Family Network for Deaf Children

Family Network for Deaf Children and our deaf program FALL Deaf Youth Today Deaf Youth Today Fall (Sept 2016) FNDC values sharing information to ...
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Family Network for Deaf Children and our deaf program

FALL

Deaf Youth Today

Deaf Youth Today

Fall (Sept 2016)

FNDC values sharing information to deaf children, families, professionals and the communities that support them. These events, advertisements and/or articles do not necessarily reflect the viewpoint of FNDC or offer an endorsement

children with an “I CAN DO IT” attitude. You will also have the opportunity to be educated by a fabulous speaker from the University of Manitoba, Dr. Charlotte Enns, on Language, Learning & Literacy. In addition, you get to hang out with your friends (other parents) and meet new ones and enjoy a catered lunch while networking. All this for $15.00. Childcare & DYT for $10.00. Seriously, does it get better than this? We hope everyone is welcoming the beginning of the 2016 Fall season – changes in weather, new school schedules and the start up of activities. Tis the season for new beginnings and a full calendar! Planning on attending the Parent Workshop on October 22nd? Check out the flyer on pages 9 & 10. The three parent groups in BC (FNDC, CHHA-Parents & H&V) work hard to provide a workshop that no matter what stage you are at – you will learn something to improve your parenting journey raising your deaf/hard of hearing child. We promise! While there are other resources available in BC, the Fall Parent Workshop is unique because its organized BY the parents FOR the parents! The upcoming workshop on October 22nd – is an opportunity for everyone to grab. Kim Sanderson, a parent of a deaf child (now young adult) will present on her parenting journey so that you may apply it to your life to assist you in raising confident deaf & hard of hearing

When I look back on all the workshops, camps and sign classes that I attended, I learned something at every event. I often heard things differently depending on the stage I was at or the issues I was facing at the moment. AND, I’m still learning! The added bonus to this workshop is being around other parents as we share a common journey together. BUT …. the best part of attending these events – is that your deaf/hard of hearing child sees you as an ongoing learner valuing them by your desire to learn and meet more Deaf & Hard of Hearing people. This is really powerful in the development of your child’s identity as a deaf/hard of hearing person. We hope to see you October 22nd! Cecelia

Don’t forget

Parent Workshop on October 22nd

Twitter: @FNDCandDYT Facebook: www.facebook.com/fndc.ca

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who

deaf

hard of hearing

look

what cook play

game where

Family Network for Deaf Children & Deaf Youth Today Voice/Text (604) 684-1860 email: [email protected] www.fndc.ca WWW.FNDC.CA/CAMPREGISTRATION

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A HUGE SHOUT OUT and THANK YOU to

Variety – The Children’s Charity for their support of

Deaf Youth Today’s Kids’ Camp 2016 At Hornby Island

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for supporting our DYT 2016 Summer Program! Because of these foundations and individuals, we were able to support deaf & hard of hearing children with additional needs in our program. Without their financail support, we couldn’t have done it. Dianne Miller Jane & Maurice Wong Michael Younghubsand David Wong Catherine Jenkins

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Seeing my son's identity at Hornby Island

Submitted by: Charlie (Sarah) Coyle. Charlie and her husband Sean have 3 children, Aurora (12), Aiden (8), and Claire (3). Aiden is hard of hearing or Deaf depending on the day, the environment, and how annoying his siblings are being over dinner time :)



Accommodation: to have a need met, making an adjustment, or a convenience. We live in a culture of convenience, with access to information at our fingertips. As an English speaking hearing person living in North America I can be honest when I say I don’t think about being accommodated. Media, and news is offered easily in my native language. I have access to multiple forms of media be it print, audio, or video. I am part of the majority in my community and so accommodation is something I think of doing, not having done to me. As a parent of a deaf child there is constant conversation’s about access to information, incidental learning, and bathing our kids in language so they have the best possible chance at success.

My family, like yours has been given advice by countless professionals about how to support our child’s learning, and access, and language development and a lot of those conversations focused on our use of technology. Having a child wear assistive listening devices so they can hear conversations and hear environmental sounds is often the crux of the conversations about the successful development of a deaf child. We are taught about accommodations they may need for success in their future, but never not once was I told about the accommodations I might need. Sending your child to an overnight summer camp is a bit of a pro/con situation. It’s exciting for your child to go away and have new experiences, but it can be scary for a parent to let go. It can be a break for both child and parent but it can also be an overwhelming experience to be away from our environment, and outside of our normal routine. I sent my son to an overnight camp for the first time this summer and I experienced such a range of emotions; happiness, excitement, sadness and sheer terror. My son has a personality the size of a house and energy to match and he FNDC

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is amazing though I admit I’m biased!! So sending him off for a week with a gaggle of other kids his age, with more or less energy, to a place with beaches, and high ropes and all sorts of sticks to poke people with is a bit concerning. On top of that is the concern that parents like us have often said, “what is going to happen to the hearing aids”? “What if they get dropped in the sand or they end up in the ocean”? It’s a really scary thought that I’m going to have to convince the audiologist that the warranty should absolutely cover sand and salt water, because I remember when they covered mashed carrots jammed into tiny little electronic places, or to have to budget a certain amount of money for those “just in case” moments. My son uses hearing aids and he cycles between both spoken English and ASL. He is comfortable using ASL but has worn hearing aids since he was 3 months old so they are a comfort thing for him too. The whole drive to the ferry to drop him off I tried to convince him to leave his hearing aids at home. I knew he’d be in an ASL environment with interpreters so he would have access to whatever he needed but he just wasn’t buying it. He wanted his hearing aids, needed them and they were coming with him. I repeated the conversation in ASL in front of camp staff but it was a hard “no” from my son, those aids were staying on. I was reassured by DYT staff that any tech would be put in Ziploc bags during water play, and stored somewhere safe until such times as the kids needed and wanted them back. Fast forward two days and the eagerly awaited email from the staff with the day’s pictures of adventures and activities. I scrolled through pictures of kids on boats, kids up past their bed times, and kids playing tug of war. I was texting a friend who also had a child there and we were talking about how happy and tired they looked. I fell absolutely in love with one picture of my son, with a group of friends cheering over what seems to be a victory. They are all grinning, jumping and waving hands, and I looked at it several times throughout the day. I was just so happy that he was happy. And then I noticed something. I zoomed in and took a good hard look and realised, my son wasn’t wearing his hearing aids. Now I know if there had been any concerns I’d have received a phone call or an email and I’d heard nothing so my thoughts were not that his nearly new hearing aids were in the bottom of the deep blue sea. Knowing that I wasn’t going to have to replace them I became oddly excited. Which is not a reaction you would expect a parent to have. But I was, I was excited because he was in a place where he didn’t need tech, he didn’t need ‘assistive listening devices’, he was just deaf. In that moment he was 100% him. You read about those moments, those epiphany moments where everything becomes clear and you just kind of ‘get it’; my husband affectionately calls them “House” moments after a TV show with Hugh Laurie. I had one of those after looking at that picture and it was a blinding realisation. I was being accommodated. My 8-year-old son was accommodating me, and his dad, and his siblings, and every other hearing person in his world - those hearing aids weren’t FNDC

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for his benefit, they were for mine. And before you react, I absolutely understand the benefit of using hearing aids for children that have access to sound. That is a whole other conversation, for a whole other newsletter, what this is about isn’t brain development, or speaking and listening. It is about identity.



My son has always been this interesting ‘in between’ kid. A dear friend of mine joked that he was ‘hearing fluid’ meaning he could shift between the hearing and the deaf world in terms of his identity. Often times in environments with hearing people he will identify himself as deaf because it’s an easier term that comes with less follow up questions. But with his deaf friends he uses the term hard of hearing because he recognizes that he uses tech, and uses spoken language and some of them don’t; so he is different wherever he goes. That is something I have struggled with, and I think every parent struggles with when you have a kid who is ‘different’. We love our children regardless of other’s perceived notions of different or indifferent but we worry about them socially, and worry about them fitting in. So despite being surround by his peer group he still noticed that he was a little bit different on a day-today basis. Now again, my son was 3 ferries and a couple of hours drive time away so I have no idea the context leading up to that picture. But I’ll tell you what, in that picture; in that moment he was not different. He was not accommodating anyone, and no one was accommodating him. He was Deaf, and proud. And so was I.

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Parent Workshop

The Journey - Raising Our Deaf & Hard of Hearing Kids Saturday, October 22, 2016

register today! www.chhaparents.com

Language, Learning & Literacy Language, Learning & Literacy

For Your Kids

Charlotte Enns (Associate Dean and a professor in the Faculty of Education at

Childcare and Deaf Youth Today (DYT) Fun Day have limited space & will be provided on a first come, first served basis. Registration is required. Baby to preschool age: Childcare will be provided onsite for deaf/hard of hearing children and their hearing siblings up to age 5. $10 per child, please bring a bagged lunch for each child, including snacks & drinks. Kingergarten to grade 7 age: DYT FUN DAY! A day of fun and activities celebrating sign language and your deaf and hard of hearing child (Kindergarten to Grade 7) organized by our experienced Deaf Youth Today staff. We hope to have most of the day’s events onsite. Due to limited space at South Slope, there is a chance DYT will go offsite for part of the day (e.g. to a local community centre). DYT will inform you of the schedule by email. Deaf Youth Today values the importance and benefit of sign language. Our staff use ASL in our program.* Cost: $10.00 per child, please bring a bagged lunch & drinks Questions? Contact: [email protected]

the University of Manitoba) will provide information about how early exposure to language is connected to later learning and literacy development. Her main focus will be on sharing ways that families can reinforce their child’s language and literacy learning.

