csd exam 2

RID Certifications

In addition to the NIC certifications that an interpreter can possess, RID supports additional certificates including the following summarized in the table below. *RID Certifications* Certification Description Who Holds How Obtained *Certificate of Interpretation (CI)* Indicates the holder of the certificate has demonstrated the ability to interpret between American Sign Language and spoken English for both sign-to-voice and voice-to-sign. This certification is held by interpreters who are recommended for a variety of different interpreting assignments. The certification tests for CI and CT are no longer being offered by RID but are still recognized by the organization. *Certificate of Transliteration (CT)* Indicates that the holder of the certificate has demonstrated the ability to transliterate between English-based sign language and spoken English for both sign-to-voice and voice-to-sign. This certification is held by transliterators who are recommended for a variety of different interpreting assignments. *Certified Deaf Interpreter (CDI)* Indicates that the holders of the certificate is a deaf individual who has demonstrated the ability to meet the need for communication when the communication of a deaf consumer is so unique that it cannot be adequately accessed by interpreters who are hearing. This certificate is for interpreters who are deaf or hard-of-hearing. Complete specified training and have passed a comprehensive combination of written and performance tests offered by RID. *Oral Transliteration Certificate (OTC)* Indicates that the individual has demonstrated using silent oral techniques and natural gestures the ability to transliterate a spoken message from a person who hears to a person who is deaf or hard-of-hearing. They have also demonstrated the ability to understand and repeat the message and intent of the speech and mouth movements of the person who is deaf or hard-of-hearing. This certification is held by transliterators who are recommended for a variety of different transliterating assignments. Complete specified training and have passed a comprehensive combination of written and performance tests offered by RID.

National Theatre of the Deaf

Marlee Matlin is not the only Deaf person to pursue a career in acting. The *National Theatre of the Deaf (NTD) *is a professional company of deaf performers and was established in 1967. According to their website, *their mission is* "to produce theatrically challenging work of the highest quality, drawing from as wide a range of the world's literature as possible; to perform these original works in a style that links American Sign Language with the spoken word; to seek, train and employ Deaf artists; to offer our work to as culturally diverse and inclusive an audience as possible; to provide community outreach activities that will educate and enlighten the general public, opening their eyes and ears to Deaf culture and building linkages that facilitate involvement in our methods of work."

Marlee Matlin

Now this may be a name that you know. Marlee Matlin (1965 - ___) is a well known actress today. She has performed *on stage* and *television* and in the *movies*. Marlee is also an *author*. She has written several children's books that have been loosely inspired by her experiences growing up as a deaf child in a hearing neighborhood and school, such as *Deaf Child Crossing, Leading Ladies and Nobody's Perfect* (which was adapted into a play and performed by the Kennedy Center) and her autobiography, titled *I'll Scream Later*, was released in 2009. In addition to her creative pursuits, Marlee is an advocate for others with different abilities and a *wife and mother*.

Ethics

All interpreters, regardless of their level of certification, *adhere to a code of professional conduct* that has been *set forth by RID and NAD. * *The code of professional conduct has seven tenets*. Tenet Clarification *Interpreters adhere to standards of confidential communication.* All information related to interpreting assignments must be kept confidential. There is a bit of leeway in educational interpreting and during discussions for student progress and goal settings. Often the interpreter in this type of situation is considered part of the student's educational team. *Interpreters possess the professional skills and knowledge required for the specific interpreting situation.* This would indicate that a certified interpreter would not accept an assignment if they were not knowledgeable about the specialized vocabulary and/or situation of the interpreting assignment. For example, an interpreter who has not had training in medical or legal interpreting should not accept this type of assignment. *It is the interpreter's responsibility to maintain their professionalism in all circumstances and to match the needs and tone of the assignments.* Actions in a kindergarten classroom and the court room would be vastly different from one another. *Interpreters demonstrate respect for consumers. Interpreters are there to meet the needs of their clients.* The consumer, the deaf individual, is relying on the interpreter to provide them with the highest quality of interpreting. *Interpreters demonstrate respect for colleagues, interns, and students of the profession.* In order to continue to grow the profession it is important that interpreters maintain good relationships and respect for others who are in the field and well as share information with individuals who are learning the profession of interpreting. *Interpreters maintain ethical business practices.* Interpreters will follow good business practices whether they work as a freelance interpreter or for an agency. *Interpreters engage in professional development.* In order to maintain a high level of competency in the profession, interpreters will continue to grow their skills through workshops, continuing education course, and reading current materials that relate to the field of interpreting.

what is the difference between the auditory-verbal and auditory-oral approaches

AV: deaf children will grow up to be children who function much like children with normal hearing AO: more frequently incorporates a variety of visual strategies primarily speech-reading, along with consistent auditory reinforcement to facilitate language learning

One Deaf Individual's Experience

After surviving *Viral Meningitis disease*, I became profoundly deaf at fifteen months old. Shortly after I recovered, I went to a mainstream preschool where I learned English sign language, which we had to use signs for each word in English, such as articles for "the", "a", "an", and "or." Later, I would discount the sign language in favor of combined *Pidgin Signed English *and *American Sign Language*. An *Intermediate Unit (IU), *an educating agency in Pennsylvania which serves many children with disabilities in statewide, supported the preschool. My hometown's school district did not have an IU program; therefore I had to travel to another school district where it had an IU program. I was inserted in a small class with my deaf and hard of hearing classmates and we had special education teachers who knew sign language. I did not recall much of my early childhood memories. All I could remember the confused feeling I had back then. I had this feeling that I wasn't sure why I was with these deaf children who were like myself yet we were different from other children who did not know sign language. When I got older, I understood the feeling I had that I was different from hearing children because I was deaf and I couldn't use my speech. *As I entered the elementary school*, slowly, I was exposed to mainstream classes. I took classes such as math, physical education and arts with hearing students and a sign language interpreter did accompany me at all times. I remembered I had to take social studies and science with several deaf students in classroom with a teacher from the IU. I was only one out of my deaf class who could attention many mainstream classes. Both class environments were different for me. In a deaf class, it was made up of a small group of deaf students and all of us used signs along with the teacher. I recalled that I briefly took writing & reading class with the hearing class but later I was pulled out. I had to take the class with other deaf students. I tried to ask the teacher why I was here with them. She did not give me an explanation but I later remembered it had do with the issue with many deaf struggling with learning English language. *In a hearing class, I would sometime feel intimidated* because I knew I was only deaf in that class and I felt I was being trapped in a box with one open view towards to either the interpreter or the teacher. I wouldn't know what's happening in a classroom and I always had to pay attention to the interpreter. If I would look around the room, the *interpreter would lightly kick my desk* to get my attention. Sometime she would scorn at me and I wouldn't know why I had to look at her all the time. For many years, I spent time with interpreters in school, I learned it was not easy to lock eyes onto an interpreter all times and my eyes would get tired. From time to time, I needed a break from looking at them and I just scanned around. Several of my interpreters showed their displease and I just shrugged. Nevertheless, I had a *great experience in mainstream class* because it challenged me more than I was in the deaf class. *Before I started sixth grade*, my deaf classmates and I were moved to a different school district where an IU program supported both middle and high schools. My IU teacher in middle school decided to give me more challenges so she assigned me to science, math, and few other classes in mainstream. English class was one of few subjects I spent time in deaf class. *In my eighth grade year*, it was very rough for me. That year was my first exposure to all mainstream classes except English. I did not know how to manage my time with balancing the workload from the mainstream classes. I crumpled from the stress. My parents and my teacher had a meeting and they decided to take me out of a couple classes to lighten the school workload. I believed I struggled too much because I had to digest a lot of reading from books and struggled to answer word problems. *With light-load classes, I felt much better.* *As I entered high school*, it was decided that I would take more mainstream classes. However, this time, I would have at least one study hall to spend time studying and doing homework. I did take most subjects in mainstream class and in my sophomore year, I finally took English literature in mainstream. I told my IU teacher that I intended to improve my English skills because I wanted to go to a college and find a job on my own. I requested her help to tutor me and improve my grammar knowledge and expand my vocabulary. With her help, *I was able to pass all my literature classes in high school*. I decided that I would attend *Rochester Institute of Technology* to pursue a Bachelor of Science degree in Information Technology. RIT has excellent deaf education support and it had over two thousand deaf and hard of hearing students out of 15,000 students during my time. RIT's deaf support was similar to my high school years. I had interpreters and note-takers in class. I also did take a few deaf classes, which we had professors who were either deaf or knew sign languages. Due to my surprise, I only had to take two literature classes at RIT. Thanks to my high school teacher; all of my hard work with English did pay off. Often I thought my *English* wasn't up to level same as other hearing students. I always assumed that if they could hear, they would have better English than I did. It was not the case. *After I finished college*, I quietly admitted to my older sister that I did not feel satisfied with my English and would have to continue improving it. My sister replied that it was not true. She said my English is much better than other hearing people she worked with. When she helped proofreading my papers, my sister told me that while she took classes with other students at a university, their English was amateurish and often consisted of inconsistent words mixed up with Internet abbreviations. From her comments, it made me feel great about my hard work in school.

