Deaf Progressivism

ASL Storytelling: "Tough Boris" (voice-over)

2011-11-06T12:42:00.004-05:00

Mem Fox's "Tough Boris" is a picture book about Boris Von Der Borch and his gang of pirates. This is a simple but sweet story about a pirate who is many things in addition to being tough. Good for young children both Deaf and hearing.

Please forward to your family and friends especially who are children.

Many thanks to Jason Bennett and AIS Music Technology and Drama students from Hong Kong for allowing to add voice over and music as a background.

Halloween ASL Storytelling

2011-10-31T23:55:00.002-04:00

Based on the book, "The Little Old Lady Who Is Not Afraid of Anything", Barb DiGi narrates in ASL and engages in the characters. Vibration effects are used such as drumming and clomping. Click on annotations (subtitles) for vibration effects.

Military Experience at NYSD "Fanwood School" (subtitled)

2011-08-28T17:21:00.002-04:00

My dad, Joe, shared his experience in the military program at NYSD "Fanwood" School in White Plains, NY back in 1950. There were many fascinating facts such as the undefeated Fanwood military band and Joe's first experience with Deaf teachers including Bob Davila who obtained his first job as a teacher there.

A Letter To AG Bell From A Teacher Of The Deaf

2011-08-12T13:13:00.001-04:00

(this email was sent to sboswell@agbell.org on August 2, 2011; thanks Gene for your permission to publish your letter online)

As a teacher at the Rochester School for the Deaf, I am both surprised and somewhat confounded as to why the Alexander Graham Bell Association for the Deaf and Hard of Hearing would solicit my membership. I was under the impression that your organization was averse to educational centers such as ours given the bilingual methodologies we employ, the use of American Sign Language as a natural language for students whose learning best occurs in a visual channel, and the critical mass of Deaf children attending one center in the absence of hearing peers.

What could resonate positively on your organization's invitation by including staff from schools for the Deaf to provide you with some sorely needed feedback and institutional change, is at the outset, negative in your mail distribution's catch-all job identification by listing those of us who work within these schools as "Hearing Specialists". The title that you've used in addressing us, misappropriately categorizes us within your organization's Audist frame of reference, and I can be fairly certain we do not all share your idealogies. What exactly do "Hearing Specialists" do? Make people hearing?

We are teachers of the Deaf who employ whatever means necessary to provide a Deaf/Hard-of-Hearing and cochlear-implanted child with whatever means that child needs to succeed in acquiring language proficiency. If a child's first language is English, that child's first language will be used with her/him by both Deaf and hearing staff members. If the child's first language is Spanish, then Spanish will be utilized by both Deaf and hearing staff members to reach proficiency in ASL and English. Likewise for the child whose language is ASL, as that will be the language to bridge towards English parity. Such is the bilingual framework and methodology at work in our school.

I am a teacher at a School for the Deaf and I work with a band of highly skilled and exemplary professionals who happen to be Deaf and hearing. My colleagues, both hearing and Deaf, if accepting of your invitation, would serve the Alexander Graham Bell Association for the Deaf and Hard of Hearing well in providing it with a more balanced and less self-righteous philosophy about how we go about educating Deaf and Hard of Hearing brethren.

Finally, please be aware that these views are my own and not a reflection of my school organization or my employer.

Sincerely yours,
Gene Anthony DiVincenzo
Teacher of the Deaf

To read more letters to AG Bell, go to http://handeyes.wordpress.com

An Open Letter To AG Bell Association (closed-captioned)

2011-08-03T22:33:00.000-04:00

In a response to AG Bell Association's recent letter to teachers of the Deaf who sign with Deaf children. AG Bell are soliciting temporary memberships that offended many of us due to the exclusion of American Sign Language and labeling us teachers "hearing specialists".

Barb's Kitchen Talk: Equality (subtitled)

2011-04-26T21:34:00.000-04:00

This vlog describes some of the presentation topics shared by Dr. John Bosco Conama that he focuses on Equality of Condition and Deafhood and Affective Equality. His presentation talks about raising the bar of the status of natural signed language, rights rather than needs, and psychological effects of mainstreaming. There are a lot more topics that are not covered since he explained explicitly about the concept of equality of condition using Deafhood model rather than medical and disability models. Dr. Conama will publish his book and inviting him to present in your area is recommended.

Francois Grojsean's article called, "Bilingualism, biculturalism, and deafness".

"The misunderstandings concerning sign language are also numerous. For example, despite all the research done on the subject in the last 40 years (in the USA, England, Scandinavia, etc.), some still think that sign language is not a real language. And yet, it has been shown, over and over again, that sign language has all the linguistic characteristics of a human language. Another myth is that sign language will hinder the development of the spoken language in deaf children. As we will show below, the reverse is true; it helps the acquisition of the spoken language, directly and indirectly, in addition to being a natural means of communication for the deaf child. Finally, it has been maintained by some that if one defends sign language, one must be opposed to the spoken language. In fact, most of those who defend sign language want the deaf child to also acquire a spoken language to the highest level of fluency."

A Gift from Dr. Lon Kuntze's Class from Boston University For New Yorkers

2011-03-20T16:54:00.004-04:00

Thanks to Dr. Lon Kuntze's brilliant idea! He is a director of the Programs in Deaf Studies at BU that comprise an M.Ed program in Deaf Education, a BS program in Deaf Studies, and ASL program, and he came up with the idea to assign his graduate students to write letters to the governor instead of assigning his typical project. In Dr. Kuntze's literacy acquisition class, they just completed a section of the course on the context of learning and development. They believe strongly that the real issue to come to term with in deaf education is that of context of learning. We need to resolve for each child the kind of context that will support optimal learning and development; only then will we have the basis for figuring out the kind of placement that will provide such a context.

(excerpts are provided in between clips to convey what was written in these letters, subtitles coming soon)

http://tinyurl.com/lettertoCuomo1(unknown)

http://tinyurl.com/lettertoCuomo2 by Sarah Godwin

http://tinyurl.com/lettertoCuomo3 Kira Bell

http://tinyurl.com/lettertoCuomo4 by Morgan Lee

http://tinyurl.com/lettertoCuomo5 by Geoffrey Hall

http://tinyurl.com/lettertoCuomo6 by Micaela Long

http://tinyurl.com/lettertoCuomo7 (unknown)

http://tinyurl.com/lettertoCuomo8 by Jon Henner

http://tinyurl.com/lettertoCuomo9 by Jennifier Kline

http://tinyurl.com/lettertoCuomo10 by Kira Stewart

http://tinyurl.com/lettertoCuomo11 by Colleen Ward

The remaining two students have not given me permission yet about publishing their names but if they let me know soon, I will add their names as well.

