuers with issues receiving my employees as well as the financial ASL interpreting in the classroom. That reasonable accommodations for their records and the overall running of tidbit alone deterred me from becoming education? Nicole Dugan Benjamin Lachman Michael Poore the company. I would not be able to fluent in ASL for two years so that I ND: Don’t give up or take the accomplish all that I have accomplished could have a real chance of winning alternative way out (aka the “easy way Deaf Cuer Profiles: Cued Speech Services up to this point. I am very grateful that my case and opening up more doors for out”). If you feel something is unjust, by Sarah Segal my parents chose Cued Speech and others like me. put up a fight because it’s likely that no even more grateful for Dr. Cornett for one else is willing enough. However, eaf individuals caught their first Ben Lachman: a company that manufactures and sells inventing it. OC: What do you think should be done choose your path wisely. I took the Dglimpse of freedom in when Ben’s parents, Mary Ann and Ron biometric personal security items such to resolve the issue other deaf cuers long hard way and it came at a great Section 504 of the Rehabilitation Lachman, filed suit against East Maine as fingerprint accessible safes. My OC: Have you ever had to forgo using like you face in receiving reasonable cost. It took me three years for RIT Act, and later the Individuals with Illinois School District No. 63 in 1986 favorite hobbies are hibernating in the Cued Speech services? If so, what accommodations for their education? to finally agree to give me CST and Disabilities Education Act (IDEA) after school administrators refused winter and hanging out on the lake services did you have in place of Cued ND: This is a hard question because C-Print services without any questions and the Americans with Disabilities to provide Ben with a CST for his and enjoying Chicago in general in the Speech and what was it like? there isn’t one clear-cut answer for (due to some mismanaged handling Act (ADA) were signed into law. education. After they lost and the case summer. BL: The only time I did not have a CST this. It all depends on where you are, in the US Dept of Education/Office of Michael Argenyi is a living example. was rendered moot, the Lachmans, MP: I own ILTSource.com, which is was at the outset of my college career. what kind of resources there are, and Civil Rights... to name a few instances: Unable to receive Cued Speech services teachers and other parents gathered an online e-commerce store selling I had to alternate between temporary most importantly...the availability and one manager passed away and my case for his education as a first-year medical together to found Alexander Graham products for people with disabilities as Cued Speech Transliterators and CART. quality of CSTs. Rochester is one of the was transferred to another city). It took student at Creighton University, he Bell Montessori School in Wheeling, well as hospitals and schools. I started I used CART for maybe 10 days in my few cities that screams “Cued Speech!” a toll on me and I ended up changing has taken the issue to the United Illinois. this business in 2006 and it has grown to entire college career. It was used in an with a mix of all kinds of cuers whether majors twice and didn’t walk with my States District Court. He alleges in his where I have 5 people working for me emergency situation, such as if my CST they’re deaf, hearing, a newbie, native, bachelor’s until 2008, seven years after I preliminary statement that Creighton Michael Poore: now and broke the $1 million in sales/ was ill. I only had one CST through my parent, teacher, or friend. So when a first came to RIT. University violated the ADA by denying In 1985, Michael’s mother filed suit year. I am further expanding this store to entire college career and she powered university in Rochester tells you, “Oh, BL: Always stand up for yourself. him accommodations that would enable against the Arlington Independent add about 10,000 more products. through many situations that would have we can’t find anyone to cue for you,” Become an expert in self-advocacy. him to fully participate as a medical School District in Texas for not been deemed unacceptable by many of it’s bull. Each situation is unique and I Do not let anybody tell you what the student. providing him with a transliterator. OC: How has Cued Speech affected the current standards put in place for would look everywhere for support and situation should be. The decision is Argenyi declined to express his The case later became Poore v. State of your life? CST’s. Example: 6-8 hour days. I have additional resources because it’ll help yours. You may have to go to extra views on the matter because the case Texas public schools and resulted not ND: As most deaf cue adults would so much respect and gratitude for her. you a great deal in the long run. lengths to assist the school in finding is pending, so On Cue interviewed only providing Cued Speech services