Switched at Birth

Switched at Birth is a ground breaking series that premiered summer 2011 on ABC family. Originally developed for a 10-series run, it was picked up for further development. The show is *comprised of both hearing and deaf actors*. The premise of the show is that two families discover that their children were switched at the hospital. It is now years later, and the girls are high school students. The families are not only dealing with the discovery that they have the wrong child but also that one of the daughters is Deaf. The Deaf daughter uses sign language to communicate and attends a school for the deaf. The show has been supported by the Deaf community for tackling deaf issues, such as sign language, education, and technologies, with a Deaf World perspective.

What is a Cochlear Implant

The *cochlear implant* is a device that is designed to bypass the hair cells in the cochlea of the inner ear to stimulate the auditory nerve in the brain. The nerve impulses to the brain travel via the neural auditory pathway and are perceived as sound. The device is composed of external and internal components. The *external components* of the cochlear implant consist of behind-the-ear device that contains a microphone, speech or sound processor and a transmitter system. The *internal components* of the cochlear implant are made up of an implanted receiver and electrode array.

NAD Certifications

The National Association of the Deaf (NAD) also has certificates of interpreting. NAD Certifications Certificate Level of Performance Skills *NAD III (Generalist)* Awarded to interpreters who have met the minimum competence needed to meet generally accepted interpreter standards. The individual displays good control of the grammar of the second language and is generally accurate and consistent, but is not qualified for all situations. *NAD IV (Advanced)* Awarded to interpreters who have an above average performance and has demonstrated a performance that is consistent and accurate. An individual holding this certificate should be able to interpret in most situations. *NAD V (Master)* Awarded to interpreters who have superior performance in any given area of interpreting. The individual has demonstrated interpreting skills necessary in almost all situations. The *Ed: K-12 (Educational Certificate: K-12)* is awarded to interpreters who have demonstrated the ability to expressively interpret classroom content and discourse and the ability to receptively interpret student or teen sign language. It is not limited to any one sign language or system. The examination for this certificate is developed and maintained by the Educational Interpreter Performance Assessment (*EIPA*) and is administered by *Boys Town National Research Hospital* in Omaha, Nebraska. The *EIPA* (Ed: K-12 Educational Certification) is a separate test not under NAD.

Employment of Deaf-Blind

The backgrounds of deaf-blind people are as wide and varied as their levels of sight and hearing loss. The AADB state that deaf-blind individuals have many jobs and roles including teachers, professors, counselors, homemakers, agency directors, business executives, government workers, and others.

Deaf Artists Today

Today Deaf artists and the theme of deafness have become more mainstreamed. Deaf characters are being showcased in movies, in the theatre, in advertisements, and on television in series and on reality television (*the Amazing Race, Dancing with the Stars, Celebrity Apprentice* to mention a few). Deaf actors are given the opportunity to play these roles with the highest of praise from critics and the public. Websites supporting Deaf professionals in the arts have been developed. Now we will look at *three examples of how Deaf artists are showcased and succeeding in today's entertainment world*. They include: —See What I Am Saying, the first open captioned film —Switched at Birth, a television series —D-PAN - The Deaf Professionals Artists Network

list three impediments to speechreading

beards, mustaches, protruding teeth, different accents, hands or newspapers, covering the mouth, talking while facing the wall, dimly lit rooms

how can educators assess students signing competence

carolina picture vocabulary test

what is a potential disadvantage to bilingual deaf children

child learns neither of the languages well

to what extent to cochlear implants improve speech perception in prelingually deaf adults

children do not process speech and proceed with spoken language development in the same automatic manner that hearing children do

what is a potential advantage to raising a deaf child bilingually

cognitive and linguistic advantage

what is language interference

combining L1 and L2 in conversation or writing

describe three technologies that can be used in literacy teaching for deaf children

computer-assisted note-taking systems: typist uses a standard QWERTY keyboard and types onto a laptop as words are being spoken C-Print system: produces real time text through automatic speech recognition and a computerized keyboard-based abbreviation system CART: communication access real time translation

do deaf bilinguals tend to be equally fluent in both languages

deaf bilinguals are rarely equally fluent in both languages

describe the mapping process for the speech processor component of the cochlear implant

determines appropriate electrode stimulation (threshold and contact level), talk about how the client can hear best and more comfortably, programming speech processor

what has research shown about the effectiveness of Manually Coded English systems for literacy in deaf children?

even though some deaf children benefit from learning to read and write using MCE, many deaf children still do not achieve the literacy skills at the levels they should be capable of achieving

do deaf children perceive fingerspelling as individual letters or as complete units?

finger spelling is like using signs, they represent whole meanings Ex: sign B on check=friend BOB sign BOB as whole sign

how long was oralism virtually the only available form of instruction for deaf children

from 1880-1970s

how might children who are not deaf benefit from sign language and fingerspelling

hearing children might have reading, writing and spelling disorders and are unable to use phonological information in the literacy process, signs do no require auditory processing and auditory memory, allows the teacher to use multisensory approach and to capitalize on the visual learning strengths of the student

how is english literacy taught to deaf children

if children have competence in one language they can transfer it to a second, using ASL as a bridge to English, no coherent way of teaching English literacy to deaf children, capitalize on visual pathways

what are the main criticisms of language-mixing approaches?

impossible to accurately model two languages when they are mixed, quality of ASl is altered and quality of english is changed, child must be competent in english morphology and syntax to comprehend and learn

list three family activities that help children develop communication competence

informal conversations, storytelling, responding to child questions, allow the child to freely express feelings and opinions, all of which contribute to the child's communication competence

what accommodations might be used to make english more accessible to students in oral classrooms

interpreters, computerized note-taking system, web-based courses

why is contact signing not advocated as a teaching method

it does not provide children with an accurate model of either language

why might English literacy be especially important for deaf-blind children?

it might be the only thing they can still do (read), braille (teletouch, telebraille-must know english)

what is the primary signal in language mixing approaches

lexicon signs (ASL) with a variety of english invented signs and invented signs for morphemes

explain three drawbacks to cochlear implantation for deaf children

mapping is miles away, child will be without implant for time if it needs reprogrammed or adjusted, multiple visits = missed time at school

what is interlanguage

mixing the two languages (ASL&English), interlanguage grammar is established when the students writing is influenced by both the first and second language

describe the oral-manual controversy

mono vs bilingual teaching approaches monolingual: auditory management is crucial bilingual: language is learned and most effectively taught using vision

what categories do children's first words usually fall into?

names of animals, foods, toys, actions adjectives and social words (please, thank you, no, yes)

list two ways in which deaf bilinguals differ from hearing bilinguals

never learn to write their first language, deaf culture and asl are not passed down within biological families but through other deaf adults and children in the community

how do the ways in which disabled and non-disabled people define disabilities differ?

nondisabled: negative attitude towards the disabled, see disable peoples limitations as major problems disabled: focus on social barriers and negative attitudes of nondisabled, see being deaf as having little to do with one's ears

why dont hearing aids and cochlear implants always make spoken langauge fully accessible

not tuned to speech sounds the way normal hearing is, background noises and reverberation may be loud and are amplified disproportionately amplification devices by themselves are not helpful for understanding language without training and identifying sounds

describe three criticisms of bilingual bicultural education

parents have difficulty learning asl, asl competencies in teachers, only one asl test

what kinds of parent-child interactions lead to language learning in babies?

pointing, eye gazing, smiles, vocalizations, and engagement in games, nursery rhymes, and songs, family stories, and picture books

how does the "reading by ear" process differ from the "reading by eye process?