ThePower Power of Stories The of Stories Kim Sanderson (Communications Consultant and proud mom of a son who is Deaf) will draw from her experience raising a deaf son and hearing daughter to discuss the importance of identifying and reinforcing your child’s strengths as a means of developing a strong foundation for their life plan.

Hosted by parent support organizations

Thank you to our sponsors Provincial Deaf and Hard of Hearing Services Deaf, Hard of Hearing & Deaf-Blind Well-Being Program BC Early Hearing Program

*Based on response to DYT programming during past joint workshops, DYT emphasizes that staff may or may not use listening/speaking as a communication tool. This is an individual and personal choice which DYT understands and respects. DYT will provide interpreters so that children new to sign language feel welcomed and encouraged to join the program. This is a great peer/mentoring opportunity for deaf and hard of hearing children in an ASL-rich environment.

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Parent Focused

Presenters

This event is specifically for parents who have deaf/hard of hearing children or teens (age 0-18 years). Our organizations believe in the value of parents connections - the workshop will include opportunities to share your stories, ask questions, and network with other parents.

Charlotte Enns Charlotte Enns is the Associate Dean and a professor in the Faculty of Education at the University of Manitoba. She was originally trained as a speech-language pathologist, but she has

Schedule

Communication

9:30

ASL Interpreters & CART captioning will be provided.

Arrive and get settled in childcare (bring your own coffee/tea)

10-12 The Power of Stories

Kim Sanderson 12-1

Lunch

1-3

Language, Learning & Literacy

Charlotte Enns

always considered herself more of an educator than a clinician, and she later pursued a doctorate degree in Educational Psychology at the University of Manitoba. She currently teaches in the area of inclusive education and her primary research interest is in the bilingual education of deaf students, with a particular emphasis

Location Burnaby: Southslope Elementary and BC School for the Deaf 4446 Watling Street, Burnaby

on language acquisition and assessment, and literacy development. She believes passionately in the need for all students to realize their potential through the development of language and literacy.

Kim Sanderson Kim

Sanderson

Communications

works

professionally

Consultant,

creating

as

a

media

campaigns for governments. She is also a very proud mom. Together with her husband

Registration

Paul she has raised two children - Ashley, her

Cost:

hearing daughter who is a very skilled Special Education Assistant for

$15 per adult - includes lunch

Surrey School Board; and Cole, who is profoundly deaf and works as

$10 per child for childcare - bring a bagged lunch, snack, drink $10 per child for DYT program - bring your own bagged lunch Registration required by October 10 online at www.chhaparents.com. Payment can be made online via PayPal.

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a successful web developer in Vancouver. Kim is also very proud to have been involved in the creation of the BC Early Hearing Program video “Nice to Meet You,” as she believes there are many approaches and paths to raising a successful and happy deaf adult.

Kids are getting too much screen time – and it’s affecting their development National Post - August 23, 2016

From: http://www.nationalpost.com/m/wp/health/blog.html?b=news.nationalpost.com/health/kids-are-getting-toomuch-screen-time-and-its-affecting-their-development&__lsa=cec6-12ba

FNDC Editor’s Note: This article doesn’t aim specifically at deaf & hard of hearing children, but we think its important that we are all aware of the social consequences of too much screen time. Our community tends to focus a lot on technology to support/assist our deaf & hard of hearing children while we value relationships and social opportunities for our children. Some good food for thought here: Here’s a question for parents: how much time do your kids spend using electronic devices? If it’s a lot, you might be finding it hard to turn them away from those tiny screens. But it’s probably what you need to do. Let’s admit it: we’re mesmerized by these devices. We’re glued to our phones. We’ll pick them up reflexively whenever there’s a pause in a conversation. Some of us won’t hesitate to check status updates, tweets and game scores between bites at the dinner table. The recent Pokemon Go! craze is driving hordes of people to distraction (and occasionally onto city streets). And for parents who feel stressed out and exhausted most of the time, it’s easy to just hand our restless kids a tablet with a bunch of easily accessible educational apps while we go and relax. If it all seems too good to be true, however, that’s because it is. Some researchers are now reporting on the consequences of our children’s digital habits – and they don’t like what they see. According to neurotherapist and doctor of psychology Mari Swingle, we’re starting to notice changes in early learning and development as a result of our increased reliance on interactive technology. “When we get i-tech in the cradle, there is a noticeable decrease in infant-caretaker interaction,” says Swingle, author of the new book, “i-Minds: How Cell Phones, Computers, Gaming and Social Media Are Changing Our Brains, Our Behaviour and the Evolution of Our Species” (New Society Publishers, 2016). “All human systems – brain-wiring – is through touch, visualization and voice prosody (non-phonetic elements of speech, such as intonation, tone, stress and rhythm). And what we’re noticing is that when we put the devices in the cradle and when parents and young caregivers are on their devices, there is a notable reduction in all of this that’s affecting attachment.” The consequences of reduced attachment and impeded social interaction are wide-ranging and troubling to researchers like Swingle, particularly as problems have begun to present themselves among toddlers. “What we’re seeing with this group is that they’re attaching to objects instead of peers and parents,” she says. “They don’t respond to parental calls as much. When we talk about straight discipline and obedience, they’re

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not responding to parents as much. They tantrum without their devices. They don’t know how to self-occupy or play – and play is learning at that age.” A lot of the problem, Swingle says, stems from the fact that when a child is staring at a screen, they tend to block out the physical environment around them. It means, for instance, that they’re not learning as much language from their parents or siblings because they’re disengaged from the conversations going on around them. They’re not getting the usual back-and-forth that they would get from, for instance, story time, when there’s typically a dialogue going on between parent and child over the subject matter. And that, in turn, means they’re missing out on the broader contexts that normally would help them to understand what they’re reading, not to mention to expand their vocabularies or learn some of the nuances of vocal inflection and tone. Learning from an interactive app thus occurs in a way that is less organic and more compartmentalized. But this isn’t simply a problem for toddlers and young kids. Swingle notes that the negative effects on social interaction and development are playing out in different ways across all age groups. Many teenagers, for instance, will forego in-person conversations and instead connect with their peers via social media or text messaging, sometimes even when they’re sitting in the same room. This is hardly a new or shocking revelation, but Swingle suggests it’s affecting their social development in profound ways. “What’s happening is that teenagers are communicating through their devices, but they’re not learning adult social skills,” she says. “And we’re finding these polarizing behaviours in terms of sexuality, where these kids are incredibly brazen on their phones and texting, SnapChat, all of that. But then they’re very, very awkward person-to-person, unless the relationship has been objectified or the interpersonal risk has been taken out.” Certainly the evidence Swingle cites in her book doesn’t bode well for the future of human social behaviour or intellectual development. But the technology isn’t going anywhere; if anything, it’s only likely to become more inescapable in our daily lives. If that’s a given, what should we do about it? Swingle says she wouldn’t be opposed to an outright ban on electronic devices for children under six. But drastic measures aside, the key will be to consider more closely the positives and negatives of allowing kids so much screen time. While some applications can be a useful teaching tool, the problems arise when technology begins to take on the role of “electronic babysitter” – where parents, who are admittedly stressed out and overworked about 110 per cent of the time, habitually allow their kids use these devices as a substitute for quality parent-child time. It’s hardly a minor issue. Kids need that time to interact and build strong relationships with their parents, siblings, friends, extended family and neighbours. A smartphone app might provide entertainment, a basic lesson, or even some temporary relief to a parent in need of a break. But it can’t take over a parent’s job as chief educator. It can’t substitute for real social and emotional connections, or supplant our kids’ fundamental need to get out and play. It can’t address the full spectrum of needs that our kids demand in order to become fully-functioning human beings.

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Family and Community Services

Provincial Deaf and Hard of Hearing Services (PDHHS)

Fall Program Calendar

September – December 2016

Programs for Deaf, Hard of Hearing and Deafblind individuals and their families!

Media Club for Youth Media Club is a fun group for youth (aged 13-17) to learn how to plan, create and edit their own movies. Youth will learn essential leadership qualities through this program. Location: PDHHS, Burnaby September 27 – December 6, 2016 Time: Tuesdays, 3:30 PM-5:30 PM To register, please contact: [email protected] Watch out for upcoming flyers for more youth + family social events in the Fall!

Deaf Community Events Watch out for upcoming flyers to enjoy If you are interested in attending deaf youth or family activities in the Fall! community events with your family, please check www.deafbc.ca or www.fndc.ca for information on events. If you would like FCS staff to accompany your family, let us know ahead of time and we would be happy to attend with you!

BC Deaf and Hard of Hearing Students –Thinking about going to Gallaudet, RIT or NTID? More information about the application process can be found on Family Network for Deaf Children’s website at www.fndc.ca. Please contact us if you need support with how to navigate the system.

Parent Coffee Group is a time for parents to come together to share, support and guide each other in their parenting journey. If you are interested in a group, please contact Kathy Glover at [email protected] .