say, Cued Speech has made an impact CART was mildly acceptable, to put it BL: There needs to be a shift from a CST but as long as there is a spirit three other deaf cuers who also faced for Poore’s education, but also set a in every area of my life since I can nicely. The benefits were the ability to allowing schools to dictate methodology of cooperation, it will get done. If the difficulties acquiring Cued Speech precedent for providing Cued Speech remember. It has hardwired my brain print entire lectures and re-read them to having the families themselves be school stubbornly refuses to allow services for their education. services for deaf cuers in all public in the early development of language at a later date but the drawback was responsible for the type and method of CST’s based on “everyone else uses so Editor’s note: Responses from the schools in Texas. and given me the chance to reach my the exhaustion factor of reading a word education that their child receives. It is and so,” they are in clear violation of three deaf cuers were edited for space, full potential and open up a myriad of document one word at a time as well as basically unethical for schools to dictate your rights as a human being to access but not for grammar or spelling. On Cue: Tell me about yourself in 3-4 opportunities. the inaccuracies that would sometimes life-affecting decisions onto children and the world around you. sentences. What have you been up to? BL: It has enabled me to be responsible arise from real-time captioning. their families. Educational institutions MP: All I can say is don’t give up Nicole Dugan: ND: I am living in Rochester, NY for my own needs rather than relying often fall into a mindset of, “we’ve seen because Cued Speech is worth it and Nicole filed a formal complaint with working towards a MS in Human on others around me, thanks to the OC: (Nicole), what was it like not this 100 times more than you have so without Cued Speech I would not be the U.S. Department of Education’s Resource Development. I first came communication tools that I have at my having Cued Speech transliterating we’re the experts.” So there needs to where I am today. Office for Civil Rights against Rochester here in 2001 for college and have been disposal. I am profoundly deaf with no services at RIT? be a fundamental shift in responsibility Institute of Technology in 2003 after here ever since! I love Rochester for its benefit whatsoever from hearing aids ND: It was hard adjusting to RIT my from schools to families. Educational RIT failed to provide her with cued networking, resources, and diversity in or cochlear implants, even though I had first two years. It took me a long time institutions are a service provider and language transliterating services for people. an implant at 5 years old. Nonetheless, to become very fluent in ASL so I students are their customers. two years of her education. In 2004, BL: I have been living in downtown I still live my life among my all- felt “boxed” in with glass walls for a MP: I believe that every student should RIT modified its policies and granted Chicago for the last year or so and hearing family and mostly-hearing long time with not being able to have not have to pick and choose when it Dugan CLT and C-Print services for her enjoying it thoroughly. I am currently friends. I have learned to coordinate my full access in the classroom as well as comes to accommodations for their remaining years at RIT. helping rebuild SmartTouch Biometrics, interactions with everyone around me outside of the classroom. Just about educations, my parents strongly believed

8 Championing effective communication, language acquisition and literacy through the use of Cued Speech. Championing effective communication, language acquisition and literacy through the use of Cued Speech. 9 National Cued Speech Association Volume 24 • Issue 1 • Spring 2010 National Cued Speech Association Volume 24 • Issue 1 • Spring 2010 Current Congressional Legislation to Watch Current Congressional Legislature to Watch, continued from page 10 our bills of special interest to visual media. Unfortunately, there are communication. age or their dependent(s), excluding Medicare Hearing Healthcare Fthe deaf and hard-of-hearing no ‘caption converter boxes’ for the H.R. 3101 is currently in the House taxpayers whose gross yearly income Amendment: H.R. 3024 populations and their families are Internet, and the Telecommunications committee on Energy and Commerce, exceeds $200,000. The maximum tax currently in House and Senate review Act of 1996 does not cover online where it will be discussed and revised credit allowed per qualified hearing aid Introduced in the House Ways and committees. These include: broadcast communications. before general House debate. However, would be $500 (up to $1,000 for two). Means committee in June 2009 by H.R. 3101, the Twenty-First The technology to offer online it needs to be moved out of committee Hearing aid income tax credit would be Representative Mike Ross (D-AR), Century Communications