reading by ear also begins with a visual analysis process, letters are identified and assigned graphic code or set of graphemes. graphemes are then translated to acoustic code, letters are linked to sounds and words then semantically interpreted

how do deaf readers use "reading by ear" and "reading by eye" models

reading by eye plays a major role in learning how to read and managing texts, reading by the ear is useful for analyzing words and breaking down the unit words into smaller parts

what is the average age of identification of children with hearing loss in the US

the average age is 12-36 months

does the first language a deaf child is exposed to always become the dominant langaug

the first language they are exposed to does not necessarily become their dominant language, may use ASL later in childhood, it may become their dominant language

how do deaf readers store "reading by eye" words in heir brains?

the reader identifies letters by visual analysis and assigns the letters to a graphic code, the semantic code is stored in the brain

describe the disagreement between critics and proponents of english-based signing systems

the systems make english visible to students, assume deaf children will acquire english naturally through seeing it (this will lead to english written competence), parents find it easier to learn signed systems, provides bridges between ASL and english

how can graphic similarities in written words be problematic for deaf readers?

they guess words based on similarities rather than reading signed CAT for CART, FROG or FOG, THE for THERE, and FATHER for FARTHER

according to Marscharack, do prelingually and profoundly deaf children usually develop intelligible speech?

they rarely develop intelligible speech, leveling off of progress--innate abilities and skills in deciphering sounds that differ qualitatively from the normal sound, the nature of the audiogram, and environmental support

what is the purpose of combining sing and English codes

to give deaf children a communication system as early as possible that was visually accessible through sign language

describe three difficulties deaf readers may encounter in comprehending stories even when familiar vocabulary is used

trouble with vocabulary and grammar of English, difficulty writing coherent stories, difficulty with passive constructions, difficulty understanding figurative language (better memory if they practice signing the stories)

what is total communication

using both signs and speech, visual, gestural, auditory, and written, AKA bimodal or simultaneous communication

what is the bilingual bicultural approach to educating deaf children

utilizes the sign language of the deaf community as the language of instruction and teach the majority nearing community's language as a second language

in Goldberg and Flexer, what percentage of respondents used voice telephones? what percentage described themselves as functioning in the hearing world?

voice telephones: 72% hearing world: 76%

how does a sight-word reading vocabulary normally develop?

when children see the words on paper, they associate the graphemes with a mental representation such as a picture, an experience, a sign or a spoken word

describe the role of benevolent paternalism in the medical model of deafness

when professionals take on the role of paternalism it becomes hard for the deaf person to get rid of this shield and take charge of their own lives

do children with cochlear implants usually need support services in the classroom

yes: interpreters, intinerant teacher services

do deaf adults tend to use language mixing approaches when communicating with one another

yes: mothers are models for children, allows signing in the classroom no: few deaf adults prefer to use these signed systems

Interpreters

For face-to-face conversations and depending on the deaf employee's preference, an interpreter can be hired for *occasions when workplace communication is critical or lengthy*. Instances when an interpreter may be needed include *interviews, staff meetings, performance evaluations, and training*. When working with an interpreter, *employers should be aware of the following*: —It is helpful to meet with the interpreter before the meeting or gathering to explain what will be covered. —Interpreters work a few words behind the speaker, sometimes up to a 2 sentence delay, and need time to finish sentences. —The speaker should talk normally while using a steady pace and enunciation. —The speaker should speak directly to deaf employee, not to the interpreter, because a professional interpreter will not respond More specifically, according to the Code of Ethics for interpreters, the interpreter is not permitted to answer questions for the deaf individual, to voice personal opinions, or enter into the conversation.

list three possible reasons for variability in success rates of cochlear implants

age of onset of deafness, age of implantation, child's language and listening skills before the implant, nature and intensity of therapy, kind of therapy provided after the implant

how do children who have high scores on asl proficiency measures do in tests of english literacy

also have higher scores on measures of english literacy

what proportion of english sounds are visible to speechreaders

approximately two-thirds of the 42 sounds of english are invisible or look like some other sounds formed on the lips

Additional Workplace Accommodations

*Additional workplace accommodations for employees may include*: —Meeting face to face with a deaf employee after meetings and other presentations will allow the employee to ask any questions about the presentation or ask for clarification on topics from the presentation. This will allow everyone to know that all the information is clear and understood. —Captioning of video and audio presentations. This is done through a process of converting the audio portion (dialog and sounds) of a video or voiced production into text. This text can be displayed on the screen over a black background. —The use of computers will allow communication in a variety of ways, which are summarized in the table below. —Use of Computer for Accommodation *Application/Program* —*Instant messaging and E-mail* Allow users to exchange messages online. These can be used for all different levels of conversation and work productivity. —*C-print* A computer-assisted system for transcribing speech to print. It involves a hearing captionist typing words as they are being spoken and provides a real-time text display that the deaf person can read. —*Automatic speech recognition programs* Can transcribe a single person's spoken message, when spoken into a microphone, into text displayed on a computer screen. —*Computer assisted note-taking* Allows notes and graphics to be typed almost simultaneously and displayed with overhead projectors for all to view.

Challenges of the Deaf-Blind

*Communication* Communication for deaf-blind individuals will depend on the amount of hearing loss and vision loss they experience and when the onset of the losses may occur. If hearing loss occurs at birth individuals may need to rely on manual modes of communication for interactions with others. If hearing loss appears later then spoken language may have already developed and the individual may choose to use technologies in order to maintain their use of remaining auditory channels. According to *Barbara Miles*, communication specialist/consultant and teacher of deaf-blind, the communication systems for persons who are deaf-blind include* touch cues and gestures, object or picture symbols, sign language and fingerspelling, Braille writing and reading, speech and speech reading*. *Mobility* Mobility is difficult for deaf-blind individuals because they must rely on senses other than sight and sound to get around. This is especially difficult in new environments. Special training in orientation and mobility can be provided to deaf-blind individuals and may include the use of a *service dog* or a *white cane*. This training may take place with local rehabilitation facilities or vocational centers or nationally with organization such as the *Helen Keller National Center*. Through this type of training, deaf-blind individuals have the opportunities to learn how live independently and travel independently. In addition, deaf-blind people may *travel independently* by using public transportation, such as buses and taxi or car services, when they are available. Their friends and family members can aid in providing transportation or guidance when moving around. *Connection to Others* Individuals who are deaf-blind may feel cut off from the rest of the world due to their limited senses. These individuals must somehow make sense of the world using the limited information available to them. If the person's vision and hearing loss are great and people in their environment have not set organization and order to their world, understanding information will become very overwhelming. Behavioral and emotional difficulties often accompany deaf-blindness and are the natural outcomes of the child's or adult's inability to understand and communicate. Since deaf-blind individuals cannot communicate directly with those in the hearing world, they must rely on the assistance of an *intervener*. An intervener may be a companion for an individual who is deaf-blind. He or she will be the eyes and ears for the deaf-blind individual. Through their experiences and becoming experienced with the worlds around them, people who are deaf-blind have the opportunity to connect with others and experience a rich life.

Group Interactions with Coworkers who are Deaf

*For group interactions, the following guidelines are suggested*: *Before the meeting begins*: —Check the Room layout. The room needs to provide good communication. Using a round or oval table will allow everyone to see each other and know who is speaking. Good lighting is important. Remember no shadows or background light. —Check to make sure listening devices such as a loop system or FM system are installed and available for use and are in working order. *During the Meeting:* —If the deaf or hard-of-hearing person prefers an interpreter, a qualified interpreter should be hired. —Let the deaf or hard-of-hearing person choose their seat. They know where they can best access the information being presented from the speaker and/or interpreter. *Speaking * —Indicate who is speaking. By naming the individual in the room who is speaking or pointing to them, this will give the deaf or hard-of-hearing person an opportunity to look to the person before they begin to speak instead of searching for the speaker. The deaf or hard-of-hearing employee will not miss the beginning of the speaker's comments. —Watch for signs that the deaf or hard-of-hearing person would like to contribute to the conversation or discussion. —Ensure that only one person speaks at a time. —Speak clearly and at a normal pace. —Do not turn your back to the audience while speaking. No talking into the blackboard. *Equipment* —Consider incorporating some of the following into presentations for visual understanding: —Visual aids —Demonstrations —Flip chats —Handouts about the presentation —Written agenda If employers and coworkers utilize the suggestions above, a deaf employee can contribute to the company while enhancing the diversity of the workforce.