Thank you Dr. Kuntze for coming up with this special project. Thank you to all of you students for dedicating your time to write powerful letters to the Governor and giving your permission to share your letters as templates that any of the New Yorkers can copy and paste with their signatures.

Please New Yorkers, let's bombard the Governor and other designated government officials with these letters! It will take you less than five minutes to do it :-)

Suggestions to write to but not limited to: Senate Majority Leader Skelos, Assembly Speaker Silver, Senate Minority Leader Sampson and Assembly Minority Leader Kolb (he supported 4201 schools and spoke at the rally), Dr. Judy Cort

N.Y. 4201 Rally (Part VI) "The Closing of the Rally"

2011-03-13T20:42:00.001-04:00

This is Part VI of VI of the 4201 rally video clip as it shows the picture with Senator Alesi.and a march to outside of Governor Cuomo's office. (subtitled)

N.Y. 4201 Rally (Part V) "Howard A. Rosenblum's Speech"

2011-03-13T17:59:00.002-04:00

Howard A. Rosenblum will be the future CEO, National Association of the Deaf on March 31, 2011. He is a Deaf Attorney that he focuses his legal practice in the areas of disability rights, mental health issues, and special education. He has been involved in major litigation under the Americans with Disabilities Act (ADA) and other disability rights laws. He has provided numerous workshops on the Americans with Disabilities Act, the Rehabilitation Act of 1973, the Individuals with Disabilities Education Act, and other laws impacting the rights of people with disabilities. He said "The Governor's Proposal is wrong and illegal".

N.Y. 4201 Rally (Part IV): "N.Y. Legislators' Comments"

2011-03-13T15:29:00.004-04:00

(ASL and voice over available)

N.Y. Legislators in the video clip:

Barbara M. Clark Assembly District #33 (D-Queens)

Malcolm A. Smith Temporary President of Senate 14th Senate District (D-WF-Queens)

Brian M. Kolb Assembly Minority Leader District # 129 (R,I,C-Canandaigua)

Joseph E. Robach 56th Senate District (R,C,IP) Rochester-Greece

N.Y. 4201 Rally (Part III): "The Rally Stand"

2011-03-13T00:25:00.004-05:00

featuring Mill Neck Manor School for the Deaf, NY School for the Deaf (Fanwood), Rochester School for the Deaf and Henry Viscardi for Severely Physically Disabled (it has mostly no subtitles since it has a voice over; subtitled only for the ABC ASL Poetry and Fight Fight Song)

N.Y. 4201 Rally (Part II): "The Rally Stand"

2011-03-12T22:15:00.001-05:00

Featuring schools for the Deaf: St. Mary's, St. Joseph's and St. Francis de Sales also Lavelle School for the Blind.

N.Y. 4201 Rally (Part I): "The Security Line in Legislative Office Building"

2011-03-12T18:36:00.006-05:00

You can see many people (over 1,000 attended the rally) walking toward the security entrance of the LOB at Albany, NY on March 10, 2011.

Thank you for your permission to include named individuals in the clip.

Responses from Governor Cuomo and NY Legislators Re: 4201 Schools

2011-03-09T19:57:00.006-05:00

This is the letter I had received from Governor Cuomo a few days ago as you can see how his message was generic. I have not responded to Governor Cuomo yet since my time and energy are more invested in contacting the legislators as it currently lies in their hands to vote by April 1, 2011.

As seen below, I will share you some of the e-mail messages from the legislators that I have received recently and I am happy to tell you that most of the responses are favorable to protecting the funding for 4201 schools.

Sean Gerlis, a Deaf father of 7-month year old Deaf baby who is already a student at Fanwood School for the Deaf and a board member of National Association of Deaf Region 1, received the same letter from the Governor and he granted me his permission to post his response here.

Here is the letter from Governor Cuomo:

(you may click on the letter to see it in enlarged print)

And here is the letter from Sean Gerlis:

The Honorable Andrew M. Cuomo (via mail)

Governor of New York State

NY State Capitol Building

Albany, NY 12224

March 8, 2011

RE: Follow up on the OPPOSITION of the Proposed Budget Elimination of 4201 Schools for the Deaf

Dear Governor Cuomo:

Last Friday I received a letter from your office. That I had received a response to my letter initially pleased me. However, as I read the letter, I was disappointed because your response DID NOT address my concerns at all. It appears the letter was simply a template attempting to justify the budget cuts in PUBLIC EDUCATION, a template that supplied a generic response about schools for the Deaf, Blind, and Severely Physically Disabled. I have no idea why you thought my concerns were related to public education, a fully separate issue from what I wanted to discuss. Rather, I have been treated as an insignificant voter with insignificant concerns that you perceive as being easily dismissed.

My initial letter included an explanation of why the budget cuts to 4201 Schools for the Deaf should be reconsidered. As mentioned in that letter:

1. There is a proposed 7% cut to public education funding.

2. Yet schools for Deaf, Blind, and Severely Physically Disabled are facing an 85% budget cut.

3. The 85% proposed cut goes against the New York constitution: "Neither the credit nor the money of the State shall be given or loaned to or in aid of any association, corporation or private undertaking. This section shall not, however, prevent the legislature from making such provision for the education and support of the blind, the deaf and dumb, and juvenile delinquents, as to it may seem proper.” (NYS Constitution, Act VII)

4. The proposed funding cuts will not save the state money. Rather, more money will be requested when the budget is ratified. By taking cost-efficient centralized resources provided by 4201 schools for the Deaf, a floodgate of litigation, services, and requests from school districts and parents will be opened.

It may be a good idea to address each citizen’s concerns directly rather than sending form letters that have incorrect, irrelevant information plastered all over them.

All eyes across America are on New York’s legislative session, and I join millions of Americans in strongly objecting to your proposed elimination of funding for the 4201 Schools for the Deaf. Once again, please reconsider your proposed cuts that affect the 4201 schools for the Deaf, and take the cuts off the table. Do the right thing.

Sincerely,

Sean Gerlis

National Association of Deaf Region 1 Board Member

Resident of West Nyack, Town of Clarkstown, Rockland County, New York

Deaf Parent of a Deaf child

CC: President Barack Obama, United States of America

Reorganizing for America

The entire New York Legislature

New York Democratic Committee

Governor Tim Kaine, National Democratic Committee

National Senate Democrat Committee

President Bobbie Beth Scoggins, National Association of the Deaf

President Ron Stern, Conf of Educators Association of State Schools for the Deaf

Mr. Claude Stout, TDI, Inc.