and media accessibility exists, but it is in order to get onto the House floor. claimable once every 5 years. the Medicare Hearing Health Care Video Accessibility Act of 2009, still rarely used. Few media providers The majority of House bills never make This bill was introduced to the House Enhancement Act of 2009 would which aims to update and reinforce offer online captions, even if the shows it out of committee onto the floor, so Committee on Ways and Means by amend the Social Security Act to allow the communications and video are captioned on broadcast television. support and persistence is crucial. Representative Carolyn McCarthy greater choice in, and direct access programming accessibility gains Even large Internet media companies This bill currently has 41 cosponsors. (D) of New York in March 2009, and to, audiologists without needing to from the Federal Communications such as iTunes and Netflix have yet The more sponsors that sign on, the currently has 114 cosponsors. be referred by a general physician. In Commission’s Telecommunications Act to offer widespread online video and greater the pressure will be to move it The Senate bill of the same title, S. addition, audiology services would be of 1996 for our Internet era. media content that are accessible to the to the floor for a vote. Support from 1019, is very similar to H.R. 1646. It included as a ‘medical service’ under H.R. 1646 and S. 1019, the Hearing millions of Americans who are deaf, Republicans is especially needed, as all offers the same tax credit, but differs Medicare Part B, or Supplementary CFC # 12036 Aid Assistance Tax Credit Act, are hard-of hearing, or visually impaired. As so far are Democrats. There are now in allowing the credit for all taxpayers, Medical Insurance. This amendment Make a donation to the meant to amend the Internal Revenue a result, momentum has been building less than 300 days before the end of the regardless of age or income. It was currently has 61 cosponsors. NCSA’s Deaf Children’s Code of 1986 to allow credit against for legislation to bring the gains of the current session of Congress, so it is time introduced to the Senate Committee income tax for hearing aids. Telecommunications Act of 1996 online to MAKE NOISE, as Marlee Matlin on Finance by Senator Thomas Harkin Editor’s Note: The numbers of Literacy Project through H.R. 3024, the Medicare Hearing and into the 21st century. The Twenty- would say. (D-IA) in May 2009 and currently has cosponsors for each proposed bill are as the Combined Federal Health Care Enhancement Act of 2009, First Century Communications and If your Congressional representa- seven cosponsors. of March 31, 2010. Campaign today! is intended to amend title XVIII of the Video Accessibility Act of 2009, also tive(s) or Senators have not yet signed Social Security Act to provide Medicare known as H.R. 3101, was introduced by on as bill cosponsors, get in touch via beneficiaries with more choice in Massachusetts congressman Ed Markey e-mail, phone, letter, or in person to accessing hearing health services and in June 2009. inform them about the importance of Books...CDs & DVDs...Software...Games... benefits. If enacted, H.R. 3101 would amend online telecommunications accessibility, national Communications Acts so that and ask them to support H.R. 3101. Gifts...Services...NCSA memberships Supporting Accessible Communication new online television and telephone (A good bet is to contact those and Video Technology: H.R. 3101 products are accessible and usable by cosponsoring H.R. 1646 and/or H.R. people with disabilities, as well as close 3024 and who are not yet declaring The National Cued Speech gaps in existing telecommunication support for H.R. 3101). New! Association, along with over 230 other laws. For more information, including lists of national, state, and local organizations, Major provisions include requiring: the current bill cosponsors: Cued Speech & is a member of the Coalition of • caption display capability on all video Cued Language Organizations for Accessible programming devices including PDAs, http://www.coataccess.org/ for Deaf & Technology (COAT). All COAT computers, iPods, cell phones, DVD and Hard of Hearing affiliates have pledged their support TiVo devices and battery-operated TVs. http://captionaction2.blogspot.com/ Children for accessible technology. This year, • captioning and video description there is major legislation in the House obligations for the blind on broadcast http://www.govtrack.us/congress/bill. Up-to-date with being put towards guaranteeing a widely video programming distributed over xpd?bill=h111-3101 research and best The Big Book of Exclamations practices — 39 international authors — very accessible Internet. COAT, and therefore the Internet, including new material, Emergent Literacy: Pictures of lively family scenes plus Hearing Aid Credit: readable and well-organized. Gives you what the NCSA, is a major supporter of emergency broadcasts, and material Lessons for Success guidance in leading your child to