Gallaudet University, Part 2

*Gallaudet University is located in Washington D.C. *and was *founded by Thomas Gallaudet's son Edward Minor Gallaudet*. It is the world's only *liberal arts university* with programs specifically designed for deaf and hard-of-hearing students. The *charter *for the Gallaudet College, it became Gallaudet University in 1986, was signed by *President Abraham Lincoln*. The college was *named after *Edward's father and there is a beautiful sculpture on campus of Thomas and Alice Cogswell. On a side note the *artist who crafted the sculpture*, *Daniel Chester French*, is the same artist who crafted the *Lincoln Memorial*. Some people say that French made President Lincoln's hands as they rest on the arms of his chair to represent the shape of the letters A and L in ASL. Others contend that it is just a coincidence.

History of the Cochlear Implant

*Research and development in the 1960s and 1970s *lead to the first wearable cochlear implant that was then implanted in an adult at the *House Ear Institute in Los Angeles California*. The House/3M device had 1 electrode. This device enabled the wearer to know if sound was present, how long it lasted and if it was loud or soft. Over 1,000 people received this device. The single channel speech processor was about 3" by 2" and about 5/8" thick. The processor was worn on the body. In the *Early 1980s *multielectrode devices were developed and came into wide use. Limited frequency cues became available through these systems and many patients were achieving some open-set speech understanding with the use of visual cues. In *1985 *the FDA approved the Nucleus 22-Channel Cochlear Implant System for implantation in adults with postlingual profound deafness. In 1990 the device was approved for children over the age of 2 years. We then saw the FDA change the age requirements in 1998 to 18-months of age and then again in 2000 to 12-months of age. *Currently* three companies, *Cochlear Americas Corporation, Advanced Bionics, and Med El Corporation*, have been approved by the FDA for cochlear implant systems for general use with both children and adults in the United States. World-wide over *100,000 people have received cochlear implants* from these companies. *Results *from all devices have been reported which are similar and the choice for which device to implant usually depends upon availability.

Telecommunications Technologies

*Telecommunications* is a range of communication technologies that involve the use of phone lines. Let's look at four examples that *D/deaf employees would use*. *Communication Technologies for the Deaf* *Pager or cell phone* D/deaf and hard-of-hearing people are as dependent on their Blackberry or iPhone as any hearing person. They use these devices to instant message, text, and contact relay operators to place phone calls to hearing friends, family and colleagues. *Videophone* A videophone allows for direct one to one communication by the deaf individual to another person, hearing or deaf, who knows sign language. Think of the use of Google chat and Skype. *Video Remote Interpreting* VRI allows deaf and hearing individuals who are in the same place, a conference room for example, to conduct conversations using a live video interpreter who is contracted from an interpreting agency. *Relay Services* Relay services include telephone relay systems that can help deaf and hearing colleagues who are not in the same place communicate over the telephone by providing a simultaneous, three-way communication among a deaf person, a communication operator and another person. There is *online relay*, video relay services (VRS) such as Sorenson VRS and the telecommunication relay service that is provided by each state.

Two Unique Institutions of Higher Education

*The National Technical Institute for the Deaf at the Rochester Institute of Technology* is located in Rochester, New York and *Gallaudet University *is located in Washington DC. Both of these universities have a long tradition of education for students who are deaf or hard-of-hearing. They are experts in accommodations and provisions for the deaf and hard of hearing college student. We will look at each of these two institutions separately by exploring fast facts about the institutions. It is important to note that a student who is deaf and seeking a university education is *not limited to these two universities*. *All universities are required to provide access to their programs* through accommodations that match the need of the student. Technologies to accommodate students in both educational and employment settings will be discussed in upcoming lessons.

Responsibilities of the Interpreter

*The interpreter's or transliterator's job is to *render the message accurately, without editing or interjecting personal opinions, in the manner intended by the speaker. That means an *interpreter cannot answer for the Deaf person*. This can create a number of uncomfortable or stressful situations for the interpreter. For example, if the individuals that are partaking in communication swear or say something that is controversial, then the interpreter must also swear and relay the controversial information. Despite the interpreter's personal beliefs, *he/she must accurately convey what is said rather or not it reflects their true opinion*. Another example may be that the person speaking to the deaf person directs his or her attention to the interpreter instead of the Deaf individual or tries to elicit the interpreter's opinion about the conversation taking place. This can place the interpreter in a very awkward position, as the interpreter is ethically obligated to refrain from being an active participant in the conversation. The interpreter also *must be aware of cultural variations and take these into account in his or her interpretations*. For example, in the Deaf-world the rule "*if you can see it, you can comment on it*" applies. This is often something that is not acceptable in the hearing culture. As hearing individuals we have become very adept at talking around awkward topics or situations or the "elephant in the room". Deaf individuals tend to be very blunt and direct with their comments about their surrounding and the topics being discussed. This can be an area where the interpreter must take into consideration the meaning of the message and tailor it to be culturally acceptable by the parties involved. In addition, the interpreter for a particular assignment and setting *should match the register and language level of the speaker*. For example, when the interpreter interprets for a kindergarten teacher and her lesson on butterflies it is necessary for the interpreter to capture exactly the intent of the presentation. On another day the interpreter may be interpreting for a speech given by the University president and would again need to capture exactly the intent of this presentation. Due to the reasons discussed above, it is important that *Interpreters turn down assignments for which they do not possess adequate skills*, or in which they would not be able to *maintain neutrality* such as with friends, in *religious or political settings*, if *specialized vocabulary* is unknown or if there is a *conflict of interest*.

Types of Usher Syndrome

*Ushers Syndrome Type 1 (USH1)* If a child is diagnosed with Ushers Syndrome Type 1 (USH1) they will have a profound hearing loss from birth and also have severe balance problems. The balance problems will cause the child to be slow to sit without support, and the child will rarely learn to walk before the age of 18 months. Individuals with USH1 will have little or no benefit from *hearing aids* and most use *sign language* as their primary means of communication. The vision deterioration with USH1 often begins by the time they are ten years old. Visual problems most often begin with difficulty seeing at night, but tend to progress rapidly until the individual is completely blind. *Usher Syndrome Type 2 (USH2)* If a child is diagnosed with Usher Syndrome Type 2 (USH2), they will have a moderate to severe hearing loss and normal balance. USH2 children will often use speech to communicate because they have benefit from *hearing aids*. Visual problems progress more slowly with USH2 and are often characterized by blind spots that begin to appear shortly after the teenage years. When an individual's vision deteriorates to blindness, his or her ability to speechread is lost. *Usher Syndrome (USH3)* The third type of Usher Syndrome Type 3 (USH3) is categorized with normal hearing and normal to near-normal balance. The hearing will become worse over time as children will develop noticeable hearing problems by their teenage years and usually become deaf by mid-to-late adulthood. *Night blindness* usually begins sometime during puberty and *blind spots *appear by the late teenage years to early adulthood. By mid adulthood, the individual is usually blind. *There is no cure for Usher Syndrome*. The best treatment is early identification in order to enroll individuals into education programs that will assist them in functioning more independently. Often the nature of these education programs will depend on the severity of the hearing and vision loss as well as the age and abilities of the individual.

Assistive Listening Devices

An *Assistive Listening Device* is any type of device that can help the deaf employee function better in their day-to-day communication situations. ALD can be used with or without hearing aids and enables the listener to overcome negative effects of distance, back ground noise, or poor room acoustics. Assistive listening devices are helpful for *people who have difficulty hearing in large groups, at a distance or in noisy environments*. The *different types of assistive listening devices* are described below. *Types of Assistive Listening Devices* —*Telephone Amplifier* Enables some deaf and hard-of-hearing people to use the telephone Increasing the volume of the phone —*Induction loop* A wire that is permanently installed and connects to a microphone used by a speaker The person talking into the microphone creates a current in the wire which makes an electromagnetic field in the room A hearing aid is switched to "T" (telecoil/telephone) setting The hearing aid telecoil picks up the electromagnetic signal Volume can be adjusted through the hearing aid Most common in large group areas —*Personal Frequency Modulation (FM) System* Operates like a personal radio station with a microphone, transmitter, and receiver and allows spoken words to be sent directly to the hearing aid worn by the listener The speaker speaks into the microphone and then information is sent via radio waves to the receiver worn by the individual with hearing loss. The information is then sent directly into the persons listening device (hearing aid or cochlear implant). Other considerations for individuals are visual Alerting Equipment and environmental accommodation that can be made. Visual alerting equipment may include flashing lights that are connected to fire alarms or other emergency alerting equipment. This will enable the deaf employee to see when the alarms are being sounded and can then take the appropriate action. Some *environmental accommodations* that employers may consider include adjustments that *improve the visibility for the employees, reduction of distracting noises, and other improved safety changes*. Some of these adjustments may include *changing or adding lighting to increase the visibility for the employees, elimination or damping of loud or distracting noises, adding vision panels to doors and walls to improve lines of sight and using round or oval tables for group discussions so that everyone can see each other*.