Storytelling in ASL and English Tommy Douglas Library 7311 Kingsway, Burnaby. Time: Saturdays, 2:00 PM-3:00 PM September 17, October 15, November 19 and December 17 (No Registration Needed) Turn the page for more programs!  FNDC 13 Fall • 2016

ASL Classes in North Vancouver for Parents (with Child-Minding) – (All levels) Mondays September 19-October 24 (No Class on October 10) Time: 6:30 PM – 7:45 PM Where: Carson Graham Secondary School, 2145 Jones Road Register: [email protected] ASL Classes in Burnaby – Practising Conversational Skills in ASL (Intermediate) Wednesdays October 5-November 30 Time: 10:00 AM-11:15 AM Where: Provincial Deaf & Hard of Hearing Services, 4334 Victory Street Register: [email protected]

You can also call and leave a voice message at 604 660-1800 and we will contact you. Thank you!

Outreach Services – yes, we are coming to you!

ASL Classes and Child-Minding in Surrey Thursdays November 3-December 8 Time: 4:30 PM-5:45 PM Where: Bear Creek Elementary School,13780-80 Avenue Register: [email protected]

Prince George Ness Lake Family Camp, September 9-11

ASL programs will have either Child-minding or Children’s Literacy Program that runs concurrently with the ASL program. If your child requires 1:1 support, please bring arrange to bring one with your child. 14

If you have a specific request not covered by the programs mentioned on this flyer, please let us know by contacting Program Coordinators: [email protected] or [email protected]

ASL Classes and Children’s Literacy Program in Abbotsford Mondays November 7-December 5 Time: 4:30 PM-5:45 PM Where: ASIA North Polar Elementary School, 32041 Marshall Road Register: [email protected]

ASL Classes and Children’s Literacy Program in Kelowna Tuesdays October 11-November 15 Time: 5:45 PM- 6:45 PM Where: Starbright Child Development Centre, 1546 Bernard Avenue Register: [email protected]

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Brief announcement: FCS is excited to announce that we have a new addition to the team! Please help us welcome Erin Bentley (nee Pranzl)!

Fall • 2016

Williams Lake Wednesday September 21–Saturday September 24 Wednesday October 26–Friday October 28

Kelowna We have American Sign Language + Children’s Literacy Program on Tuesdays, October 11, 18, 25, November 1, 8, 15, February 7, 14, 21, 28, March 7 and 14. If we have requests for individual services, we can stay an extra day if given advance notice. To Register: [email protected]. If you would like FCS to visit you, please contact either Linda or Melissa.

Stay up to date with FCS by liking us on Facebook! Look for “Provincial Deaf and Hard of Hearing Services.”

Can you help or do you know of someone you could recommend? This is a GREAT OPPORTUNITY for the right person/family! We are looking for a paid home share/placement for our wonderful adult deaf son. This is a contract position through Community Living B.C. and posAbilities. The ideal home/family would include: • a good knowledge of ASL • easy access to the SkyTrain and buses • willingness to welcome our son as a contributing member of the household • able to provide support to ensure safety and security • able to help organize various activities More about Our son:

• in his late twenties and fluent in ASL • quite independent with support • relies on transit to get around • • • • •

comfortable using text, Facebook and iPhone very friendly, outgoing and loves children & pets

works part-time in Vancouver and volunteers at a community day care active in Burnaby Special Olympics has an active personal support network and an involved family

For more information about Patrick and contact: [email protected] For additional information on contract responsibilities and details contact: [email protected]. FNDC

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Storybook Dreams Signing Actors in Costumes for children’s events My name is Jocelyn (Joey) Baumgartel and I will be entering Douglas College in September to join the ASL Interpreting Program. I have currently finished the ASL and Deaf studies program at Vancouver Community College.

when they order. As of now, I have several friends/colleagues who are interested in being on the hearing side of the company, and a few people in the interpreting program with me for the signing side, but am having troubles finding Deaf actors in the community. I am still new to the Vancouver Deaf community, and am trying to reach out to as many avenues as I can in order to gather a few actors who would be willing to work with me. We believe it is important to have role models for the children from the Deaf community.

Earlier this year, I had an idea to run my own company/organization, but being a student, had no time to get it going. My friend over in Victoria has started a similar company, but I would like something over here on the mainland.

This company will be collaborative and team-motivated; I will take suggestions, comments, requests and work alongside all the actors closely in order to have a successful and functioning company.

The company is named Storybook Dreams (formerly Once Upon a Princess Party, but we changed the name due to another company's conflicts). The idea is that actors from our company will dress as selected princesses (and soon to come, other storybook characters as well as princes one day) and go to a child’s home for an hour or two at a time, playing games, reading stories, and interacting with the children at a birthday party. Thus far, my idea is to cater to both the hearing and Deaf communities.

If you are interested in working alongside me to help me get this company started, or if you know of anyone who would like to be involved, please contact me at: [email protected] Thank you very much, Jocelyn (Joey) Baumgartel

There will be separate parties for hearing children, with hearing actors/ princesses, and then specifically Deaf parties with Deaf actors who can use fluent ASL preferably. Parents can pick which princess/party they would like

Are you willing to write a letter of support? I am an immigration lawyer who represents a client in Vancouver who has a teenage child that Citizenship and Immigration Canada (CIC) is alleging may be inadmissible to Canada because of health services. My client’s teenage son is deaf and CIC has recommended that he get Cochlear Implant surgery to improve the quality of his life. I am writing you to request a letter of support that speaks to the quality of life for Deaf people regardless of Cochlear Implant surgery. Please let me know if you are interested or willing to provide a letter of support for my client’s application. Our timeline to respond to CIC is by late October and we are looking to have all letters of support ready by October 15. Adrienne Smith, B.A., M.A., J.D. Associate Lawyer Jordan Battista LLP Barristers and Solicitors 160 Bloor St. East, Suite 1000 Toronto, Ontario M4W 1B9 Tel. (416) 203-2899, x. 34 | Fax (416) 203-7949 [email protected] Please send letters of support to above email address.

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When 'The Talk' Is In Sign Language, There Is Clarity And Confusion August 24, 2016 from:

www.npr.org/sections/ed/2016/08/24/466299543/when-the-talk-is-in-sign-language-there-is-clarity-and-confusion

On a Saturday morning, a group of adults gather in a circle in an elementary school classroom on the campus of Gallaudet University. Each wears a name tag — and on that name tag is a common sexual term: "Ejaculation." "Orgasm." "Condom." One by one they introduce themselves by the name on their tag. Not in spoken words, but in American Sign Language (ASL). These are parents and caregivers who have — or work with — children who are deaf or hard of hearing. The moms and dads are bashful at first, but after signing for a few minutes, they're laughing at themselves. Let's face it: Talking about sex can be awkward. Having "the talk" is hard enough — but throw in ASL, and a lot of adults — whether it's a teacher in the classroom or mom and dad at home — can be completely stumped. While the speaking world has convenient euphemisms for much of this stuff, in ASL some of the signs are, to put it mildly, pretty graphic. And that can make teachers and parents very uncomfortable. "There's a fear of, especially in ASL, the signs being pretty explicit at times, so desensitization is really key," says Matthew Rider-Barclay. He works at the Laurent Clerc National Deaf Education Center at Gallaudet University. He designs classes, workshops and seminars at Gallaudet — the liberal arts university in Washington, D.C. — and across the country, for students who are deaf or hard of hearing. His seminars are aimed at helping family members and professionals working with deaf children communicate effectively. So is the workshop Tara Miles is leading at Kendall Demonstration Elementary School, a school for the deaf. Getting parents to open up about sex is a tricky task, she says, so she tries to bring humor to the process. After the class wraps up, Miles notes that many of the parents visibly relaxed: "It was nice to see them get to a place where they could put down their rigidity and be calm." In the U.S. around 3 in 1,000 children are born with a detectable level of hearing loss, according to the National Institute on Deafness and Other Communication Disorders (NIDCD). And more than 90 percent of deaf children are born to hearing parents. That creates a problem for parents who don't know sign language fluently.

How? By showing teachers of deaf students how to be more comfortable talking to their students about sex and sexuality. They also train instructors who work in mainstream classrooms with both deaf or hard-of-hearing students and normal-hearing students. One of the first things to teach: getting comfortable with the signs. Many common terms used in sex education exist in ASL quite literally — gestures that seem to mimic the act being described. For other explicit terms, there isn't a sign at all. "Herpes doesn't have a sign, so you finger-spell it," explains Christine Gannon, director of health and wellness programs at Gallaudet. But, she adds, sign language can also be an improvement over spoken words. "The great thing about ASL though is, I can finger-spell herpes and then I can be more descriptive using my hands," Gannon says. "So I can provide a visual access to what it looks like, to the symptoms that it might cause by using hands, which is a definite advantage for the deaf community over the hearing community." Rosina Garcia, a rising fourth-year Gallaudet student, agrees. "It's easier to describe [sex ed terms], and we can take it from there to the English word," she says through an interpreter. "That way you don't miss any of the information." Christine Gannon notes that while there are lots of sex-ed resources online, the vast majority are not tailored to a deaf audience. And most videos aren't subtitled or accessible for young deaf people. That's frustrating for an educator like Gannon, who says she's constantly trying to bring her teaching techniques into the digital age. Her colleague Matthew Rider-Barclay puts it this way: Sex education for the deaf is like being plopped down in a foreign country where you don't speak the language. "The materials are going to be really well-suited to the people in that country," he says, "but it's not going to be accessible to you."

Rider-Barclay and other colleagues at Gallaudet have taken on this challenge in a big way.