California Stakeholders

Senator Barbara Boxer

Senator Dianne Feinstein

The entire Deaf Community of New York

What a splendid letter Sean had written! He nailed it to the head that there is no equal treatment by the Governor's proposed budget for the 4201 schools. Indeed, the 85% cut is not a fair deal as compared to public schools who only received 7% cut. Don't forget that in 2009-2010, the 4201 schools already suffered a 12.5% reduction (7.7 million) mid-year cut to their funding while public school district were not assessed a mid-year reduction. (source: http://4201schoolsassociation.files.wordpress.com/2011/02/4201_testimony_packet_2-15-2011_color.pdf

Naturally, I was disappointed when receiving such letter from the Governor since he did not take the time to address the 4201 schools individually. He generalized his message that was focused on public school issues which was a completely different territory.

Also, the Governor's proposal is senseless that it doesn't really save money on the long run knowing how the school districts will have to choke up the money to cover interpreters, Teacher of the Deaf (probably itinerant), speech therapists, audiologist, etc. for every Deaf student especially in rural areas that are located mostly in upstate New York. The schools districts are already broke so there is no way they can afford these expenses let alone to send the students to 4201 schools. We also have to emphasize that it is not good for these students to experience isolation in mainstream programs that they get to be separated from their Deaf peers. See my previous vlog (subtitled) that addressed these concerns.

On Wednesday, March 2nd, it was a Legislative Advocacy Day when I was part of the 4201 team of students, parents and teachers who met with nearly 80 members of the New York State Assembly and Senate. It was our goal to convince them that proposed changes in New York's 2011-12 budget will dramatically hurt Deaf, blind and severely physically disabled students who currently attend New York's 4201 schools. In my team, we visited Assemblymen Mark Johns and Christopher Friend and they signed a letter committing that they will protect the 4201 schools. I am proud of the students who did an excellent job explaining to them why it is crucial to support 4201 schools. We also visited assistants to Pat Gallivan and Thomas O'Mara that they got to listen to us and they will convey our messages to the senators so I hope they will be passionate enough to advocate for 4201 schools. (update: Pat Gallivan confirmed his support for 4201 schools, see letter below).

After e-mailing to all legislators, I got several responses from them as you can see here:

A personal response from Senator Jim Alesi:

Thank you for contacting me. I would like you to know that I have already circulated a letter to my fellow senators. We are steadfastly opposed to the governor's proposal! If you know Dr. Mowl from RSD, he will assure you that I am one of his strongest advocates. I will see to it that you get a copy of my letter opposing the governor's proposal AND I will hopefully see you on Thursday.
Sent from my Verizon Wireless BlackBerry

Then I got another response from his staff:

Dear Ms. DiGi,

First, let me introduce myself, my name is Jill Joannette, I am a senior staff member for Senator Alesi, in his Albany office. I apologize for any delay in responding to your email. Please know that Senator Aleis is also very concerned about the proposed merger of the 4201 schools. Senator Alesi has circulated a sign-on letter to his colleagues and has sent it to Governor Cuomo as well as Senate Majority Leader Skelos to ask for the states appropriation for 4201 schools to be reinstated. For your information I have attached a copy of this letter.

I have spoke with Heather Evans at Hinman Straub, which is the lobbying firm helping to coordinate tomorrows rally. There will be an opportunity to speak at the event being held in the "Well" of the Legislative Office Building (LOB). I would recommend contacting Ms. Evans for additional information as well as to register if you would like to address the group. Unfortunately, there will not be an opportunity to address the Senate or Assembly on the chamber floors, however, Senators as well as Assemblymembers will be in attendance at the event being held at the "Well" . I have also put this event on Senator Alesi's calendar and he hopes to attend, should he be out of budget negotiations.

Senator Alesi would like to welcome you to either come to our office in room 512 LOB tomorrow for a meeting, or he would be glad to meet with you around 11 AM "Off The Floor", meaning outside of the senate chamber. Please advise me as to which would work best for your schedule.

Should you need any additional information, please do not hesitate to contact me, I would be more than glad to assist. We look forward to your visit tomorrow.

Sincerely,

Jill Joannette

Here is the copy of the letter:

It has been confirmed that I am on the Senator's calendar and they will be meeting me and my children tomorrow at 11:00 AM.

In addition, I am certainly pleased about getting responses from NY legislators such as Assembly Members Michelle Schimel, Teresa Sayward, Joseph Morelle and Mark Johns and Senators Joe Robach, Pat Gallivan and Joseph Addabbo. (see below)

From Michelle Schimel:

(she also responded to Sheri Farhina and Marla Hatrak who are from California!)

I will be circulating a sign on letter to Governor Cuomo with my Assembly
colleagues urging him to protect New York State's 4201 schools for the
blind, deaf, and severely disabled.

The current Executive Budget Proposal eliminates most direct
State support of these schools while shifting the financial support to
local school districts. This will amount to a loss of $98 million in
direct state aid for these 4201 schools. This is unacceptable.

Thank you for writing,
Michelle Schimel

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From Teresa Sayward:

Ms. DiGiovanni,

I have no idea how this budget is going to shake out! The Governor isn't
saying much just that we will have more details after his Commissions
reports which are just coming out and he issues his 30 day amendments. I
appreciate the overall importance of these schools for the individuals,
their families and their communities. The debate will be strenuous.
You can be sure I will work with the Governor!
Teresa

Teresa R. Sayward
Assemblywoman, 113th District

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Barb,

Thank you for your recent correspondence regarding 4201 Schools and the 2011-12 New York State Budget. I have heard from several constituents concerned with this issue.

I certainly can understand your concerns with this suggestion and the negative impact it could have on the education of our deaf children. As the father of a child who is hearing impaired, I agree with you on the importance of this issue. As budget negotiations continue, my Senate majority colleagues and I will closely review the Governor’s recommendation and counter with our own suggestions. Please know that I will keep these concerns in mind.

Again, thank you for writing. I appreciate your input on this important issue.

Joe Robach

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Dear Ms. DiGiovanni,

Thank you for your recent correspondence. I understand and appreciate your concerns with respect to funding 4201 schools and the 2011-2012 New York State Budget.

As you are aware, the state is facing a $10 billion deficit and the Assembly is closely reviewing all budget items, as we prepare to make our recommendations to the Governor.