Occurrence of Deaf-Blindness in the United States

Approximately *70,000 people in the United States* are Deaf-Blind. The National Census has identified over 10,000 children and youth and find that deaf-blindness may occur in 3 out of 100,000 births. Some caution should be taken since that number can be disputed because some of the children may be identified under other categories due to having several identifiable characteristics. The *major causes of deaf-blindness* are provided in the table below. Major Causes of Deaf-Blindness Syndromes Multiple Congenital Anomalies Congenital Prenatal Dysfunction Post-Natal Causes Usher Down Trisomy 13 Other CHARGE association Fetal Alcohol syndrome Hydrocephaly Maternal drug abuse Microcephaly Other AIDS Herpes Rubella Syphilis Toxoplasmosis Other Asphyxia Encephalitis Head injury/trauma Meningitis Stroke It should also be noted that* prematurity* is also a category for the cause of deaf-blindness and that still others are deaf-blind with no diagnosed etiology.

Themes in Deaf Art

As you may recall in your reading, the perception of the hearing majority has often been reflected in the arts and performances that are found within the Deaf culture and community. In other words, the creativity of Deaf individuals reflected the oppression from the hearing community in regard to technology (cochlear implants, hearing aids, FM systems, and forced oralism) and the desire to "fix" the person who is deaf. In 1989 at *Deaf Way*, an international conference and festival held at *Gallaudet University *in Washington D.C., nine prominent artists discussed the themes and underlining ideas behind the works of many Deaf artists. Out of the discussions and workshop came the identification and name of the artform created by Deaf individuals, called *Deaf View-Image Art* (or De'VIA). These nine artists also developed the *De'VIA Manifesto.*

NIC Certification

Certification of interpreters is done at the national level and state level. The National Interpreter Certification (NIC) is supported by The Registry of Interpreters of the Deaf (*RID*) and the National Association of the Deaf (*NAD*). These two organizations strive to maintain the highest of standards for the NIC Certification exam and certification on an ongoing basis. The National Interpreter Certification (NIC) certifies individuals at the *NIC, NIC Advanced and NIC Master levels* for professional certification. Each is described below: *To reach NIC certification* the interpreter has passed the NIC Knowledge exam and has scored within the standard range of a professional interpreter on the interview and performance portions of the test. *To reach NIC Advanced *certification an interpreter has completed everything for the NIC certification then has scored within the high range on the interpreting and transliteration skills performance portion of the test. *To reach NIC Master* certification an interpreter has scored within the high range of a professional interpreter on both the interview and interpreting and transliterations skills performance portions of the test. *The NIC exam tests interpreting skills and knowledge in three domains*: *General knowledge* of the field of interpreting through the NIC Knowledge exam. *Ethical decision making* through the interview portion of the NIC Performance test. *Interpreting and transliteration skills* through the performance portion of the test.

Children of a Lesser God

Children of a Lesser God was *written by Mark Medoff *and was published in 1980. While the *play's main theme* was the relationship of a Deaf woman and a Hearing man, it also showcased the lives of deaf students in a residential school along with the complex relationship between deaf and hearing family members. The play began its run in *Los Angeles* and then had a stint on *Broadway*. The play was adapted for film and was released in 1986. The screen version was very well received by hearing audiences. It gave them a look into what it meant to be deaf. As mentioned previously the film *stared Marlee Matlin* and also *William Hurt*. Marlee signed all of her lines in the movie with William often re-phrasing what she was signing. During this time the Deaf community was excited to see such a strong role played by a Deaf actress. It was unfortunate, and a bit ironic, that a film with a deaf main character, based and filmed at a residential school for the deaf, and with underlying deaf themes* was completely inaccessible by deaf audiences*. At that time there were no captions available for movies and much of the signing was cut off in editing. *Marlee Matlin was awarded both the Golden Globe and the Academy Award *for her performance, but as was seen in the clip, there was a mixed reaction to her awards.

Deaf President Now

Deaf President Now was a *peaceful protest* that some may consider to be the *most significant event in American Deaf History*. We will explore what led up to the protest that *took place at Gallaudet University* in March 1988 and investigate the impact it has had on the Deaf community and the hearing community. In 1987 the 6th president of Gallaudet, *Dr. Jerry Lee*, announced his resignation. As would happen at any university, the Board of Trustees established a search committee and a consultant was hired. Gallaudet began to accept applications for the job. It is important to note that the *university had not had a deaf president for the 124 years* of its existence. *It was felt by Deaf Students that the Deaf University should be led by someone who had the experiences of being deaf in order to be a good role model to other institutions and to deaf individuals around the world*. Thus, during the time of the search, there were mini rallies and letters to the board to support the selection of a deaf President for the university. In January of 1988, the search committee had reduced the number of applicant for president to twelve, and interviews were conducted. In mid-January the field of possible presidents was narrowed to six; three hearing and three deaf. In February 1988 the finalists for the position were announced. The three finalists were *Dr. Harvey Corson, Dr. I. King Jordan and Dr. Elisabeth Zinser. Dr. Corson* was a deaf man serving as the superintendent of the *Louisiana School for the Deaf. Dr. I. King Jordan *was a deaf man who was currently the dean of the University's College of Arts and Sciences. Dr. Elisabeth Zinser was a hearing woman and assistant chancellor of the University of North Carolina, Greensboro. The board interviewed Dr. Zinser and Dr. King on Saturday March 5th and Dr. Corson on Sunday March 6th. An announcement from the board was scheduled to occur at 8:00 PM on Sunday evening, but things did not go as planned. The board made their announcement at 6:30 PM that they had chosen Dr. Zinser as Gallaudet's new president. The week of March 1, 1988 was a week which included the *first official rally in support of a deaf president*. Related to this event, letters of encouragement for the Board of Trustees to select a deaf president for the university were sent to the university.

Gallaudet University, Part 3

Gallaudet University *provides a setting where* deaf and hard-of-hearing students have all of the accessibility to education necessary for them to develop and explore the field of their choice. The *language of the university* is bilingual using ASL and English. All levels of signers are supported at the university and training and assessment programs exist so everyone may develop fluent sign language. *Faculty and staff *are required to develop and use ASL in their everyday interaction with the students on campus. *The university's Sign Communication Statement holds three principles as its guide*: —Effective sign communication supports education. —Sign communication will be inclusive, recognizing the individual's communication needs; respectful of each person's sign language style; and flexible so the public discourse is fully accessible to everyone. —Direct sign communication is central to Gallaudet's vision; therefore, training and assessment programs provide the opportunity for everyone on campus to become fluent signers.

D-PAN

Deaf Professional Artist Network was *created by Sean Forbes*, a deaf musician, with the idea that music should be accessible by everyone. The video "Waiting on the World to Change" that you were asked to view at the beginning of the semester was produced by D-PAN. According to their website, *the mission of D-PAN is *a dedication to promoting professional development and access to the entertainment, visual and media arts fields for individuals who are deaf or hard-of-hearing. D-PAN asks itself "*How can we make the greatest positive impact on people's lives?*" They strive to benefit deaf, hard-of-hearing and hearing communities alike. *D-PAN has its own productions, scholarships and youth mission*. The website features videos and an artist gallery. There is a *newsletter and Facebook page* for people to follow and stay current with new happenings with the network.