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Reprinted with Permission – Laurent Clerc National Deaf Education Center

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DARE TO DIALOGUE:

Patrick Graham, PhD, coordinator for the Deaf and Hard of Hearing Education Program at Western Oregon University (WOU), received his doctorate in early childhood education from the University of Georgia. He teaches in the American Sign Language Studies and Early Childhood programs at WOU. Graham is deaf and the father of two boys, one of whom is deaf and has a high functioning variety of autism. Sara Kennedy, an occupational therapist by training, is director of the Colorado chapter of Hands & Voices, a nonprofit organization with 45 chapters in the United States that networks with professionals and offers support to parents of deaf and hard of hearing children. She is the editor of the quarterly newspaper, The Hands & Voices Communicator, and coauthor of the manual Bridge to Preschool: Navigating a Successful Transition. Kennedy is the mother of four children, including a high school-aged daughter who is deaf.

Engaging Parents in System Change By Patrick Graham, Sara Kennedy, and Johanna Lynch

As professionals, we are satisfied when we know our clients and students derive benefit from our expertise, our concern, and often our love. Nevertheless, these benefits cannot begin to equal the power of determined parents whose love for their child causes them to be powerful advocates at all levels of our society. Parents can move mountains for their child … and they often do. They are frequently instruments of change in programs—for the better (DesGeorges, Kennedy, & Opsahl, 2010). When parents and professionals have high expectations for their students and work together to create opportunities for them, children are “more likely to achieve more, to have higher levels of self-esteem, and thrive” (Szarkowski & Fournier Eng, 2014). State teams that actively collaborate with parents gain new perspectives, ideas, and energy. Our own statewide transition planning teams have welcomed the authors—three parents who are also professionals active in the deaf educational community—into their discussions and planning. These teams—part of pepnet 2, the federally funded project with the mission to increase the education, career, and lifetime choices available to individuals who are deaf or hard of hearing—are located in our home states of Oregon, Colorado, and North Carolina. When we meet with pepnet 2 team members, representatives from vocational rehabilitation offices, state education agencies, local education agencies, schools for the deaf, and deaf adults, we experience teams that are nearly ideal. An ideal team is one in which parents collaborate freely with professionals with no question off limits; it has clear objectives, norms, standards of practice, and history available to all. These ideal teams include stakeholders mirroring our community’s wide continuum of language, cultural diversity, and experience. Representatives come from state education agencies; vocational rehabilitation; local districts; and public, charter, and schools for the deaf. Parents of current or recent students from a variety of backgrounds and geographical areas and the students themselves also participate, adding immeasurably to the 360° view of transition planning. Photos courtesy of Patrick Graham, Sara Kennedy, and Johanna Lynch

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Reprinted with Permission – Laurent Clerc National Deaf Education Center

Clockwise from top left: Oregon team members (from left to right) Eleni Boston, Camille Atkinson, Patrick Graham, Miranda Featherstone, Becky Emmert, Katie Heise, and Kathy EckertMason; Eastern North Carolina School for the Deaf students Darian Smith (left) and Elijah Jones considering postsecondary options; North Carolina team members share ideas.

For teams involving the education of deaf and hard of hearing students, communication—how we handle signing and speaking—remains a frequent discussion, not just a discussion that occurs at the beginning of a series of meetings. Everyone is involved as we discuss specifics. For teams, specifics include questions such as: Where are the gaps? What alterations in professional preparation, parent and student training, or transition activity alignment with post-school goals do we need? These are amazing discussions! Barriers to Parental Engagement in Meaningful Collaboration Parent participation is often a requirement for state teams to convene or receive funding, and, too often, parents find their names listed among the collaborators and feel that they are not expected to participate meaningfully or make a substantive contribution. More than a few professionals have indicated that they find it difficult to engage parents; they say that

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engaged parents are rare exceptions. We submit that parents sometimes require understanding to engage in a meaningful way; advocates are nurtured, not born. Enabling parents to connect with each other can revolutionize the dynamics in a classroom or in a district. Connecting parents enables modeling and mentoring. Observing another parent solidly fill a stakeholder role empowers the new, unfamiliar parent. While engaged parents can ensure a healthy team perspective, professionals and parents will want to be mindful of potential pitfalls. As in teams composed of only professionals, teams in which parents participate may experience personality clashes, cultural conflicts, or the dominance of unrelated individual agendas. Designating one team member as facilitator at the beginning of meetings can help keep the focus on the goals of the team at large. We have learned that checking in with each other for alignment and readjusting when necessary has led to success.

Johanna Lynch is a parent educator with BEGINNINGS for Parents of Children who are Deaf or Hard of Hearing in North Carolina, and she participates in state councils and committees to improve the lives of deaf children. A mother to two teenagers, Lynch became interested in learning about deaf education and helping other families when her son was identified with a hearing loss at 2 years old. The authors welcome questions and comments about this article at [email protected], Sara@cohandsandvoices. org, and [email protected], respectively.

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Reprinted with Permission – Laurent Clerc National Deaf Education Center

Parents respond to invitations that are tailored and specific. Compare an invitation such as: “We need you because of your experience with dual enrollment [or other specific topic] …” to an invitation that simply asks for “… help in filling the parent seat on a committee.” Tying participation to the parent’s interest and skills is critical. So is inviting parents early, often, and at different times. Once a parent agrees to participate, welcoming him or her as a co-investor in deaf education sets the stage for ongoing engagement and alleviates the concern that he or she won’t be treated as an equal member of the team. More often we find parents feeling their input is extraneous, neither wanted nor needed by educators or their children in the midst of transition. By the time a teen enters the tumultuous transition years, many schools have effectively trained parents to simply drop off their children and pick them up later. Further, students themselves want less parental input at this age, stretching their wings to make their own choices. However, this is a time when children and schools still benefit from parental engagement, and children still need the practical support and occasional coaching that can only be provided by their parents. Parents tend to travel to professional locations instead of a mutually agreed upon spot despite the fact that they face logistical challenges participating in task forces that conflict with work or caregiving hours. Some districts make this natural challenge even more difficult. For example, one of our districts begins its high school accountability meeting at 7 a.m. but does not allow students to come until 7:45 a.m. While this may make it easier for professionals, it adds to the coordination demands for many parents who are often already overburdened. These individuals bear financial burdens for missing work, and they must compensate for travel expenses and child care during times when others on the team are likely on “work time” and paid. Even more problematic: Some ODYSSEY

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Making It Meaningful: Bringing Parents into Collaboration • Find parents from referrals by professionals and parent groups. People get involved because of relationships.

• Reimburse parents for travel and child care if needed. • Plan for team building when new members join collaboratives. • Share system vocabulary and processes with new members. • Orient new parents to available regulations, laws, and governing systems. • Encourage parents to use their unique skill sets to their best advantage. • Create a team culture that welcomes questions and flexibility.

professionals question whether a parent can focus on the needs of all children rather than on those of his or her own child. All of us have stories to tell, and someone who has not felt he or she has been heard might continue to tell the same story. Just listening can make a parent finally feel understood. Further, thoughtful orientation in which parents are educated about experiences that are urban or rural, college or vocational, visual or auditory can broaden their perspective. Professionals also worry that parents may ask charged questions, questions that professionals hesitate to address. However, these questions, sometimes involving topics considered politically incorrect, need to be addressed. In fact, these questions can lead to impassioned discussions that inspire changes in outlook or even generate system change. It may be important when a parent asks: “Why do we do that?” or “Why can’t we do that?” Getting members to meet regularly, on schedule, and setting up a structure to ensure progress is a challenge for any team. If parents are not part of the day-

to-day work or informal gatherings of other team members, they may feel isolated. Practically speaking, parents like any other member of the team, need sufficient lead time to respond to requests or to schedule a meeting. Perception that a parent is unable to attend because of consistently short notice or, even worse, left out of a meeting altogether because other team members see each other often and informally can squelch parental enthusiasm and perhaps even cause individuals to leave the team. Clear, frequent, and open communication is the first step to building a strong team. In Colorado, what increased our momentum was the suggestion to work from our end goal backwards. We wanted to create a system that incorporated transition goals into student-led Individualized Education Programs (IEPs). We worked backwards from the goal, designing teacher training and parent supports for this aspect of the IEP. Working backwards from the goal helped us think in a different way about the obstacles we faced. Co-author Sara Kennedy 2016

Reprinted with Permission – Laurent Clerc National Deaf Education Center

volunteered to take notes for our pepnet 2 meetings, just as her daughter was entering the transition, believing that the experience of notetaking would help her own understanding of transition processes. Four years later, she found that writing those notes not only helped solidify her knowledge but also made her aware of what she didn’t know. Now she takes a much more active role in sharing what parents are experiencing around the state, assisting teams in developing transition resources such as curricula for teacher training and materials for parents. Defining expectations takes the guesswork out of knowing whether an individual, particularly a parent, can commit to a long-term project. Our experience has taught us that consistency in membership is important; constant member attendance affords teams the opportunity to build on a shared experience and achieve success. Thus, team members should make a strong effort to maintain membership throughout the life of a project for the benefit of the team. They can only do this if they know, in advance, what their commitment must be. In North Carolina, co-author Johanna Lynch found her team made significant gains once members were able to move past discussion of language and modalities. Her team took another leap forward after participating in pepnet 2’s first annual Summit. The time afforded by pepnet 2 allowed Lynch and her team to retreat from daily responsibilities and address an agenda that centered on the transition of our students; it catapulted the group’s momentum. Having dinner together every night taught team members more about each other, not just as team members but also as people. The respect team members held for each other grew exponentially. In addition, they learned they really enjoyed each other’s company. Give Parents the Tools Parents need the same tools as other team members: 2016

• a working knowledge of the team’s vocabulary,

• a history of team members and the organization each member represents, and

• a knowledge of the historical

challenges affecting each day’s work.