House Resolution 3101. previously distributed with captions H.R. 1646 and S. 1019 you need to know about Cued Speech and Gives you the rationale, structure, imitation, turn-taking, speech, lan- The increasing use of computer on TVs (not including user-generated phonological perception, language develop- guage and conversation! ment, reading, special needs other than hear- lesson plans and creative ideas! technology has been a wonderful thing material, such as YouTube videos). The Hearing Aid Assistance Tax CSD 31 $14.95 / $14.20 ing loss, and the future! CSD 32 $69.95 / $66.45 for Americans who deaf and hard-of- • accessibility to, and compatibility Credit Act would amend the Internal CuedSpeech.com is your go-to site for a Order online: http://www.cuedspeech.com hearing. However, accessibility to online with, hearing aids, for phone-type Revenue Code to give tax credits for the dicsounted price!! Save $20! [email protected] • 877-283-2030 media is still a problem, as captions can equipment and services on the Internet. purchase of hearing aids for taxpaying CSD30 $89.95 Member: $85.50 23970 Hermitage Road • Cleveland OH 44122-4008 only be found on a small percentage • the FCC to develop real-time text individuals who are over 55 years of A portion of all sales supports NCSA! of online videos, podcasts, and other digital standards to replace TTY/TDD Congressional Legislation, continued on page 11

10 Championing effective communication, language acquisition and literacy through the use of Cued Speech. Championing effective communication, language acquisition and literacy through the use of Cued Speech. 11 National Cued Speech Association Volume 24 • Issue 1 • Spring 2010 National Cued Speech Association Volume 24 • Issue 1 • Spring 2010

What Makes a Transliterator Qualified? What Makes a Transliterator Qualified?, continued from page 12 by Hilary Franklin The state of Virginia requires paraphrasing, foreign language, speaker setting.” hen the Individuals with Assessment Diagnostic Center and student(s)—The transliterator should its educational interpreters and identification/distinction, and voicing.” In short, qualified cued language WDisabilities Education Act began providing the EIPA screening to understand that deaf consumers do not transliterators to either earn national Suhad Keblawi, another lead transliterators serve as English language (IDEA) was reauthorized in 2004, it states and local educational agencies always want to look at the CLT; some certification or pass the state- transliterator in FCPS, added, “[CLTs] models, and so they should take their provided a step forward for the cueing that wanted independent evaluations of students may prefer to watch the teacher level screening (Virginia Quality also go through an extensive training job seriously. We are just beginning to community. Language was added to their interpreters. and use the CLT as backup. Younger Assurance Screening). Beth Blair, a in understanding and applying the move from the idea of “helping” deaf the law that specifically requires school Their Educational Interpreter students may not fully understand that lead transliterator for Fairfax County Cued Language Transliterator Code of children to being “language facilitators.” districts and systems to provide qualified Performance Assessment (EIPA) is not CLTs are there to “provide” the same Public Schools, which has a large Conduct. This enables the CLTs to make With the inclusion of cued language cued language transliterators—provided a certification; rather, it is a screening to information that the teacher is saying. Cued Speech program, said, “A CLT sure that all consumers, hearing and services in the 2004 reauthorization of the request is put in writing on the determine the current skill level of the CLTs should not force students to must be proficient in the following deaf, are aware of the transliterator’s the IDEA, we need to work together as a student’s IEP. interpreter. To date, K-12 educational pay attention or stop cueing when the areas: accuracy/clarity/synchronization role. [This also] empowers the deaf community to ensure that our CLTs are But what is a qualified transliterator, interpreters in more than half the states student(s) look away. of cues, rhythm/mood/inflection of consumers to understand their rights and as professional and qualified as possible. and how do you know if a person are required by law to take the EIPA and o CLTs can communicate with cueing, accents/dialects, AES (auditory responsibilities with regard to having This may require a lot of educating; in is qualified to work in your child or achieve at least a specified rating. one another as well as with classroom environment stimuli), verbatim delivery, a transliterator with them in the school the long run, it will pay off. student’s classroom? In order to answer In 2005, Dr. Jean Krause at the teachers to determine what “tips and this question, we need to look to both University of South Florida received tricks” work best for keeping certain evaluation tools