Douglas Tilden - Sculptor

Douglas Tilden (1861-1935) lost his hearing at the age of 4. He was enrolled in school at the *California School for the Deaf* when he was five. He was the second of five children in his family and after becoming a student at the Deaf school, Douglas insisted that all of his family also learn sign language. He spent his life as an advocate for the use of sign language to educate deaf children even though the educational philosophy at that time was *oralism*. While visiting his brother one day at his studio, Douglas fell in love with the idea of sculpting. He has been quoted as saying "What a wonderful world of new sensation. It seemed to suffocate and intoxicate me...plaster casts of masterpieces, dead men's faces, busts, masses of white stone awaiting cutting...the smell of dampness, upswept floor, marble dust, delightful confusion" (Signing Naturally I page 113). Douglas *began his work with clay *and began to develop his skills which included a trip to Paris to meet with *Paul Choppin*, a famed sculptor who was also Deaf. When he returned to California the community welcomed him. He was appointed to the *beautification committee* in *San Francisco*. While he served on that committee he produced many beautiful sculptures that represented California. Some of his works are still in the Bay Area today: *Mechanics* (Market and Battery Streets, San Francisco); the *Football Players* (University of California Berkeley); the *Bear Hunt* (California School for the Deaf in Fremont); and *Father Junipero Serra* (Golden Gate Park). The Deaf community remembers Douglas not only as an amazing sculptor but an unrelenting crusader for the language and rights of the Deaf culture.

Gallaudet University, Part 1

Gallaudet University is the second stop on our university tour. *Fast Facts* Address: 800 Florida Avenue, Washington DC 20002 Website: www.gallaudet.edu *Founded in 1864 by an Act of Congress* *Mission statement*: Gallaudet University, federally chartered in 1864, is a bilingual, diverse, multicultural institution of higher education that ensures the intellectual and professional advancement of deaf and hard of hearing individuals through American Sign Language and English. Gallaudet maintains a proud tradition of research and scholarly activity and prepares its graduates for career opportunities in a highly competitive, technological, and rapidly changing world. *Vision statement*: Gallaudet University will build upon its rich history as the world's premier higher education institution serving deaf and hard of hearing people to become the university of first choice for the most qualified, diverse group of deaf and hard of hearing students in the world, as well as hearing students pursuing careers related to deaf and hard of hearing people. Gallaudet will empower its graduates with the knowledge and practical skills vital to achieving personal and professional success in the changing local and global communities in which they live and work. Gallaudet will also strive to become the leading international resource for research, innovation and outreach related to deaf and hard of hearing people. *Programs *at the university are for both undergraduate and graduate students. There are more than 40 majors for undergraduate students to choose from. The majority of students at the undergraduate level are deaf or hard-of-hearing. In 2001, the Hearing Undergraduate Students (HUG) program was established. This is a program designed for hearing students who have knowledge of ASL and who desire to pursue a career in a deaf related field to attend the university. There is a limited number of HUGs admitted to the university each year, approximately 5 to 10% of an incoming freshman class. *Graduate programs* are open to deaf, hard-of-hearing and hearing students and award Master of Arts or Science degrees and Doctoral degrees in fields that involve professional service to deaf and hard of hearing people. *Research* conducted at the university occurs on topics of concern to deaf people and those who are involved with deaf individuals. *Enrollment* in 2010 was a total of 1,793 students. International students make up approximately 6% of the degree-seeking students. *Cost to attend* the university according to the 2010-2011 Tuition and Fees chart is $10,850 for undergraduate U.S. students, $21,700 for International undergraduates and $11,930 for U.S graduate students, $23,860 for International graduate students. Room and board at the university costs $9,860.

Accommodations for the Deaf

How are employers supposed to comply with these regulations? Let's look as some accommodations and technologies that exist to allow employees who are deaf to succeed in the workplace. Although not the only resource for employers, *The National Institute for the Deaf at Rochester Institute of Technology* has a department devoted to the enhancement of employment of deaf individuals often work with companies to help them provide open communication and access for their employees. *They have many suggestions for use of technologies* to enhance the workplace. We will look at several of these accommodations and suggestions, including: *Telecommunication Technologies Interpreters Assistive Devices*

Daily Communication with Coworkers who are Deaf

In work environments, *employees can assist their deaf co-workers* through being aware of their communication styles. We will look at two different work scenarios, general communication with a deaf co-worker and group interactions with a deaf co-worker, and a few suggestions to make working with a Deaf colleague successful. First, *in daily communication in the workplace, the following guidelines are suggested*: —Determine how the deaf or hard-of-hearing individual would prefer to communicate. This could include but is not limited to speechreading, writing, e-mail, instant messaging, etc. —Maintain eye contact with the employee while speaking. —Note topic changes. This can be done both at the beginning of a topic and upon conclusion of the topic. —Clarify the conversation. Allow the deaf employee to ask questions for clarification if the conversation becomes unclear. The hearing employee also needs to ask questions when the communication becomes unclear. Pretending to understand each other when misunderstandings occur does not benefit either person. —*Repeat and rephrase*. Be prepared to repeat and rephrase information that is not clear. —Be ready with a *pen or pencil and paper* in case writing becomes necessary. —*Check for understanding*. Both the hearing and deaf individual participating in the conversation should check for key points of understanding by highlighting important information or repeating key points. —*Make sure the lighting works*. Lighting is very important in conversations with deaf individuals. The face of each of the people participating in the conversations should be well lit and without shadows. Bright lights should not be shining in the eyes, i.e. do not stand in front of a window that has the sun shining through or in front of an overhead projector. —During new employee orientation provide *name tags and job titles* for everyone. Since deaf individuals are visually oriented they will be able to make the connection with a name and a face right from the beginning. —*Cultural and communication training* for hearing employees can be beneficial. Many hearing people may not have met or worked with a deaf person before.

Deaf-Blind

Individuals who are deaf-blind will have varying degrees of both hearing loss and vision loss. If a person is deaf-blind they may have some vision or hearing. Many individuals who are categorized as deaf-blind have enough vision to be able to move about in their environments, recognize family members and other familiar people, and maybe even see some sign language or read large print. Others have some hearing capabilities to recognize some sounds or understand some speech and even develop speech themselves. *One definition* of deaf-blind that is used in education in order for children to receive appropriate accommodations and states that: "Deaf blindness means concomitant hearing and vision impairments, the combination of which causes such severe communication and other developmental and education needs that cannot be accommodated in special education programs solely for children with deafness or children with blindness." (IDEA, 2004). *A second definition *is an by the Adult Career and Continuing Education Services-Vocational Rehabilitation of New York is used for vocational services for adults . This definition states that: "Deaf/blindness" is a condition in which a person has both a severe hearing impairment and a severe visual impairment, as defined below, the combination of which causes extreme difficulty in attaining independence in daily life activities, achieving psychosocial adjustment, or obtaining a vocation." *Severe visual impairment *is further defined as: A. *legal blindness* - a visual acuity of 20/200 or less in the better eye with best correction, or a visual field of 20 degrees or less in the better eye, or B. a *progressive visual loss* having a prognosis leading to legal blindness, or C. *vision impairment* - a visual acuity of 20/70 or less in the better eye with best correction, or a visual field of 140 degrees or less in the better eye. *Severe hearing impairment* includes: D. *deafness* - inability to hear and understand speech through the ear alone with or without amplification, or E. *hearing impairment* - a hearing loss of at least 40 db in the better ear, aided or unaided, measured by *Pure Tone Audiometry (PTA) *or *Speech Reception Threshold (SRT), *with either: (a) speech discrimination less than 50% or (b) progressive loss. NOTE: Which definition of deaf-blind is used depends primarily on the setting.

Advantages and Disadvantages of Cochlear Implants

Let us consider some possible advantages and disadvantages of cochlear implants (CI). *Advantages* —It can enable someone to hear conversation and learn spoken language even if they have a severe-profound hearing loss. —A CI may allow someone to use a regular telephone since it avoids problems such as feedback and earmold issues that can be caused by hearing aids. —Hearing at a distance is most likely better with a CI than it would be with a hearing aid. Someone who has received a cochlear implant has a greater potential for incidental learning and an opportunity for a natural sounding voice. —The external components of the CI can be updated with the most recent technology that is developed by manufactures. —According to Ellen A Rhoades, Ed.S., Cert. AVT, CED with AuditoryVerbalTraining.com, some professionals and parents see the cochlear implant as "lifesaving" technology for those who otherwise might not hear or those who would have to struggle in order to hear. *Disadvantages* —Environmental and living concerns. For example, some individuals who receive CIs may need to be concerned with static electricity that is in the environment from playgrounds and trampolines that may cause the programming in the implant to be wiped out. —Some manufactures of CIs still recommend that people with implants not receive magnetic resonance imaging (MRI) because of the magnet that is placed in the head to hold the external components to the allow for transfer of information. —Restrictions may be placed to avoid trauma to the implant, for example restrictions from playing rough sports such as football or rugby. —Surgical issues. Although many of the surgical risks are low, such as staph infection, vertigo, tinnitus, partial facial nerve paralysis, they should still be fully understood as a possibility to the surgery. If complications do occur then there may be added time and cost to resolve the issues. —Less control over the device itself. Once the device is implanted, the individual has no option but to keep that device, whether it is working or fails, for life unless they decide to undergo the surgery again to have the device removed. —Receiving the device does not automatically make someone be able to hear. The process of learning to hear and train the brain to perceive the auditory input from the device is a long-term commitment for the individual receiving the device and their frequent communication partners. These advantages and disadvantages are just a few that people may experience. Each person and family who has experienced cochlear implants would be able to expand on this topic more.