I am fully aware of important services 4201 schools provide and will keep your comments in mind as budget deliberations continue.
From your letter, it appears you will be in Albany tomorrow. I trust your organization has made the proper plans to meet with specific legislators in advance. In the Assembly session, we will be addressing specific legislation that is coming to the floor as procedure dictates.

Should you have any other questions, please contact my District Office at (585) 467-0410, or via email. Again, thank you for contacting me, and please don’t hesitate to do so again if I may be of assistance on this or any other issue.

Warmest personal regards,

Joseph D. Morelle
Member of Assembly

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Also Sean shared a letter he got from Senator Addabbo:

Thank you for your e-mail and expressing your view on this budgetary
matter. The budget picture will become more clear as we negotiate
throughout the coming days. I will strongly consider your position and
please contact me for future updates or if I can be of any other assistance
to you in the community.

(Update: Added March 13th)

Assemblywoman Ellen Jaffee introduced Sean Gerlis inside Assembly Chambers on March 10th at 10am to talk about this issue. She is a supporter in opposing this budget proposal toward to 4201 schools. (looking forward to your vlog Sean!)

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Also Karen Mayes shared a letter she got from Mark Johns: (this was also sent to a RSD student)

Dear Ms. Mayes:

Thank you for contacting me regarding Governor Cuomo’s proposed funding reductions for 4201 schools.

4201 schools provide a vital service to the hearing impaired and our communities, and I am proud that Western New York is home to such a treasured institution like St. Mary’s School for the Deaf.

I have several reservations regarding Governor Cuomo’s proposal. Shifting $84 million dollars from the state to local school districts may help to balance the books, but it does nothing to help working families balance theirs, nor does it, more importantly, ensure the delivery of necessary services.

While this issue doesn’t directly fall under my jurisdiction as Chair of the Social Services Committee, many issues affecting individuals with disabilities do. I am committed to providing the necessary care and services to those who depend on them while responsibly respecting tax dollars. As the budget process continues, I will fight to preserve necessary and available funding for the hearing impaired and 4201 schools. Toward that end, I have met with members of the Senate Education Committee and will continue to work with them in an effort to ensure that 4201 schools are properly funded.

As your Senator, please be assured that I will keep your views in mind as this issue is addressed in the New York State Senate. I will continue to work in the Senate to bring the views and concerns of our Western New York community to Albany.

Thank you for bringing your concerns regarding this particular issue to my attention. If you have any further questions or suggestions, please do not hesitate to contact me.

With best wishes and kind regards,

Patrick M. Gallivan

Senator – 59^th District

Update: I just got an email from Patrick Gallivan with the same letter and the "pledge" form.

If anyone of you received such letter from NY legislators, please feel free to post it here so that we all can see who responded and what is their take on this.

Tomorrow, we will go to the school at 4:30 a.m. as we will be served breakfast then depart the campus at 5:30 a.m. to go to Albany.

Here is my brief vlog to share you the motto of 4201 schools available in English and ASL:

What Is The Lesson From The Closing Of Newfoundland School For The Deaf?

2011-03-07T20:41:00.015-05:00

Some of the similarities of the proposal to close Newfoundland School for the Deaf (closed last August 2010) and what was proposed for 4201 schools are discussed here. Mostly about the perspective of mainstreaming and excluding teachers from schools for the Deaf from participating in IEP meetings and decision making when it comes to recommendations for appropriate placement and evaluation are addressed. This is like a domino effect taking place but we need to learn this lesson on how we can further prevent from this to happen.

(either transcript/subtitles will be coming soon)

OnTheGo Radio Transcript, click here.

Fourth World Congress On Mental Health and Deafness, click here.

Related vlog links:

NSD: Letter From A Deaf Former Elected Parliamentarian To King by Shel Potma

NSD: The Quiet Death of a Deaf School? NOT SO! by Shel Potma

Wow! iPhone App as an Educational Tool for Deaf Kids in Newfoundland! by Shel Potma

I See What I See by Ridor

LRE vs. MRE = what’s it gonna be for ye? by Patti Durr

MmEaRiTnS: isolating cases and cutting to the chase by Patti Durr

Are mainstreaming programs REALLY better? by Dr. Don Grushkin

The “Mainstreaming” Experience: “Isolated cases”? by Dr. Don Grushkin

Link about e-mail addresses to Governor and Legislators, click here.

Link on letter template, click here.

We Will Be Seen! We Will Be Heard! We Will Take A Stand!

2011-03-05T21:55:00.010-05:00

The motto, "We Will Be Seen! We Will Be Heard! We Will Take A Stand!" represents the unity of 4201 schools when the Deaf community members take a stand. I would like to thank Marlee Matlin, Deaf Bilingual Coalition, Greg Hlibok, Benard Bragg, Patti Durr, NYSUT, and many others for sending their letters to Governor Cuomo showing their support for 4201 schools. Also, I would like to thank NAD for taking the stand to give an important message on how to act to protect Deaf schools. You all rock!

Also, kudos to Sheri Farinha and Marla Hatrak who are the Co-Chairs of California Stakeholders for American Sign Language & English Families, Deaf Community, Advocates, Educators, Attorneys and other Professionals. Sheri Farinha is an executive director of Nor-Cal, that is headquartered in Sacramento with outreach offices in Redding, Chico, Marysville and Stockton and employees who are co-located at the California Employment Development offices in Roseville and Sacramento.

Thank you Sheri and Marla for allowing me to post your letter here:

March 4, 2011

The Honorable Andrew M. Cuomo (via mail)

Governor of New York State

NYS State Capitol Building

Albany, NY 12224

RE: OPPOSE – Proposed Budget Elimination of 4201 Schools for the Deaf

Dear Governor Andrew M. Cuomo:

All eyes across America are on New York’s legislative session, and we are joining millions of Americans to strongly object to your proposed budget elimination of the 4201 Schools for the Deaf.

We strongly recommend that you take this proposed elimination of 4201 State Schools for the Deaf off the table. Not only would the proposed elimination of 4201 be in violation with Federal and state mandates, be unethical due to the fact that there has been virtually no stakeholder input to such proposal prior to this session, and detrimental to the state of New York as you have not accounted for the astronomical cost factor to the state which would far outweigh the existing line item costs the state currently expends to provide quality education for Deaf and Hard of Hearing Students throughout the state of New York.