With those tools, parents can jump in and help the team tackle the issues at hand. Who is Missing? No single parent should always represent family interests. Over-focusing on a single parent is an easy trap to fall into, especially if the parent is also a professional and can (conveniently) “wear two hats” in any situation. These individuals easily become the go-to parents. Teams may want to consider selecting parents who can represent the full spectrum of family needs and leave the professional persona and ties to a single agency out of the discussion. Coauthor Patrick Graham’s son is currently in the first grade, and Graham joined the pepnet 2 team knowing that preparing for school to higher education or workplace transition is critical throughout a child’s life. When parents educate their children about different transition opportunities, the children can educate their peers and even more families benefit. During one of its state conferences, the Oregon team had a panel of students discussing their experiences with transition, and that learning was so rich that the team decided to repeat it this year. As parents invited to participate as active and meaningful contributors, we need to continually assess whether we can represent the needs of all families, not just the families who have children like our own. This requires that we learn about the cultural and linguistic variety represented in our community. A commitment to filling our own gaps of knowledge through objective, open, and respectful participation or pulling in the experience of other parents is imperative to create an initiative that serves all

children. Parents bring the day-to-day reality of raising a child to every meeting. They already know that transition must start sooner, activities need to be more experiential, job or volunteer experience is critical, and independence comes in steps rather than suddenly during senior year. Engaged parents know that teachers have very little preparation in the area of transition, and it doesn’t take long to realize that school administrators often don’t understand the unique needs of the small population of students who are deaf or hard of hearing. Thus, parents and likeminded professionals are slowly driving the shift to an expanded curriculum for our children that will include tools to navigate the move from high school to college and career. As parents, we ask professionals that they give us a chance to grow among individuals who value the parent perspective. We appreciate pepnet 2’s emphasis on finding ways for parents to build ongoing capacity in transition to improve outcomes for our youth. We look forward to that shift as more active parent leaders and dedicated professionals pursue the same goal: children who become adults that are fully capable of self-determination and success both in their personal lives and in their careers.

References

DesGeorges J., Kennedy, S., & Opsahl, N. (2010). Beyond the IEP: Families and educators working together in school programs. Colorado Hands & Voices. Retrieved from www.cohandsandvoices.org Szarkowski, A., & Fournier Eng, D. (2014). High and appropriate expectations for deaf and hard of hearing children: The role of assessment. Odyssey Extra, 1-4.

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2017 Save the Date:



Thurs, July 6 to Sun, July 9, 2017

ASL Home Share Provider – Separate Suite Required Our organization is currently seeking a family care/home share provider to provide care and support in their home to a young man who is deaf and has a developmental disability in the Vancouver, New Westminster, Burnaby, and Surrey areas. Candidates must be available to provide ongoing daily support and have access to a reliable vehicle. Prospective care providers should have a separate suite available in their home. The ideal candidate would be fluent in American Sign Language (ASL). Candidates must be comfortable working with occasional behaviours, and should have at least one year of experience working with individuals with developmental disabilities. They should have a very patient, caring and compassionate disposition. If you wish to be considered, please submit a resume and cover letter to [email protected] or by fax to 604-936-9003, Attn: Tasha. In the cover letter, please specify/describe the accommodations you have available.

Volunteer ASL Instructor Needed Volunteer ASL instructor for ‘ASL Practice’ needed at The Richmond Centre for Disability

Deaf Youth Today

Contact: Rich Green, RCD Recreation Activity Coordinator Email: [email protected] Or call 604-232-2404 (T or Th: 12:30PM - 5:30PM)

DYT had a media camp with our fantastic team of staff and campers! DYT is excited to share a bit more of this week with you. What was the week all about? Campers and staff discussed and delegated roles (ASL storytellers, videographers, editors) and created projects including #WHYISIGN, “Deaf Bing”, Our Favourite Signs, Fairy Tales, Name Stories, A-Z Stories and more! The week was celebrated with a Showcase event where parents and campers watched highlights of their work. We are sharing the #WHYISIGN project because this reflects many of the core values DYT stands behind, and the reason staff are so passionate about what they do, campers love coming each day, and parents are supportive of the opportunities DYT offers. https://www.facebook.com/fndc.ca/videos/1141794392510716/ Hosted by BC Cultural Society of the Deaf IDSL Picnic 2016: International Day of Sign Language Picnic

Family WHEN: Seeking ASL Buddy

September 24, 2016, Saturday 11AM - 5PM Vancouver family is looking for an ‘ASL buddy’ to play with our children while the parents are at home and generally help the whole family WHERE: Shelter #1 at Queens Park improve our ASL. We have two children, agein2 New (DeafWestminster ) and age 5 (hearing). We live near the #41 bus line. Activities/games for children of all ages, face painting, ASL wal potluck We are lookingstorytelling, for someoneand who is proficient in ASL and who would be available to come to our home approximately twice/month for a 2-3 hour Prizes for or best ASL stories, for bestThis potluck visit either on weekends after school. Payprizes is $15/hour. mightplate suit a student who has recently finished a babysitting course and looking to If anyexperience, questions, but please contact Wood-Ranger gain more childcare we are openKimberly to all possibilities.

If you are interested, please email your resume with your availability and references to Sandra at [email protected]. (We are also happy to provide our own references and meet with the parents of younger candidates.

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THANK you to Forrest Sm ith, his fam ily, volunteers, supporters & participants in the com m unity for this year’s fundraising Kickball Tournam ent ( Septem ber 10 th ). FNDC received a cheque for $1200 and the Deaf Interpreters Comm ittee received a cheque for $800.00

Thank you

Plan to set up (or join) a team for next year – kickball is fun for all ages. It’s basically playing softball with a large rubber ball. Tons of laughs and you can make it as fun (or competitive) as you want! A big FNDC shout out to WAVLI (interpreters) for our last game filled with hugs, laughter and our two little designated runners (kids) making this a game to remember!



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Guam Olympian runs for deaf parents Pacific (Guam) Daily News From: www.khou.com/mb/sports/olympics/guam-olympian-runs-for-deaf-parents/289788843 Courtesy of Josh Ilustre

Guam Olympian, Josh Illustre, with his parents, Normie, right, and Ben, left.

RIO DE JANEIRO — Josh Ilustre’s earliest memories of talking without words come from when he was about age 4. He’d walk into the kitchen, and sign to his mom, Normie, “I’m hungry.”

In noisy environments, the Ilustres communicate as normal — through the crowds, as long as they catch each other’s eye. His mom lost her hearing when she got the measles at age 2; his father was born deaf. Neither complain.

At $5 a pop, Ben Ilustre is no millionaire. Call it what you will, but his dad isn’t one to complain, says Josh. His faith is unassailable (he was once the pastor of Guam’s deaf church) and he hasn’t done bad for himself or his family.

Josh Ilustre, and his older brother Avery Ilustre, have never asked for, nor wanted, anyone’s sympathy or condolences. They do appreciate some understanding, but for the rest of life’s motivations, they look no further than the family around them.

As an entrepreneur, he’s raised two collegegraduate sons, built a home in Chalan Pago, and cares for the pack of dogs that serve as a household alarm system, announcers of guests and dear family members.

When he started school, he remembers being placed in the Language Other Than English class, or LOTE — although that didn’t last long.

Their mom, Normie, is independent. She’s the quiet, reserved homemaker, proficient in all domestic aspects of life. Her husband, Ben, whom she met at a deaf bible school in the Philippines a quarter-century ago, has the opposite personality: animated, effusive and outgoing; equally skilled in life’s other necessary aspects.

He remembers the first time he realized he felt different from others — when his mom came to his parent-teacher conference, his classmates said, "Cool, your mom knows sign language!"

“I always say that if my dad was stranded on an island, he’d be OK. He’d build a shelter, make a fire, do whatever it takes,” says Josh. “He’s really, really resourceful.”

His dad, Ben, can’t hide his exuberance that his son is in Rio de Janeiro. When his dad shares the story that his youngest boy is running in the Olympics, he does his version of the Running Man, enunciates the word “Rio” as best he can, and signs, “Olympics.”

Josh Ilustre says his dad doesn’t talk much about his employment history, though he knows his dad to be skilled in construction and, more recently, sales and marketing.

It looks like the hand motion for "Itsy-Bitsy Spider," making five sideways rings. Having pictures on his phone always helps.

You may know him if you frequent the Hagåtña area, because he’s the guy who sells $5 coconuts out of his blue pickup truck. He goes around Guam collecting young coconuts, picking some, asking others, then parking near the Hagåtña cathedral.

“Sometimes when people learn that my parents are deaf, they tell me, ‘I’m so sorry,’” says Josh, 22. “I tell them it’s perfectly fine and they don’t have to be sorry.

He skillfully carves each palm nut, giving tourists their first tropical taste of Guam and introducing them to coconut sashimi, a blend of succulent coconut meat, soy sauce and wasabi.