NAD Position Paper

On October 6, 2000 *The National Association of the Deaf Board of Directors approved the Cochlear Implant statement* prepared by the NAD Cochlear Implant Committee. You saw some aspects of the position paper highlighted in the video you watched from Gallaudet University. The statement addressed several aspects of the decision making process for families and individuals where were considering cochlear implants. *The NAD supports all persons who are deaf, hard of hearing, and their families* independent of their choice whether or not to receive a cochlear implant. *The statement was set forth to* guide people in a whole person approach to the decision with cochlear implants. *The statement contains* a rationale, a description of wellness model, description of cochlear implants, and specifically addresses parents who are involved in making this technology decision for their child(ren). The NAD then has *recommendations for professionals, individuals, families, and media*. Statement's purpose is a guideline for decision making for cochlear implants. It takes into account not only the implant and surgery but also living with the implant.

The Cochlear Implant Team

Once an individual makes the decision to get a cochlear implant, he or she *must consult with a team of professionals*. *The team is typically comprised of three professionals*: —*An audiologist* who determines the candidacy for the cochlear implant and also programs the speech processor once the device is implanted. —*An otolaryngologist* (ear, nose, and throat specialist-ENT) who makes the medical decisions and performs the surgery. —*A speech-language pathologist* who plans and executes an aural rehabilitation plan for the implant receiver. Other individuals, such as *psychologists, teachers of the deaf, social workers, and parents*, may also be included on the implant team to provide support and services to the cochlear implant recipient.

The Profession of Sign Language Interpreting

Prior to the 1970's, *CODAs* (child(ren) of Deaf adults), other relatives , and volunteers provided most interpreting services. The Registry of Interpreters for the Deaf (*RID*) was established in 1964. Since then, the goal has been to bring a higher level of professionalism to the field of interpreting. All too often, family members are still asked to interpret for free. In recent years, the *Rehabilitation Act of 1973*, *Individuals with Disabilities Education Act* , and *Americans with Disabilities Act (ADA*) all provided access to interpreters for deaf individuals. The ADA describes a "*qualified interpreter* as an interpreter who is able to interpret effectively, accurately, and impartially both receptively and expressively, using any necessary specialized vocabulary". When we talk about interpreters, we must note that there are a variety of different types of interpreting that takes place in a variety of different settings. There are two terms used to describe different types of interpreting. *Interpreting is interpreting between American Sign Language and English*, either sign-to-voice or voice-to-sign. The interpreting is between the two different languages. *Transliterating is interpreting between one of the Manually Coded English (MCE) systems and English*, either sign-to-voice or voice-to-sign. Since MCEs are based on the English language, transliterating utilizes the same language but presents the information in a different mode.

Educational and Additional Requirements for Interpreters

RID and NAD now require *college degrees* for interpreters who are seeking certification. A minimum of an *Associate's degree* is required for certification as of June 30, 2008. Interpreter education programs award degrees from associate to masters. In addition to education and certification, the *San Antonio College Department of American Sign Language and Interpreting Training* recommends that an individual considering a career in interpreting should consider the *essential functions for a sign language interpreter*: These include *physical abilities, cognitive abilities, cultural and linguistic abilities and professional attributes*. *Physical Abilities* Essential physical abilities that should be considered are hearing status, speech capability, vision, facial movement abilities, manual and finger dexterity, wrist-finger speed, limb movement and speed, dual-limb coordination and physical stamina. *Cognitive Abilities* Some essential cognitive abilities to be considered are critical thinking, self-monitoring, selective attention, auditory attention, visual attention, mental stamina, working memory, information ordering, pattern inference, time sharing, problem sensitivity, and fluency of ideas and breadth of knowledge. *Cultural and Linguistic Abilities* In addition to physical and cognitive abilities there are cultural and linguistic abilities that should be considered for individuals who are considering the interpreting profession. Some of the essential cultural and linguistic abilities include English language competence, written English comprehension, written English expression, American Sign Language competence, and a full and deep understanding of the hearing and Deaf cultures and their interactions independently and jointly. *Professional Attributes* An interpreter should also possess essential professional attributes such as social perceptiveness, independence, interpersonal relations, adaptability, emotional well being, self control, professional decorum, problem solving, organizing, planning and prioritizing work, conflict resolution, time management, and ethical standards.

about what percentage of deaf children have educationally significant disabilities

about 30-40% of deaf children have disabilities that are educationally significant

Deaf Individuals Views on Being Deaf

Read the following quotes from successful Deaf individuals. They are representative of most Deaf individuals' feelings about being a part of Deaf culture and community. Actress *Marlee Matlin says* "I'm a proud person who happens to be deaf. I don't want to change it. I don't want to wake up and suddenly say, 'Oh my God, I can hear.' That's not my dream. It's not my dream. I've been raised deaf. I'm used to the way I am. I don't want to change it. Why would I ever want to change? Because I'm used to this, I'm happy." *Dr. I. King Jordan*, first Deaf president of Gallaudet University, says "When you talk to people who can hear and you ask them what do you think it would be like to be a deaf person, then all of their thinking is well, I couldn't do this. Can't, can't can't, can't, can't...they would start listing all the things they can't do. And I don't think like that. Deaf people don't think like that. We think about what we can do..." *Summer Crider*, star of the video, Summer's Story, says "In terms of a disability, I don't view myself as having a disability...I function like any other hearing person can. My deafness does not deprive me of anything. I can do anything I want. Except maybe sing." *David James*, a Deaf professor, says "Being deaf is, well, its part of me. It's something I have to deal with, but it doesn't keep me from being happy. It doesn't make me either happy or sad. It 's like being a man instead of a woman, or being tall instead of short."

Regina Olson Hughes - Scientific Artist

Regina Olson Hughes (1895-1993) was a woman who took her love for flowers and art and became a renowned *Deaf scientific illustrator*. She became Deaf at the age of 14 and learned sign language, and later she enrolled at *Gallaudet University* where she earned both her *bachelors and masters degrees*. Regina worked for a time as a *language translator* since she had a fascination with languages and had learned *German, Spanish, Italian, French, Portuguese and some Latin*. She then took a job with the *Department of Agriculture* and began using her artistic talents to draw examples of *flora and fauna*. She was *self-educated in botany* and her drawings appeared in a variety of publication and textbooks. Regina *received awards* for her her scientific drawings and paintings. Her drawings were also exhibited in different galleries. She is the only Deaf artist to have had a solo exhibition at the *Smithsonian Institution*. Her orchid paintings are permanently on display at the Museum of Natural History in Washington D.C. She also has a plant, *Hughesia regina*, was named after her, and also a type of daisy, *Billbergia reginae*.

See What I Am Saying

See What I Am Saying is the *first open captioned film* (open captions contain readable text on the movie screen that include descriptors of dialogue, sound effects and music for the hard-of-hearing or deaf) to be produced in the United States. The *film follows four Deaf artists and entertainers* in their ups and downs of making it in mainstream entertainment. *Hilari Scarl is the film's director and producer* and was the primary individual who followed the four performers for more than a year. The film focuses on a *comic, actor, singer, and rock band*. It was well received by audiences that were both deaf and hearing during the release and touring of the documentary.