Each school district has been unable to serve the students which are why they were referred to receive an quality language appropriate education at one of the 4201 Schools. The cost to New York would be to pay additional funding to every school district throughout the state, for personnel they currently do not have for age nor sign language appropriate placement, nor critical mass needed per class per district , which would mean additional salaries and benefits and classroom costs for hiring new and qualified teachers for the Deaf, not to mention, the state personnel board would need to fund hiring human resources personnel to locate such teachers to ensure their qualifications and certification clearly show Deaf Education expertise as well as fluent in American Sign Language. Additional costs to school districts are: due to lack of qualified personnel at the local level, (many have been laid off due to current budget cuts), sign language interpreters (of which there is a paucity of actual qualified interpreters), auxiliary aids, and other assistive devices for every classroom in every school district. Last but not least, if placement is out of line with every Deaf child’s IEP, every parent will have due process rights to file suit against the state of New York. Bottom line, the cost to shift the 4201 Schools for the Deaf to ill-prepared school districts could result in approximately over $150 million above the cost of the existing line item. Whatever for?

We believe you have been ill-advised and request that you step forward to reverse this proposed line item elimination. Stand for quality, equality, and advocate for the minority – Deaf and Hard of Hearing Students who reside in New York – 4201 Schools for the Deaf.

Do the right thing – take the elimination off the table.

Thank you,

Sheri Farinha and Marla Hatrak, Co-Chairs

California Stakeholders for American Sign Language & English

Families, Deaf Community, Advocates, Educators, Attorneys and other Professionals

CC: President Barack Obama, United States of America

Reorganizing for America

The entire New York Legislature

New York Democratic Committee

Governor Tim Kaine, National Democratic Committee

National Senate Democrat Committee

President Bobbie Beth Scoggins, National Association of the Deaf

President Ron Stern, Conf of Educators Association of State Schools for the Deaf

Mr. Claude Stout, TDI, Inc.

California Stakeholders

Senator Barbara Boxer

Senator Dianne Feinstein

The entire Deaf Community of New York

So far we got support from Michelle Schimel, an Assembly member of 16th district who responded to Sheri Farhina and Marla Hatrak and even to me:

I will be circulating a sign on letter to Governor Cuomo with my Assembly

colleagues urging him to protect New York State's 4201 schools for the

blind, deaf, and severely disabled.

The current Executive Budget Proposal eliminates most direct

State support of these schools while shifting the financial support to

local school districts. This will amount to a loss of $98 million in

direct state aid for these 4201 schools. This is unacceptable.

Thank you for writing,

Michelle Schimel

Also I got a response from Teresa Sayward.

Ms. DiGiovanni,

On Wednesday, March 2nd, it was a Legislative Advocacy Day when I was part of the 4201 team of students, parents and teachers who met with nearly 80 members of the New York State Assembly and Senate. It was our goal to convince them that proposed changes in New York's 2011-12 budget will dramatically hurt Deaf, blind and severely physically disabled students who currently attend New York's 4201 schools. In my team, we visited Mark Johns and Christopher Friend that they who signed a letter (that Michelle Schimel was referring to) that they will protect 4201 schools. I am proud of the students who did an excellent job explaining to them why it is crucial to support 4201 schools. We also visited assistants to Pat Gallivan and Thomas O'Mara that they got to listen to us and they will convey our messages to the senators so I hope they will be passionate enough to advocate for 4201 schools.

Also see Mark Johns' letter who responded to Karen Mayes:

Here is a list of legislators' e-mail addresses below that you can copy and paste in your e-mail to send them your letter and please download the brochure (click on file on the left side) to attach as well. The brochure can be found here. It is recommended to include your address and phone number as well. When I used the e-mail addresses below to send my letter, I got many responses saying that they will take the time to read and respond later.

List of e-mail addresses:

Governor@ny.gov
				abinantit@assembly.state.ny.us, AmedoreG@assembly.state.ny.us, ArroyoC@assembly.state.ny.us, AubryJ@assembly.state.ny.us, BarclaW@assembly.state.ny.us, BarronI@assembly.state.ny.us, benedettom@assembly.state.ny.us, BingJ@assembly.state.ny.us, blankenbushk@assembly.state.ny.us, BoylandW@assembly.state.ny.us, BoyleP@assembly.state.ny.us, braunsteine@assembly.state.ny.us, BrennaJ@assembly.state.ny.us, bronsonh@assembly.state.ny.us, BrookKrasnyA@assembly.state.ny.us, burlind@assembly.state.ny.us, ButlerM@assembly.state.ny.us, CahillK@assembly.state.ny.us, CalhouN@assembly.state.ny.us, CamaraK@assembly.state.ny.us, CanestR@assembly.state.ny.us, CastelliR@assembly.state.ny.us, Castronl@assembly.state.ny.us, cerettoj@assembly.state.ny.us, ClarkB@assembly.state.ny.us, KavanaghB@assembly.state.ny.us, KellnerM@assembly.state.ny.us, KolbB@assembly.state.ny.us, LancmanR@assembly.state.ny.us, LatimeG@assembly.state.ny.us, LavineC@assembly.state.ny.us, LentolJ@assembly.state.ny.us, LiftonB@assembly.state.ny.us, linaresg@assembly.state.ny.us, LopezP@assembly.state.ny.us, losquadrod@assembly.state.ny.us, LupardoD@assembly.state.ny.us, MageeW@assembly.state.ny.us, MagnarW@assembly.state.ny.us, MaiselA@assembly.state.ny.us, malliotakisn@assembly.state.ny.us, MarkeyM@assembly.state.ny.us, MayersN@assembly.state.ny.us, McDonoD@assembly.state.ny.us, McEnenJ@assembly.state.ny.us, MckeviT@assembly.state.ny.us, mclaughlins@assembly.state.ny.us, MengG@assembly.state.ny.us, millerdr@assembly.state.ny.us, MillerJ@assembly.state.ny.us, MillerMG@assembly.state.ny.us, MillmaJ@assembly.state.ny.us, MolinaroM@assembly.state.ny.us, MontesanoM@assembly.state.ny.us, morellej@assembly.state.ny.us, MurrayD@assembly.state.ny.us, NolanC@assembly.state.ny.us, OdonnellD@assembly.state.ny.us, OaksR@assembly.state.ny.us, OrtizF@assembly.state.ny.us, palmesanop@assembly.state.ny.us, PaulinA@assembly.state.ny.us, PeopleC@assembly.state.ny.us, PerryN@assembly.state.ny.us, PheffeA@assembly.state.ny.us, PretloJ@assembly.state.ny.us, rae@assembly.state.ny.us, RabbitA@assembly.state.ny.us, RaiaA@assembly.state.ny.us, RamosP@assembly.state.ny.us, ReilicW@assembly.state.ny.us, ReillyR@assembly.state.ny.us, RiveraJ@assembly.state.ny.us, RiveraN@assembly.state.ny.us, ColtonW@assembly.state.ny.us, ConteJ@assembly.state.ny.us, CookV@assembly.state.ny.us, CorwinJ@assembly.state.ny.us, CrespoM@assembly.state.ny.us, CrouchC@assembly.state.ny.us, curranb@assembly.state.ny.us, CusickM@assembly.state.ny.us, CymbroS@assembly.state.ny.us, DenDekkerM@assembly.state.ny.us, DestitR@assembly.state.ny.us, DinowiJ@assembly.state.ny.us, DupreyJ@assembly.state.ny.us, EngleS@assembly.state.ny.us, FarrelH@assembly.state.ny.us, FinchG@assembly.state.ny.us, FitzpatrickM@assembly.state.ny.us, friendc@assembly.state.ny.us, GabryszakD@assembly.state.ny.us, GalefS@assembly.state.ny.us, GanttD@assembly.state.ny.us, GiglioJ@assembly.state.ny.us, GlickD@assembly.state.ny.us, goodella@assembly.state.ny.us, GottfriedR@assembly.state.ny.us, grafa@assembly.state.ny.us, GuntheA@assembly.state.ny.us, hannas@assembly.state.ny.us, HawleyS@assembly.state.ny.us, HayesJ@assembly.state.ny.us, HeastieC@assembly.state.ny.us, HevesiA@assembly.state.ny.us, HikindD@assembly.state.ny.us, HoytS@assembly.state.ny.us, JacobsR@assembly.state.ny.us, JaffeeE@assembly.state.ny.us, JeffriesH@assembly.state.ny.us, johnsm@assembly.state.ny.us, JordanJ@assembly.state.ny.us, katzs@assembly.state.ny.us, RiveraP@assembly.state.ny.us, RobinsonA@assembly.state.ny.us, rodriguezrj@assembly.state.ny.us, RosentL@assembly.state.ny.us, RussellA@assembly.state.ny.us, SaladiJ@assembly.state.ny.us, SaywarT@assembly.state.ny.us, ScarboW@assembly.state.ny.us, SchimelM@assembly.state.ny.us, SchimmR@assembly.state.ny.us, SchroeM@assembly.state.ny.us, Speaker@assembly.state.ny.us, smardzk@assembly.state.ny.us, SpanoM@assembly.state.ny.us, stevensone@assembly.state.ny.us, Sweeney@assembly.state.ny.us, TediscJ@assembly.state.ny.us, tenneyc@assembly.state.ny.us, ThieleF@assembly.state.ny.us, TitoneM@assembly.state.ny.us, TownsD@assembly.state.ny.us, weisenbergh@assembly.state.ny.us, weprind@assembly.state.ny.us, WrightK@assembly.state.ny.us, ZebrowskiK@assembly.state.ny.us, eadams@senate.state.ny.us, addabbo@senate.state.ny.us, avella@nysenate.gov, alesi@senate.state.ny.us, gball@nysenate.gov, bonacic@nysenate.gov, breslin@senate.state.ny.us, carlucci@nysenate.gov, jdefranc@senate.state.ny.us, diaz@senate.state.ny.us, dilan@nysenate.gov, golden@nysenate.gov, duane@senate.state.ny.us, espailla@nysenate.gov, farley@senate.state.ny.us, flanagan@senate.state.ny.us, fuschill@senate.state.ny.us, gianaris@nysenate.gov, gallivan@nysenate.gov, griffo@nysenate.gov, grisanti@nysenate.gov, Hannon@nysenate.gov, Hassellt@nysenate.gov, huntley@nysenate.gov, kennedy@nysenate.gov, jdklein@nysenate.gov, lkrueger@senate.state.ny.us, kruger@senate.state.ny.us, lanza@senate.state.ny.us, larkin@senate.state.ny.us, lavalle@nysenate.gov, senator@senatorlibous.com, little@senate.state.ny.us, marcelli@senate.state.ny.us, martins@nysenate.gov, maziarz@nysenate.gov, mcdonald@senate.state.ny.us, nozzolio@senate.state.ny.us, oppenhei@senate.state.ny.us, parker@senate.state.ny.us, jperalta@nysenate.gov, perkins@senate.state.ny.us, ranz@senate.state.ny.us, ritchie@nysenate.gov, grivera@nysenate.gov, robach@nysenate.gov, saland@nysenate.gov, sampson@senate.state.ny.us, seward@senate.state.ny.us, skelos@nysenate.gov, serrano@senate.state.ny.us, masmith@senate.state.ny.us, squadron@nysenate.gov, stavisky@senate.state.ny.us, scousins@senate.state.ny.us, valesky@senate.state.ny.us, cyoung@senate.state.ny.us, zeldin@nysenate.gov

These are the emails that did not get through (apparently they don't have it) so you would may have to send your letter or message to them by clicking on each of the links:

Governor Cuomo, NY Governor

Vito-J-Lopez, Assembly District #63

Lou Tobacco, Assembly District #62

Michele. R. Titus, Assembly District #31

Vanessa Gibson, Assembly District #77

Also we should not overlook Rebecca Cort who is a state director of special education and a strong advocate for inclusion that she believes all disabled children should mainstream. On her website, it mentioned:

"In the past, the disabled were kept separate from the nondisabled (not a cost-effective way of dealing with issues) and thus special education teachers concentrated on methodologies. "... providing similar instruction for all students means “all.”

Rebecca Cort believes that those disabled students are not getting quality instruction from "special" teachers and that they are better off to be mainstreamed in public schools that they should be instructed by subject area certified teachers who know their stuff. She forgot that there are Teachers of the Deaf who are dual certified like I am with social studies certificate and deaf education certificate and that not all teachers are like when instructing disabled students. It is not fair for her to stereotype Teachers of the Deaf like they are incompetent also she forgot that TODs who are in schools for the Deaf are more advanced in signing skills and keep at par on updated training (i.e. CAEBER training on bilingual strategies) and receive frequent educational workshops relating to instructions to Deaf children.

Alexis Kashar made a great response in one of the articles concerning 4201 issues. She is a current chairperson of the Scarsdale Village Council on Persons with Disabilities, a president of the Board of Trustees for the New York School for the Deaf and chairs the National Association for the Deaf (NAD)‘s Civil Rights Subcommittee and is a member of the NAD’s Bioethics committee.