“Some people tell me that it’s so cool that I sign with my parents. I’m hearing more of that now.”

He makes friends every day and loves what he does, and gives glory to God for his countless blessings.

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His parents, says Josh Ilustre, are all the inspiration he needs. No, he says, his parents don’t make him any faster on the track, where he hopes to run the quickest 800 meters of his life in a few days. But his parents’ work ethic has definitely inspired him to achieve academically, enough to earn a partial-ride scholarship to the University of Portland — which also helped train him for Brazil. He says learning how to speak with his hands and body has helped him and his brother destroy courses such as organic chemistry, which demands that its successful students think visually and multi-dimensionally. Destroying organic chemistry isn’t something everyone can do, says Josh. As a biology student with pre-med aspirations, Josh has no doubt what kind of doctor he wants to be one day. He wants to be an ENT specialist, which stands for Ear, Nose and Throat. “I would be able to specifically help people like my parents. I would be able to work with deaf people,” says Josh Ilustre. “I think that would be really cool.”

Hello! SRV Canada VRS is coming! Registration will open Sept. 28th! Currently we are still “Beta” testing the new VRS platform and the user apps, and we are getting valuable feedback from a group of very helpful Deaf users. Thanks to all of our Beta Testers! VIs and Customer Service Representatives are also participating in the Beta Test, so they will be ready to support you when VRS is launched. Beginning September 28th, CAV will notify everyone that VRS is ready and you will be able to download apps, register and start making calls. The notice will be emailed to everyone who has signed up for updates. Detailed instructions will be provided to help you with the download and registration process. In the meantime, if you’ve not yet signed up or viewed our new website, please go to www.srvcanadavrs.ca. This website has information you’ll need as a VRS customer. Now is the time to review technical and equipment requirements for the service. Stay tuned for news about the exciting official service launch of SRV Canada VRS in September. You can feel the excitement growing for this historic time in our community! We’ll be in touch again soon! Thank you.

Sue Decker Executive Director, CAV-ACS

Federal Government – Accessibility Consultation Sessions Dates now set for in-person federal accessibility legislation consultation sessions Note: Feedback may be given in person, via ASL (video) or English text Dates for in-person consultations on federal accessibility legislation have been published. In-person consultations in B.C. will occur in Victoria on November 7, 2016, and Vancouver on November 26, 2016. More details about all sessions will be shared shortly on the federal consultation website: www.esdc.gc.ca/en/consultations/disability/legislation/index.page FNDC

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Access to Transportation Trades Many individual in the Deaf community have considered a career in the automotive industry but are unsure about where to start or even if it will be a good career fit. VCC is excited to announce a new program called the Access to Transportation Trades that will increase training and apprenticeship opportunities for the Deaf and hard of hearing community to work in the auto industry. Access to Transportation Trades The class will be in comprised all Deaf and hard of hearing students. Interpreters will be Many individual the Deaf of community have considered a career in the automotive industry but provided shopwhere and classroom and students willcareer be able discuss both theoretical and are unsurefor about to start orsettings even if it will be a good fit.to VCC is excited to announce practical lessons in ASL. This is an amazing opportunity for peer learning and mutual support a new program called the Access to Transportation Trades that will increase training and through interaction to attain their educational apprenticeship opportunities for the Deaf and goals. hard of hearing community to work in the auto Graduates of this program acquire basic knowledge, skills and attitudes to carry out their duties industry. in a safe and professional manner. Some examples of these skills include: Mechanics – oil changes; tire change, rotation; how engines run;Interpreters tools Theclass will be comprised of all Deaf and hard of hearing students. will be  Auto Collision – welding; painting; metal repair provided for shop and classroom settings and students will be able to discuss both theoretical and  Safety training practical lessons in ASL. This is an amazing opportunity for peer learning and mutual support through interaction to attain their educational goals.  Forklift training and certification Graduates of this program acquire basic knowledge, skills and attitudes to carry out their duties The program is full time and will runSome for 8examples weeks in of October and November, in a safe and professional manner. these skills include: Monday to Friday from 12:00-5:30pm at the VCC Broadway hostrun; 2 information sessions for this Mechanics – oil changes; tire change,campus. rotation;VCC howwill engines tools th th program on August 8 and 10 .  Auto Collision – welding; painting; metal repair To enroll in the program or to learn more about this course please contact Nigel Scott from VCC  Safety training Interpreting Services at:  Forklift training and certification  Email: [email protected] Text/FaceTime:604-328-8742 Theprogram is full time and will run for 8 weeks in October and November, Monday to Friday Glide: Interpreting VCC from 12:00-5:30pm at theServices VCC Broadway campus. VCC will host 2 information sessions for this program on August 8th and 10th.  Skype: interpreting.services.vcc To enroll the program  In in person at VCC or to learn more about this course please contact Nigel Scott from VCC

Interpreting Services at:     

Email: [email protected] Text/FaceTime:604-328-8742 Glide: Interpreting Services VCC Skype: interpreting.services.vcc In person at VCC

Interpreted Performance October 21st at the Mary Irwin Theatre in Kelowna! There will be an interpreter at the October 21st performance of a really wonderful stage play called “To See or Not to See”. Hope you can let people in the Deaf community know now, so that they can make plans to go. Tickets will be $25 but if 6 or more people get tickets, it will be only $20 each.

Hearing Aid – FM System simulation A simulation of what speech sounds like when recorded first through a hearing aid, and then through a personal FM system linked to the hearng aid. The demonstration takes place in an empty classroom while the presenter walks toward and away from the "listener" and while competing voices are played in background.

www.youtube.com/watch?v=JNzxOJKCUug FNDC

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Learning Sign Language can be fun. There are a variety of different ways to learn and many Deaf people who are willing to teach. Below are some resources from Online Sign Language Learning and Continuing Education Classes, College Programs or organizations who do home visits to families with d/Deaf and hard-of-hearing children who want to learn Sign Language in British Columbia. British Columbia has a variety of current ASL courses that are on the front page of our website (www.fndc.ca) , so please browse FNDC’s calendar for current courses!

Where do families learn sign language in BC?

The following provincial agencies generally provide ASL classes at no charge to families (with deaf & hard of hearing children). In addition, some agencies welcome other family members (ie. siblings, grandparents). Please check with individual agencies for details and criteria etc.

BC Family Hearing Resource Society

For families with deaf/hh children 0 to 5 Website: www.bcfamilyhearing.com Email: [email protected] 604-584-2827 voice 604-584-9108 tty

Deaf Children's Society of BC

Deaf Children’s Society of BC For families with deaf/hh children 0 to 5 Website: www.deafchildren.bc.ca Phone: 604-525-6056 voice 604-535-9390 tty

Provincial Deaf & Hard of Hearing Services

For families with deaf/hh children/youth ages of 5 to 19 Website: www.mcfd.gov.bc.ca/pdhhs Email: [email protected] 604-660-1800 voice 604-660-1807 tty

Okanagan & Northern British Columbia Okanagan Child Development Centre

For families with deaf/hh children ages 0 to 19 Email: [email protected] Phone: 250-763-5100 ext 213

Northern BC Children & Families Hearing Society

For families with deaf/hh children www.nbchearingsociety.com Email: [email protected] Phone: 250-563-2425 Page 1 of 3

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Vancouver Island

Island Deaf & Hard of Hearing - NANAIMO

For families with a deaf/hh family member www.idhhc.ca Email: [email protected] Voice: 250-753-0999 TTY: 250-753-0977 Toll Free Voice/TTY: 1-877-424-3323

Island Deaf & Hard of Hearing – VICTORIA

For families with a deaf/hh family member www.idhhc.ca Email: [email protected] Voice: 250-592-8144 TTY: 250-592-8147 Voice toll free: 1-800-667-5448 TTY toll free: 1-800-667-5488

Where does the General Public learn ASL?

ASL Credit for High School Students

School districts now accept ASL Prep I- IV with a pass on the Government Master Exam as equivalent to the new high school course Introductory American Sign Language. Please contact your high school counsellor or the Ministry of Education for more information. See below for Intro to ASL 11 and ASL 11 (offered online through the Ministry of Education (Burnaby School District – online learning):

Credited ASL Courses for BC Students through Burnaby School District Online Learning

Intro to ASL 11 and ASL 11 for BC Students (credited courses) - FREE to BC students that qualify! Here’s the link to the course outlines for ASL 11 & Intro ASL 11 through Burnaby School District www.burnabyonline.ca There is a $200 refundable textbook deposit.    

If a BC student (under 19) who is a Canadian Citizen/Permanent Resident and has not yet graduated s/he can take the course at no cost. (Yes, its free!) There is a $200 refundable textbook deposit. If a BC student (over 19) who is a Canadian Citizen/Permanent Resident and has not yet graduated s/he can take the course at no cost. There is a $200 refundable textbook deposit. If a BC student (over 19) who is a Canadian Citizen/Permanent Resident and has graduated s/he can take the course at a cost of $550.00. There is a $200 refundable textbook deposit. If an International student (19 and under) with a BC study permit and has not graduated s/he can the course at a cost of $900.00. There is a $200 refundable textbook deposit.

. CONTACT INFORMATION: 604-664-2526 (phone) | 604-664-2527 (fax). www.burnabyonline.ca There is a complete list of all courses with a course outline attached. Just click on the courses tab at the top. The 2 ASL courses are listed under modern languages.