Workplace Laws for Deaf and Hard of Hearing

Several laws have been enacted to establish equal rights for deaf/Deaf and hard-of-hearing individuals in the work place. We will briefly explore two of those laws. *Rehabilitation Act of 1973* Rehabilitation Act of 1973 prohibits discrimination in the workplace based on a disability in the federal sector and includes any employer who receives federal funding. The act requires employers to provide "reasonable accommodations" to their disabled employees. This law has seven titles and 741 sections with the best-known section being 504, which is the nondiscrimination section. Section 504 forbids discrimination against qualified people with disabilities by entities receiving Federal financial assistance. Section 504 requires employers with Federal contracts to take affirmative action in the employment and promotion of qualified people with disabilities. *American's With Disabilities Act of 1990 (ADA)* The second law is the American's With Disabilities Act of 1990 (ADA). The key to this act is equal accessibility. It improves upon the Rehabilitation Act of 1973 and requires all buildings, programs, services, and employment, both public and private, to be equally accessible to persons with disabilities as it would be for individuals without disabilities. The ADA also requires employers with 15 or more employees to provide qualified employees with disabilities equal opportunity to benefit from the full range of employment opportunities offered to people without disabilities. In addition, the ADA prohibits discrimination in recruitment, hiring, pay, promotions, training, social activities, and other privileges of employment. It restricts questions an applicant may be asked about his or her disability before a job offer is made and requires that employers make reasonable accommodations for employees with disabilities, unless undue hardship is incurred. With the legislation enacted and enforced in the professional world we would like to believe that we have leveled the playing field for all individuals who are qualified for the jobs in which they are applying, but that is not the case.

National Technical Institute for the Deaf (NTID) at Rochester Institute of Technology

The first university we will look at is the National Technical Institute for the Deaf (NTID) at Rochester Institute of Technology. *Fast Facts:* Location: Western New York, in suburban Rochester. Website: www.ntid.edu *Mission Statement* of NTID is "to provide deaf and hard-of-hearing students with outstanding state-of-the-art technical and professional education programs, complemented by a strong liberal arts and sciences curriculum, that prepare them to live and work in the mainstream of a rapidly changing global community and enhance their lifelong learning." *Programs at NTID include* associate degrees in more than 30 programs. Deaf and hard-of-hearing students who qualify can also receive a bachelor or master degree in more than 200 majors offered by RIT. *Research* at the university according to the NTID website is an "Integrated research program of national and international prominence, focusing on teaching and learning; access, support services, and related technology; communication in personal, learning, and working environments and enrollment management." *Enrollment* at the university is 1, 474 students in the fall of 2009. 28.1 percent of the students enrolled are minority students and 2.8 percent are international students. *Cost to attend* the university in 2010/2011 school year was a total of $21,516. Through financial aid, a combination of grant-in-aid, vocational rehabilitation, Pell and federal and state grants and 73 endowed funds that generate support for students based on financial need and academic merit the average aid per domestic student can equal $10, 059 not including loans.

Higher Education for the Deaf

The process for an individual to decide what college to attend is as unique as the person themselves. *Some factors that may be a part of the decision for a deaf student* would be: —Preferred language (American Sign Language, Signed English System, spoken English or Cued Speech) of the student. —Family background (Deaf parents vs. Hearing parents, involvement in the Deaf community). —Educational choices for primary and secondary schooling (residential school, included classroom in public school, etc). The two universities that we will examine in this lesson are not the only options for deaf and hard-of-hearing students who wish to pursue their college degree. *All universities, public and private, have a responsibility to provide access to their programs for deaf students* by providing any necessary accommodations for the student. Many deaf and hard-of-hearing students attend "*regular" post-secondary intuitions* with all of the support services needed to be successful, but others have expressed frustrations for availability of services. For example, *Jenna Russell* describes students' from *Northeastern University* and their frustrations with interpreting services. Also take a look at a recent lawsuit from the *National Association of the Deaf against Dayton State College* for their failure to provide appropriate access to the learning environment.

Societal Views on Being Deaf

The statements on the previous page are representative of many people's perception of what it means to be deaf. We have learned this semester that the answers to all of the statements on the previous page are false. Some of you may have even indicated that these questions as true before taking this class, but you have had the opportunity to see that Deaf individuals are very comfortable with not hearing, and they do not live in a silent world. They have the chance to live in a world that is rich with language and opportunities. The common perceptions of deaf people are that they would prefer to be something that they are not or that they are limited by the fact that they cannot hear. We now know that deaf individuals do not feel that they are missing out on opportunities or life because of their lack of hearing. They feel that they can do anything a hearing person can do except hear. In addition, we have often seen that the limitations that have been placed on Deaf individuals is not their own doing but rather the larger hearing community that may not understand what it means to be deaf.

Deaf Views on the Hearing World

We have spent our time this semester defining deafness as a difference and not as a disability. Individuals who identify with the Deaf community and Deaf Culture are happy with who they have the opportunity to be. They do not find it an extra hardship that they cannot hear. They approach life with a different outlook and see things that many hearing people may miss because they have their eyes wide open. Deaf people do not want to be changed. They do not need to hear. They want to be happy, just like every hearing person wants to be. They do not depend on their ability to hear or not hear to reach that happiness. *Mark Morales*, a Deaf performance artist, says "We have this planet, which we call earth; we spell it EARth, so it relates to the ear, to speaking and hearing. There's this other planet called EYEth. And that relates to the eye and the visual. So there are two worlds and I grew up on EARth. Now, I am on this other planet, EYEth, a world where all these possibilities are open to me." Mark's statement is a common one among Deaf people in the United States. As we discussed in earlier lessons, deaf children are often brought up in the hearing world with a focus on learning to use hearing aids or cochlear implants, learning to speak, learning how to adjust to being different from everyone else. Then they discover that there are others out there that are like themselves; other people that have had similar experiences in their lives both positive and negative. This is when they may find their home on EYEth. Where other people understand and share their common goals and wants for learning and living. This is also when a Deaf person may finally feel that they truly can belong.

Cochlear Implant Candidacy

We will look at the candidacy requirements for cochlear implants by dividing the population by age into three groups. Group Type of Hearing Loss Hearing Aid Trials Special Considerations *Children ages 12 months to 18 months* A bilateral, profound sensory neural hearing loss. Must have undergone at least six months of hearing aid trails with little or no benefit from the aids. Observation that the child has lacked in auditory development. The child must also be medically cleared for the surgery. *Children age 19 months to 18 years.* A bilateral, severe sensory neural hearing loss Must have undergone at least six months of hearing aid trails with little or no benefit from the aids Observation that the child has lacked in auditory development. The child must also be medically cleared for surgery. *Adults who are 19 years of age and older.* A bilateral, severe sensory neural hearing loss Have no benefit from hearing aids They also must have no medical contradictions. As you can see *not every person who has a hearing loss is a candidate for a cochlear implant*.

Usher Syndrome

You have seen that there are a number of different causes and degrees of deaf-blindness. *CHARGE Syndrome* is the leading cause of prenatal deafness; whereas *Usher Syndrome* the leading cause of acquired deafness. We are going to focus on Usher Syndrome in this lesson because people who have Ushers usually choose to be a part of the Deaf community and Deaf culture because of the presence of hearing loss from birth. We have seen many individuals with Usher Syndrome form strong associations with the Deaf community and have even stated that they would prefer to regain their sight but would want to continue to be deaf because that is a part of their identity. According to the American Association of the Deaf-Blind, approximately *50% of individuals *who are deaf-blind have Usher's Syndrome. *Usher Syndrome causes *moderate to profound hearing loss that is usually present at birth or shortly thereafter and is accompanied by a progressive vision loss caused by *retinitis pigmentosa (RP). *RP is a group of inherited diseases that cause night-blindness and peripheral vision loss through the progressive degeneration of the retina, the light-sensitive tissue at the back of the eye that is crucial for vision. The *genes for Usher Syndrome* are *autosomal recessive*, a term meaning that the Usher genes are located on chromosomes other than the sex chromosomes and both parents must contribute the mutated gene to the child before the disorder is present. A number of different genes have been found to cause the various types of Usher Syndrome. Since Usher Syndrome involves both hearing loss and visual loss symptoms, *testing *is preformed on both in order to obtain a diagnosis. A patient may go through visual function tests such as test to the visual fields and *electroretinogram (ERG) *and a retinal examination along with hearing tests and balance tests. The tests can lead to the diagnosis of one of the *three types of Usher Syndrome*.

what is CART

a trained stenographer uses a 24 key machine to encode spoken English phonetically into a computer, it is then converted to English text and displayed on a computer screen or TV monitor in real time