See her response about Rebecca Cort @ http://deaftimes.com/usa-l/4201-schools-analysis-parents-kids-find-budget-pain-in-ny/#comments

"Unfortunately, this is probably a result of the State Education Department’s mistaken belief, under the guidance of Rebecca Cort, that all children should be educated in their local districts, regardless of their needs. This proposal WILL NOT result in the savings that Ms. Cort has led the Governor and lawmakers to believe will result. It is a SHAME that no input was sought from the deaf and blind community as to other less drastic alternatives."

Rebecca Cort can be reached at:

Office of Vocational and Educational Services for Individuals with Disabilities (New York)
Dr. Rebecca H. Cort, Deputy Commissioner
State Education Department
99 Washington Avenue
One Commerce Plaza
Albany, NY 12234

Phone: (518) 474-1711
Toll-Free: (800) 222-5627
TTY: (518) 474-5652
Email: Vesidadm@mail.nysed.gov
Website: http://www.vesid.nysed.gov/

We have a lot of educating to do indeed!

If I am missing one of the legislators' e-mail addresses or there is an error or there is more I should add, please let me know. I had revised from the list based on some of the email addresses that no longer exist.

						(Note: Just removed "last but not least" because I was planning on putting that paragraph in the end but thought no, I want to thank them first!)

What May Happen If Governor Cuomo's Proposed Budget For 4201 Schools Has Passed?

2011-03-03T21:51:00.007-05:00

Here is the brochure that I had developed with several teachers and eight students during the trip to Albany two days ago. It all started out when we were reviewing talking points to practice on what to say to the legislators. As I jotted them down, it dawned on me about the idea of creating the brochure so that it can be shared with the legislators. When we arrived at the hotel, a parent joined us along with several teachers that we worked on the brochure until 2 a.m.! There were other 4201 school groups who visited their legislators' offices that more than 70 members were contacted on that day. It was an empowering experience for the students to speak face-to-face with them and tell them their reasons why this 4201 proposal should not be approved. Please feel free to print from this link (print 2-sided and tri-fold it) and mail it along with your letter to NY legislators.

Need a template to write letters to your elected legislators? You may go to NYSUT that has a template and access to electronically send your letters or go to my previous post for more templates and information on how to reach the Governor Cuomo and the NY legislators.

Also please go to the petition site as more signatures are needed and please forward the petition to your family, relatives, friends, church, workplace, etc. It will continue for a month or so until the time the legislators vote (expected date is April 1st).

If you want to go to the rally in Albany on March 10th, RSD will provide roundtrip bus transportation for FREE for members of the community who are interested in attending. Anyone-hearing and Deaf who support 4201 schools- can meet at Marketplace Mall on March 10th early AM. Please contact RSD by e-mailing to info@rsdeaf.org to let them that you want to go and they will provide bus transportation for you and they will tell you the steps.

Deadline: March 7th, Monday.

Please go to RSD website for more information and contact them NOW as time is running out!

School for the Deaf Students in Jeopardy

2011-02-24T13:26:00.004-05:00

Here is the official website and video from Channel 8 news that Rochester School for the Deaf was on yesterday in regards to 4201 budget proposal. (closed caption is available at my YouTube channel)

I am glad that the news picked up what I said as a teacher: "Public school teachers aren't trained to make the best decisions for kids who are Deaf or hard of hearing. It denies the students to have power themselves for having the experience part of a real social situation, leadership, all of that. It's not only about the money, it's compassion."

For the students to be able to take ownership in leadership activities in public schools are not the same as in schools for the Deaf. RSD like most schools for the Deaf provides:

• Interscholastic Middle and High School Athletics
• Wildcat Zone Recreation Center
• Student Body Government
• Junior National Association for the Deaf Chapter
• Yearbook Club
• Hobby and Special Interest Clubs
• Drama Program
• Adventures in Education Program
• Artist-in-Residence Program
• RSD Travel Abroad Program
• Community Service Opportunities (i.e. Girl Scouts/Brownies)
• School-Day and Extended Field Trips
• Storytelling Competitions
• Math and Academic Bowl competitions and many other rewarding activities.

The news mentioned Cooper, who is currently a sophomore, that he experienced mainstreaming when he was younger and he wished not to go back.

"Today, Cooper lives at RSD with other deaf students and is on his way to a successful future."

"I might really be struggling as I was before. I'd probably just have a few friends as opposed to the many I have here."
If the Governor's proposal has passed, Cooper and many others will be forced to go back to local school districts who may not only face the struggles to have their learning needs met but social needs as well. They will miss all of the social and leadership opportunities that will be no longer provided for them to grow to be future leaders.

Remember the article, Deaf Education: A New Philosophy, Mark Marschark mentioned that,"Rather than closing them, we need more programs that understand how to educate deaf kids. The mainstream as it exists now is not necessarily the best place for many deaf students. Sure, a kid doing OK in the mainstream will stay there. But he could be a star in another setting. The status quo is not good enough."

America is often called “the land of opportunity” for all people. Where are Cooper's and his parents' rights to make an educational choice? Amendments 13 and 14 are supposed to guarantee such civil rights—the right to life, liberty, and ownership of property as well as equal protection under the law. The way many look at it, there is also a civil right to a quality education and the freedom necessary to pursue that education choice. For the Governor's proposal to be approved will be so un-American-like, so undemocratic. We can't let this happen!

As Dr. Mowl pointed out to the news, "What he's proposing is very destructive, possibly dismantling a very good system of services for deaf children in all of New York."

Kudos to Dr. Mowl for spearheading as a great leader and chairperson of 4201 schools association!

Letter to the Editor: Deaf Students Lose In Proposed Budget

2011-02-24T10:43:00.003-05:00

Deaf students lose in proposed budget

For deaf children, English is very difficult to obtain. Much language is absorbed through hearing. Over 95 percent of deaf children are born into hearing families. Most of these parents don't initially know how to sign, thus language access through visual and auditory means are seriously delayed. A Feb. 18 (D&C) story on Page 1A showed that most of the area schools are not able to meet required standards in English for students with disabilities.

Gov. Andrew Cuomo's budget proposal transfers the costs of educating deaf students to individual school districts. This includes hearing, psychological, and educational evaluation, creation of Individual Educational Plans, and determination of appropriate services and placements. Few have evaluators who can communicate with the student while Rochester School for the Deaf (RSD) has trained, experienced, signing evaluators and teachers on site, serving 43 districts, many with only one deaf student. Further, few districts can find and hire appropriate classroom interpreters ($60,000 per year), or for sports, etc., or pay tuition to send them to RSD. There are few qualified interpreters available.

The state saves: schools and deaf students lose.