Website/App’s for learning ASL

Note: FNDC doesn’t endorse any specific online courses/apps We suggest you use your discernment and discretion to meet your needs. Marlee Signs Ipad/iphone app: https://itunes.apple.com/ca/app/marlee-signs/id566054855?mt=8 Signing Online: www.signingonline.com/ Savvy | ASL Sign Language Video Dictionary: www.signingsavvy.com/ Family Health Reference To ASL: www.usinsuranceagents.com/family-health-reference-to-asl/ HandSpeak: Visual Languages: www.handspeak.com/ Over 6,000 ASL signs: www.aslpro.com/ ASL Browser: www.commtechlab.msu.edu/sites/aslweb/browser.htm Where to Learn ASL – revised: September 18, 2016 FNDC

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Continuing Education Vancouver Community College - ASL classes

ASL classes (Prep I – IV) are at the Broadway campus. Check the website: www.vcc.ca Call Admission office for schedule or register 604-871-7000. Vancouver Community College Sign Language Studies, Contact: Vincent Chauvet: [email protected]

University of British Columbia Vancouver campus

UBC Continuing Studies offers adult ASL classes. All of our teachers are instructors in the VCC program and we use the Signing Naturally curriculum. We have students from a variety of backgrounds and motivations. We run classes at three levels from Beginner 1 to Lower Intermediate. https://cstudies.ubc.ca/study-topic/sign-language-american The University of British Columbia | Vancouver Campus UBC Robson Square, 1400-800 Robson Street | Vancouver, BC Canada V6Z 3B7 Phone 604 822 0803 [email protected] | www.languages.ubc.ca

Camosun College (VICTORIA) - ASL classes and certification

Our ASL classes are intended for the general public as well as those seeking Prep or Basic level certification. For details, schedule, and registration see www.camosun/ca or call 1–877–554–7555.

University of Victoria, Vancouver Island

The Linguistics Department of the University of Victoria in partnership with Continuing Studies currently offers credit courses in American Sign Language (ASL) at both the first and second year levels. For information about the individual courses, please see: https://continuingstudies.uvic.ca/languages-and-travel/topics/world-languages or contact the ASL Program Coordinator at 250-721-7421.

College of New Caledonia, Prince George - Continuing Education

What it takes to become an interpreter in BC …     

Grade 12 diploma including English 12 PLUS 120 hours of ASL (Prep I to IV) or equivalency PLUS 10 month full time ASL & Deaf Studies Program at Vancouver Community College PLUS A two year full time Program of Sign Language Interpretation at Douglas College. So basically, that’s 120 hours of ASL (Prep I to IV) PLUS 3 years of full time school studies!

We are thankful for all our qualified, dedicated interpreters here in BC! Page 3 of 3

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How do I book a Sign Language Interpreter? Interpreting fees may range from $35.00 to $60.00 per hour depending on qualifications and experience (minimum charge is usually two hours). Over two hours, two interpreters may be required. Check with agencies for fees, guidelines payment and cancellation policy. See government funded and private agencies listed below:

Interpreting Services - Lower Mainland/Metro Vancouver: A.S.L. Interpreting Inc. Email: [email protected] 604.817.2754 (voice or text) Preferred Interpreters Inc. Email: [email protected] 778.588.1870 www.bookinterpretersonline.com Maple Communications Group Inc. Provides 24/7/365 Video Remote Interpreting (VRI) service as well as on-site. Website: www.maplecomm.ca/booking Email: [email protected] Voice: 844.627.5326 Fax: 844.682.5326 Still Interpreting Inc. Email: [email protected] Voice/Text/Facetime: 604.433.6359 Fax: 604-6413 www.stillinterpreting.com Western Institute for the Deaf and Hard of Hearing - Community Interpreting Services Email: [email protected] www.widhh.com 604.731.9413 (voice) 778.327.4375 (TTY) 604.786.7786 (fax) WAVLI - Western Association of Visual Language Interpreters www.wavli.com (and click on “FIND AN INTERPRETER). There will be a listing of individual names. Douglas College (student volunteers) Email: [email protected] to request a student volunteer interpreter. Your request will be reviewed by department faculty, and a student will then respond to your email. Please send your request two weeks in advance and be sure that you include the following information: Date? Where? Time (start & finish time) What is the event? How can Douglas College contact you? They require a contact person’s name and email address. If you do not provide all of this required information, your request cannot be processed.

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Interpreting Services - Vancouver Island and Gulf Islands: Island Deaf and Hard of Hearing Centre (IDHHC) Email: [email protected] 250.592.8144 (voice) 250.592.8147 (TTY) Emergency Requests 24 hrs: 250.592.8144 (voice) 250.592.8147 (TTY) Preferred Interpreters Inc. Email: [email protected] 778.588.1870 www.bookinterpretersonline.com Still Interpreting Inc. Email: [email protected] Voice/Text/Facetime: 604.433.6359 Fax: 604-6413 www.stillinterpreting.com

Interpreting Services - Okanagan/Interior: Preferred Interpreters Inc. Email: [email protected] 778.588.1870 www.bookinterpretersonline.com Still Interpreting Inc. Email: [email protected] Voice/Text/Facetime: 604.433.6359 Fax: 604-6413 www.stillinterpreting.com Western Institute for the Deaf and Hard of Hearing - Community Interpreting Services Email: [email protected] www.widhh.com 604.731.9413 (voice) 778.327.4375 (TTY) 604.786.7786 (fax)

Sports Interpreting Services (SIS) - throughout BC BC Deaf Sports Federation Since 2014, BC Deaf Sports Federation (BCDSF) has received annual funding from the Ministry of Community, Sport and Cultural Development for interpreting services for Deaf and hard of hearing athletes participating in competitive and recreational events across BC. To receive interpreting services using the Sport Interpreting Services (SIS) grant, a BCDSF member/athlete must complete an application form available to members on BCDSF’s website: www.bcdeafsports.bc.ca/interpreter-grant/ In order to be approved for funding, athletes must be a registered member of BCDSF, in good standing. An athlete must provide documentation that s/he is Deaf or hard of hearing. Ideally, athletes should complete an Interpreter Request Form for services at least 30 days before the start of the sports/recreation program. Approved sport activities include instruction given by a coach in practice, team meetings if part of a team, preapproved sports clinics, conferences or professional development related to sports. Please contact BCDSF for complete information at: [email protected] How to book an Interpreter in BC – Revised September 9,, 2016 FNDC

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Medical Interpreting From: www.widhh.com/programs-services/sign-language-interpreting-servic/medical-interpreting/ Medical Interpreting Services (MIS) is the ASL interpreter booking service funded by British Columbia’s Provincial Health Services Authority. MIS is operated by WIDHH and provides interpreters for emergency and nonemergency medical appointments in communities across BC. Interpreters allow for clear communication between health care professionals and patients, and the use of interpreters results in better evaluation and treatment, while reducing misunderstandings or repeat consultations. What is Covered Under Medical Interpreting Services? If you are a BC resident who is Deaf, Deafened, Deafblind, or Hard of Hearing, you can access an interpreter for most medical appointments and services covered under the Medicare Protection Act and the Hospital Insurance Act. MIS can provide an interpreter for:  General practitioners (ie. family doctors) and specialists  Psychiatrists  Ophthalmologists  Gynaecologists/Obstetricians  Medical imaging  Hospital stays Fees and Cancellations If you are Deaf, Deafened, Deafblind, or Hard of Hearing, Medical Interpreting Services are provided at no cost to you. If you need to cancel an appointment, cancellations must be received by the MIS office two business days before the scheduled appointment to avoid being charged the full rate of the interpreting services requested. There are no fees for appointments cancelled with at least 48 hours notice. Book an Interpreter MIS strives to meet your needs in medical interpreting situations. In order to ensure that your interpreter request is met, we ask that you give us as much notice as possible prior to the date that you require an interpreter. By doing so, you increase the success of obtaining an interpreter at your requested date and time. To book an MIS interpreter, please contact us at one of the below numbers today! If your medical situation is workrelated (WorkSafe BC) or due to a car accident (ICBC), please inform the dispatcher when you book your appointment. **Please note that MIS does not provide interpreting services for non-medical appointments. If you require interpreting services for non-medical appointments, please see our Community Interpreting Services page.