and common sense. a federal grant to develop a pilot students’ attention. It can be something But first, a bit of history. Cued version of the EIPA for cued language as simple as moving closer to the teacher TECUnit Code of Conduct Resources language transliterating, as a profession, transliterators. A team of professionals or cueing upside-down for a minute (the did not really begin until the late 1970s, and consumers worked together to latter works great with young children!). The following code of conduct was developed in The following resources provide additional information when many more children were in develop an appropriate assessment • Overall professionalism—No 1989 by Earl Fleetwood, M.A., and Melanie Metzger, about Cued Speech, transliterating and interpreting, and public schools and using and sharing for CLTs to be not only comparable gossiping or discussing any information Ph.D., the founders of the Training, Evaluation and working in educational settings. CLT services with other students. Many to the original EIPA, but also one about any students and teachers in the Certification Unit (TECUnit). transliterators were parents or siblings that measures skills specific to Cued classroom. General interpreting ethics • Boystown National Research Hospital EIPA of the first cuers—or their classmates’ Speech. Boystown is planning to release clarify this more; in a nutshell, if deaf Cued Language Transliterator Code of Conduct page: http://www.boystownhospital.org/hearingLoss/ parents. They considered transliterating the EIPA-Cued Speech to the public students are not in the classroom, the childhoodDeafness/Pages/EducationalInterpreter.aspx a great part-time “job” and one that sometime this year. transliterators would not be there and A cued language transliterator shall: worked with their own children’s’ So, what makes a CLT qualified to therefore not privy to what occurs in the • Boystown EIPA Classroom Interpreting web schedules. work in your child or student’s school? classroom/school. • Facilitate communication between deaf/hard- site (applicable to transliterators): http://www. Over the last 25 years, national and The answer is unfortunately not as • Communication—Some of the best of-hearing cued language consumers and hearing classroominterpreting.org (This web site also contains state certifications and evaluations simple as “passing” a certification exam CLTs will communicate with the deaf consumers. information about the EIPA) for cued language transliterators have or scoring high enough on an evaluation. consumer’s parents and IEP team if • Provide sound-based environmental information to been developed. The first national The following list provides some the student has a habit of not watching deaf/hard-of-hearing consumers of cued language. • National cued language transliterator certification: certification exam was provided in the guidelines. the CLT consistently or attempting to • Provide appropriate training to deaf/hard-of-hearing TECUnit (www.tecunit.org) late 1980s by the Training, Evaluation, • Production of mechanics and use the transliterator inappropriately consumers to allow for proper transliterator utilization. and Certification Unit (TECUnit). The linguistic information—The (e.g., asking for help with class work or • Provide hearing consumers with appropriate • Registry of Interpreters for the Deaf (RID) Code of TECUnit has also developed state-level transliterator should cue accurately homework). Deaf students do need to demonstration/explanation of the transliterator role. Professional Conduct: http://www.rid.org/ethics/code/ certifications for those states that require (correct and placements), learn the role of the transliterator, and • Demonstrate and implement ongoing reverence for index.cfm it. and use facial expression to indicate the CLT can be part of that process. the preservation and pro-motion of complete and equal In 1991, Boystown National Research pragmatic and other extralinguistic • Professional development/ access. RID Standard Practice Paper: Interpreting in Educational Hospital began developing an screening information, such questions or . evaluations—Those transliterators who • Promote the progression of events as if (K-12) Settings: http://www.rid.org/UserFiles/File/ for sign language interpreters working • Understanding of role boundaries— truly see themselves as professionals circumstances do not necessitate transliterator presence. pdfs/124.pdf in school systems. They worked The CLT is essentially an “information will strive to better improve themselves, • Adhere to the ethical standards of transliterating for with interpreters and deaf consumers relay” between the deaf and hearing both ethically and skill-wise, regardless deaf/hard-of-hearing consumers. (Editor’s note: As of press time, RID had just completed who recognized that interpreting in individuals in the classroom; therefore, of job requirements. It is important to • Support the profession of cued language member feedback regarding updating this SPP. It has not educational settings can be, and often s/he should not act as a teacher’s aide recognize that regular feedback can help transliteration by striving to improve related skills and yet been updated.) is, very different from working in the or help the deaf student(s) with class prevent transliterators from continuing knowledge and the application thereof. community or government and private work. CLTs should also never discipline with bad habits or with correcting sectors. In 1999, Boystown established students (deaf or hearing). inaccuracies they may not realize exist © 1989 Fleetwood & Metzger the Educational Interpreter Performance • Ability to work with the deaf (e.g., using the wrong placement). www.tecunit.org continued on next page