EMERGENCY: In the case of emergencies please call the emergency line, open 24 hours, 7 days a week and an

interpreter will be dispatched immediately. Vancouver Phone: 604-736-7039 Text: 778-990-7391 TTY: 604-736-7078 Toll Free – Within BC Phone: 1-877-736-7039 TTY: 1-877-736-7078 NON EMERGENCY: Vancouver Phone: 604-736-7012 Text: 778-995-7391 TTY: 604-736-7099 Videophone: mis.widhh.com Email: [email protected] Toll Free Phone: 1-877-736-7012 TTY: 1-877-736-7099 GENERAL and EMERGENCY Vancouver Island Phone: 250-592-8144 TTY: 250-592-8147 Fax: 250-592-8199 Email: [email protected] Toll Free Phone: 1-800-667-5448 TTY: 1-877-667-5488 How to book an Interpreter in BC – Revised September 9,, 2016 FNDC

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Bilingual Children With Hearing Loss Bilingualism does not delay or disrupt the acquisition of the majority language From Psychology Today - Posted Aug 03, 2016 From: www.psychologytoday.com/blog/life-bilingual/201608/bilingual-children-hearing-loss Post written by François Grosjean

Note: This post is not about the educational approaches as such used with Deaf children - the author has always defended a bimodal approach - but about whether bilingualism, in two oral languages, or in an oral language and a sign language, has a negative impact on the acquisition of the majority language in children with hearing loss. Some 1 to 3 children per 1000 suffer from hearing loss, many of whom are bilingual. Knowing and using two or more languages is a perfectly natural phenomenon but it is often perceived negatively by some clinicians and educators when it involves children with hearing loss. They state that bilingualism will delay the acquisition of the majority language, burden the child unduly, dilute his/ her linguistic resources, even create language confusion. They therefore encourage parents to use just one language, the majority language, and to give up, or not start using, a second language, most often the minority language. The counter arguments of those who defend bilingualism, and the minority language in particular, are many: parents and children can communicate in the home language (some minority language parents don't speak the majority language well), the bond between parents and children are strengthened, as are those with the local community, there are long-term benefits to being bilingual, etc. Their position is now strengthened by recent studies that show that being bilingual is not detrimental to children with hearing loss. We will cover three in what follows. In a first study, Ferenc Bunta of the University of Houston and his colleagues compared the English language skills of two groups of young children with hearing loss: English-Spanish bilingual children, and English-speaking monolinguals. All children had received their cochlear implants and/or hearing aids before the age of 5 and all were given instruction and therapy at the Center for Hearing and Speech in Houston. The bilingual children also received auditory-based therapy in Spanish and their parents were given linguistic goals and strategies so that they could implement them at home in their daily activities in Spanish. The children were given a well-known language test, the Preschool Language Scales (PLS-4), which

assesses the developing child's ability to understand and use spoken language. The bilingual children were also given a Spanish version of the test. The results were clear: the English scores of the bilingual children were not significantly different from those of their monolingual peers. In addition, no difference was found between the English and Spanish results obtained by the bilinguals. The authors concluded that dual-language use is not detrimental to overall speech and language development in bilingual children with hearing loss. In their words, "Our data provide evidence that children and their families should not abandon using their home language; rather, they can and should encourage speech and language development in both languages if they choose to do so." In a second study, published three years later, Ferenc Bunta and his colleagues wanted to find out if the bilingual children who were given support in their two languages did better than other bilingual children, also with hearing loss, who only received support in English. They matched the children on a range of demographic and socio-economic variables and gave them the English version of the Preschool Language Scale test. What they found was that the bilingual children with dual-support obtained similar results as their English-only peers on auditory comprehension but outperformed them on the overall measure as well as expressive communication. They concluded that encouraging home language use and providing treatment support in the first language may help develop both English and the home language. The studies mentioned so far have dealt with bilingualism in children who have two oral languages. What about bimodal bilinguals, that is children who are brought up with a sign language, such as American Sign Language, and with a spoken, majority, language, in this case English? Here too some health professionals have expressed reserve, if not outright rejection, of a bilingual approach for children with cochlear implants and/or hearing aids despite everything that sign language brings to the child and to his caretakers. For example, it can be used to communicate early on while the oral language is being acquired–a difficult and lengthy process in Deaf children–, it helps them develop their cognitive abilities and acquire knowledge of the world, and it allows for

normal parent-child bonding which otherwise can be very difficult. Elizabeth Fitzpatrick, at the University of Ottawa, and her colleagues have just published a systematic review of the effectiveness of early sign and oral language intervention compared to oral intervention only. They took eleven studies published in the last twenty years that had between 13 and 90 participants each, most of them with severe to profound deafness. Their conclusion was clear: they found no evidence that adding sign language interfered with spoken language development, contrary to what some have maintained for years. Thus, in the span of three years, researchers who have examined two very different approaches used with children with hearing loss–the oral approach and the manual approach–have come to similar conclusions. Bilingualism does not hinder or delay the development of the majority language. On the contrary, it brings many benefits to both the child and to his/her caretakers! For a full lists of Francois Grosjean’s bilingual blog: www.francoisgrosjean.ch/blog_en.html References Bunta, Ferenc & Douglas, Michael (2013). The effects of dual-language support on the language skills of bilingual children with hearing loss who use listening devices relative to their monolingual peers. Language, Speech, and Hearing Services in Schools, 44, 281-290. Bunta, Ferenc, Douglas, Michael, Dickson, Hanna, Cantu, Amy, Wickesberg, Jennifer & Gifford, René H. (2016). Dual language versus English-only support for bilingual children with hearing loss who use cochlear implants and hearing aids. International Journal of Language and Communication Disorders. Advance online publication. doi:10.1111/1460-6984.12223 Fitzpatrick, Elizabeth M., Hamel, Candyce, Stevens, Adrienne, et al. (2016). Sign language and spoken language for children with hearing loss: A systematic review.Pediatrics, 137(1): e20151974. Grosjean, François (2000). The right of the deaf child to grow up bilingual. WFD News, 13(1), 14-15. FNDC

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FAMILY NETWORK FOR DEAF CHILDREN NOTICE OF ANNUAL GENERAL MEETING

NOTICE IS HEREBY GIVEN that the Annual General Meeting of Members of The FAMILY NETWORK FOR DEAF CHILDREN (the “Society”) will be held on Saturday October 22, 2016 at 3:15 pm at Southslope Elementary School, 44446 Watling Street, Burnaby, BC (Room to be announced). Note: Meeting will begin right after the Parent Workshop at Burnaby Central Secondary School. The purpose of the meeting will be to transact the following business: 1.

To receive and consider the Report of the Directors and the financial statements of the Company for the fiscal year end March 31, 2016 together with the report of the Auditors thereon;

2.

To determine the number of Directors at nine;

3.

To elect Directors of the Company to hold office until the close of the next annual general meeting.

4.

To appoint Auditors.

DATED this 96h day of September, 2016. BY ORDER OF THE BOARD OF DIRECTORS FAMILY NETWORK FOR DEAF CHILDREN Per: “COLLEEN PETERSON” President and Director

NOTE: • Members in good standing are all members who have paid their annual membership for 2016/2017. Voting members are parents or legal guardians that have been a parent or foster parent of a deaf or hard of hearing child, youth or adult. •

All members of the Family Network for Deaf Children are encouraged to attend this important meeting.



Interpreters will be provided.

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Open Mind Open Hearts

Vision of Young Artists with Hearing Impairment Among Us 10 weeks of beginner pastel workshop from September 19 - November 28

Exhibition & silent auction - December 5. All proceeding will go to BC Children’s Hospital, Div of Pediatric Otolaryngology

Painting & drawing with pastel; colour theory; composition study; art history on pastelists; portfolio development & review.

Each student will receive one on one instruction, and focus on their artistic skill level at their own pace.

‣ Day & Hours: Mondays, 4:00 - 6:00 pm ‣ Location: ArtStarts Lab artstarts.com 808 Richards Street, Vancouver BC

‣ Space is limited to 12 students, age 13 - 18 ‣ Depending on availability, we hope to provide volunteer support from students from UBC School of Audiology & Speech Sciences ‣ Workshop fee $255, each student will receive a pastel starter kit ($55 before tax) including: Mangyo soft pastel set of 24 Two Conte pastel pencils Three rubber erasers One Carson XL recycled sketch pad 9 X12” One essential wire bound sketch book 8.5 X 11” 10 sheets of Canson Mi-Teints paper 8.5 X 11” For registration or further information, contact Carling Wong-Renger - [email protected]

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

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What is FNDC all about? Family Network for Deaf Children (FNDC) is a parent run, non-profit, charitable organization supporting families with deaf and hard of hearing children that use sign language or are interested in learning sign language. Even though technology and methodology have changed over the years, we seek the wisdom of parents, professionals and Deaf/HH adults so that common themes of “access, equity and a sense of belonging” continue to be highlighted in areas such as: social/recreation, leadership, education, employment, general services and community involvement.

What is Deaf Youth Today? Deaf Youth Today (DYT), is FNDC’s summer social/recreational program and is committed to providing recreational experience and leadership opportunities for deaf and hard of hearing youth in British Columbia that use sign language for all or part of their communication or who are interested in learning sign language.

FNDC Board of Directors Hester Hussey....................................................Mentor, Advisor Colleen Peterson........................................................... President April Cowley...................................................................Director Nicki Horton...................................................................Director Karen Jackson.................................................................Director Angie Keats.....................................................................Director Charlie Coyle..................................................................Director Joy Santos.......................................................................Director Heather Ratzlaff..............................................................Director Gwen Wong.....................................................................Director The Board of Directors are parents of deaf children.

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

DYT Staff

Deaf Youth Today

Alayna Finley................................................ DYT Coordinator | [email protected] Terry Maloney.......................... DYT Hornby Island Coordinator | [email protected] Andrea Maloney.......................................... DYT Registrations | [email protected] Scott Jeffery..........................................DYT Planning / Training | [email protected] Deaf Youth Today..................................................General Inquiry | [email protected]

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

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

Join Our E-Mail List (for free) Join our email list (for free) and receive:

* Our newsletter (which is published four times a year) * Email Updates regarding upcoming workshops and courses, children & youth programs as well as community updates

Contact Us Contact us below and be added to our email list or to request a membership form: Family Network for Deaf Children P.O. Box 50075 South Slope RPO Burnaby, BC V5J 5G3 604-684-1860 (voice/text message) www.fndc.ca (website) [email protected] (e-mail)

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