12 Championing effective communication, language acquisition and literacy through the use of Cued Speech. Championing effective communication, language acquisition and literacy through the use of Cued Speech. 13 National Cued Speech Association Volume 24 • Issue 1 • Spring 2010 National Cued Speech Association Volume 24 • Issue 1 • Spring 2010 Deaf Cuer to Receive Council of Exceptional Children International Award -CEC Press Release Thank You to Our Donors! ARLINGTON, VA, April 1, 2010— became clear he had profound bilateral grader at East Ascension High School, Dylan Estrada, 16, has flourished sensorineural hearing loss. Dylan is enrolled in general education academically despite being deaf. Despite this late start, Dylan was classes and meets with a certified General Fund General Fund (cont.) In Memory of Because of his achievements, he will clearly intelligent. For example, by age educator for people with hearing Andrew Adler Chris & Amy Phillips Billie Wilson receive a 2010 Yes I Can! Award from five, he understood computers and was impairments for a couple hours a week. Evelyn Bentley Jerry & Teri Poore Gail & Dylan White the Council for Exceptional Children able to construct his own independently. His classmates, teachers, and family (CEC) in April. His parents home-schooled him for a continue to support him in his academic Rebecca Bowers Michael Poore Each year, CEC honors 27 students short time due to a lack of available endeavors. Linda & Marty Brattner Sarina & David Roffé In Support of the North with disabilities who have excelled. services. “Dylan never shies away from a Awards are given in nine categories: The family then relocated to challenge. His name is synonymous with Lorraine Braun Barry & Olga Scher Carolina Cued Speech academics, arts, athletics, community Ascension Parish, where Dylan the word ‘hero,’” says resource teacher Charlinda Cain Ronal & Teresa Schier Association service, employment, extracurricular joined the hearing impaired program Cheryl Russell, who nominated him for activities, independent living skills, self- using Cued Speech with specialized the award. John & Sandra Casavant Dan & Mimi Segal The Winston-Salem advocacy, and technology. CEC is proud instruction, speech therapy, and Dylan resides in Prairieville, La. He Larry & Joan Christenson Patricia Sizemore Foundation to honor Dylan with this award in the transliterating services. At nine years will receive the award at the Yes I Can! Dorothy Cobb Patricia Slater academics category. old Dylan entered Gonzales Primary Award Ceremony on April 23 at the “The Yes I Can! Awards were School, where a transliterator stayed Gaylord Opryland Hotel and Convention Stanley Cornett Margie Sokolnicki Karen McIntosh Fund developed to honor students with with him through the day. The program Center in Nashville as part of the CEC Jay Diamant David Swinehart Susan Russell disabilities who have achieved proved difficult for him and he had 2010 Convention & Expo. remarkable things,” says CEC President difficulty socializing. However over CEC is an international community of Milton & Elaine Engel Mary Ann Tarr Jacqueline L. Mault. “Dylan exemplifies time his work ethic remained strong and educators who are the voice and vision Ralph Engelman & Selma & Ina Taradaash Kris Wilson Cue Camp the spirit of these awards with his hard his receptive and expressive language of special and gifted education. CEC’s work and perseverance.” abilities began to improve. mission is to improve the quality of life Synnove Trier Scholarship Fund When he was a toddler, Dylan’s By the sixth grade Dylan had earned for individuals with exceptionalities Karen Erani In Memory of Wendy, Shanley & Davis parents became concerned he wasn’t a 4.0 GPA. He was even able to skip the and their families through professional Cory Fasold R. Orin Cornett McClure uttering sounds such as “mama” or seventh grade and won academic awards excellence and advocacy. “dada.” He began seeing a speech in most subject areas in eighth grade at Penny Hakim Marianne Flanagan John & Kathy Nice therapist and at age two-and-a-half, it Gonzales Middle School. Now a ninth Laura Hatch Heidi Shuler & Adam Alice Holmes In Honor of Auston Cued Speech: A Law Review, continued from page 5 Deanna Jordan Colbie Johnson John, Lisa, Greer & Sam combination of Cued Speech and of in the mainstream classroom. not very encouraging; however, that Robert & Amy Landis Darren & Lindsey Shuler oralism to American Sign Language. 611 Id. at 1121. Thus, the Court ultimately is simply due to the relatively nascent F.Supp.2d 1097, 1097 (E.D.Cal.2009). held that the plaintiff’s procedural position of Cued Speech as a widely Howard Lieb Johnson Cherry Wilson However, the Court pointed out due process rights were not violated used accommodation. The law has yet Anne Lowther John Wilson that it was an occasional use of sign by a unilateral change in mode of to catch up to the times. With more language and also that the mother had communication and therefore the district courtroom battles, the law can and will Lance Lundberg In Honor of Xander Wiswall previously agreed to try sign language did not deny the student a FAPE. Id. evolve further to more accurately reflect Charles and Adrienne Dustin Britt Oona Wiswall because she was willing to try anything This case also repeated the idea the variety of accommodations available that might work, as she acknowledged that “while a student’s individualized to hearing-impaired students. Lyons Barbara Lee Cadence Wiswall-Wilson in court. Id. at 1107. Consequently, the education plan (IEP) under IDEA must Editor’s note: With the reauthorization Susanna McKendree Will & Peggy Wright Court found that the “student did not be reasonably calculated to provide him of the Individuals with Disabilities Susan Mochinski In Honor of Mariel Hidayr establish that this occasional use of sign with educational benefit, school districts Education Act in 2004, which includes language constituted a change in his are required to provide only a basic floor cued language transliteration as a John Mordeson - Miriam bat Ahuva mode of communication without his of opportunity; thus, an appropriate recognized service, we are hopeful Catherine Morgan Aime Hidary parents’ consent. The student’s primary public education does not mean the that future court cases will have more mode of communication remained oral absolutely best or potential-maximizing positive outcomes for students who use Carolyn Ostrander and Cued Speech” through the use of a education for the student. “ Id. at 1107. Cued Speech as their primary mode of Cued Speech transliterator and the use In sum, the law as it stands today is communication.

14 Championing effective communication, language acquisition and literacy through the use of Cued Speech. Championing effective communication, language acquisition and literacy through the use of Cued Speech. 15 National Cued Speech Association Volume 24 • Issue 1 • Spring 2010

Exhibit Volunteers and Representing the NCSA by Esther Rimer On Cue he NCSA has exhibits and We cannot make it to all conferences, On Cue, the newsletter of the Tposter sessions/presentations at but it is good to know where demand National Cued Speech Association, conferences, sessions, and conventions for awareness exists. We also greatly is published three times a year; all over the country throughout the appreciate our volunteers and financial e-mail updates to members are year. We rely almost entirely on local donors who make it possible for us to more frequent. Letters to the Editor volunteers to help represent us and bring Cued Speech to all corners of the must include contact information advocate for Cued Speech. Your help is United States. of the author. The Editor reserves crucial! If you would like to be placed Currently we are scheduled for and/ the right to select those letters to on a list of people we can contact or looking for volunteers to help with be published and to edit for length to volunteer when we are seeking booths and represent us at the following and language. News, calendar advocates to help with our exhibits, events: items, letters, classified ads, and please contact me. You may e-mail me • AG Bell 2010 Biennial Convention, photos are needed! Electronic at [email protected]. Orlando, FL. June 25-28, 2010. transmission of all materials is Likewise, if you know of a conference • South East Regional Early Hearing preferred. Electronic photos must or convention in your region where Detection and Intervention Conference, be high-resolution at 300 dpi. you think the NCSA ought to consider Knoxville TN. July 26-27, 2010. Send to Aaron Rose, Editor, at having a booth, please inform me! • Investing in Family Support [email protected] or mail These can be events that are sponsored Conference, Kansas City, MO. October hard copy to: by regional/local organizations such 10-12, 2010. On Cue as Hands and Voices or national • American Speech-Language-Hearing 5619 McLean Drive organizations like the American Speech- Association (ASHA) Convention, Bethesda, MD 20814-1021 Language-Hearing Association or the Philadelphia, PA. November 18-20, National Center for Family Literacy. 2010.

National Cued Speech Association Deaf Children’s Literacy Project 5619 McLean Dr. Bethesda, MD 20814-1021 FORWARDING SERVICE REQUESTED