PAT DeCARO PERINTON

Kudos to Pat DeCaro for speaking out! She is a wonderful advocate of the Rochester Deaf Community and she is a CODA.

I have an additional comment to the article and feel free to add your views.

In addition to that; ASL, that is Deaf students' primary language, is not commonly used by teachers in public schools that they are able to directly instruct, design lesson plans for Deaf bilingual learners and to assess their performance level using their first language.

Pat DeCaro pointed out that public schools are not able to meet required standards in English for students with disabilities while RSD like my children met the standards so why should we fix the system while it is not broken? What is the governor thinking?

One more thing, please look at the link: http://www.ntid.rit.edu/news/deaf-education-new-philosophy that explains why mainstreaming is not necessarily the best placement for many Deaf students.

Ch. 8 News: RSD Interview About 4201 School Budget Crisis

2011-02-23T20:10:00.000-05:00

WROC-TV Ch. 8 Rochester Anchor/Reporter Tina Shively interviewed Dr. Mowl, Barbara Di Giovanni, and Cooper and Paul Norris regarding the Rochester School for the Deaf (RSD) and 4201 Schools budget crisis on February 23, 2011.

An Open Letter to Governor Cuomo Re: Executive Budget Proposal for 4201 Schools

2011-02-23T17:18:00.004-05:00

February 23, 2011

The Honorable Andrew M. Cuomo
Governor of New York State
NYS State Capitol Building
Albany, NY 12224

Dear Governor Cuomo,

I am a mother of two Deaf children and they have been attending 4201 School Rochester School for the Deaf (RSD) since 1997. Also, I am a dual-certified Teacher of the Deaf at a 4201 school. I have been teaching for 18 years with a demonstrated history of high success rate among Deaf students who pass the Social Studies Regents exam. I am also an American Sign Language (ASL)/English Bilingual Specialist, and I develop ASL curriculum that makes learning English easier for students. Currently, my Deaf children are doing very well academically, as they have met the State standards and both have skipped a grade.

Your executive budget proposal for the 4201 Schools not only underestimates the costs of sending these children back to their local school districts, it does these same children a great disservice. Changing the funding structure to a rate-setting model delegates to local school districts a powerful economic decision-making process. Having districts conduct intakes, evaluations, and IEP’s for Deaf children who are ASL users is an impending disaster of grand proportions. Evaluators who may not be familiar with ASL and Deaf culture do not, therefore, have the expertise to conduct quality assessments to develop appropriate IEP’s for Deaf students. Qualified interpreters are also difficult to find and since certified interpreters are not required in New York State schools, it is an unnecessary attack on families whose Deaf students require an appropriate education. Interpreters are no match to RSD and 4201 Schools Teachers of the Deaf who are college trained and State certified. Studies have shown that providing indirect instruction for Deaf students is not as effective as direct instruction. For every school district to hire a Teacher of the Deaf and interpreters for each Deaf 4201 School student, will place additional burdens on costs, as districts are already facing budget crises of their own. Once districts get the money from the state based on the rate-setting model, they will prioritize district spending to cover the deficit costs instead of looking out for the best interest for Deaf, blind and severely physically disabled children.

For school districts to have total authority in their hands means denying all of the rights from competent, professional teachers and administration in 4201 Schools, who know and work well with these students every day. It denies us the right to support these students. It denies us the right to make appropriate recommendations regarding the appropriate educational placement for these students. It also denies us as parents the right to choose the best placement for our Deaf children. It further denies us as parents the right to empower our children, because it takes away their opportunities to experience real social life and to master leadership skills.

While public schools may only experience an approximately 7 percent cut, the 4201 Schools may suffer an 85 percent cut, which significantly increases the educational inequities I mentioned and hoists upon children undue harm and discrimination just because they are Deaf, blind and severely physically disabled. It is completely wrong to place this enormous economic burden on New York’s Deaf and other 4201 School children! Please do not rob their education and social development opportunities and also prevent Deaf children’s access to qualified teachers and Deaf role models who play vital roles in their lives.

Leonie Haimson, Executive Director of Class Size Matters, has suggested that “…instead of further cutting education, you should reconsider to continue the tax on high-earners, which would provide more than $5 billion in critical revenues. Wall Street bankers can afford to pay a little more to help our kids receive a better chance to learn, especially as their mistakes caused the economy to collapse in the first place.” Please don't shift the blame on our Deaf and other 4201 School children.

Your proposal is not offering a solution but an even greater host of problems. It will not only cost the State and school districts more in the long run, the massive, negative impact on innocent children, will scar them for life and permanently extinguish their rising stars.

Sincerely yours,

Barbara DiGiovanni

Please view @ my YouTube

http://tinyurl.com/Governor4201

(this letter is also sent via snail mail)

Thank you parents for your permission for allowing me to post your children in the pictures in my vlog.

SIGN THE PETITION TO OPPOSE PROPOSED BUDGET CUTS FOR NY 4201 SCHOOLS

2011-02-19T18:40:00.000-05:00

Thanks to a concerned Rochester School for the Deaf (RSD) parent, Paul Norris, who initiated the petition to oppose proposed budget cuts for NY 4201 schools and for allowing me to post this announcement on my blog, please take a minute to sign the petition. We need to show Governor Cuomo that this is a bigger deal than he may be aware of.

RSD and all the other 4201 schools in NY state are under threat of serious funding changes which will negatively impact the schools that we need to show Governor Cuomo how many people care about this issue and maybe it will help him reconsider his budget proposal.

We only have 10 days left to get as many signatures as possible (I want to submit the final list of signatures to Governor Cuomo by March 1^st so he has it to consider before the final decision is made on March ^3rd) so please act swiftly and encourage others to do the same. Participation is paramount -- that includes writing letters which is also critical to show Mr. Cuomo that we are involved and have a stake in the outcome of this issue.

And remember, signatures don’t have to come only from people who have a direct connection to RSD, ANYONE IN NY STATE can sign it because this affects funding in every school district that would have a student who needs a 4201 school. So don’t limit who you reach out to – be an annoying pest if you have to! I am!

Petition link: http://www.thepetitionsite.com/1/save-ny-4201-school-funding/

After signing it, you will then receive an e-mail with a message that you can copy/paste into your Facebook posting. When you post the petition on your Facebook page (you'll see the option to do that) which is critical to expanding awareness and getting more signatures, as well as links to other important sites in this fight. Look for that e-mail.

LET'S MAKE A DIFFERENCE!!

Do online petitions really make a difference?

Yes!!

Signing a petition is effective. A number of factors influence the effectiveness of a petition. The more a target organization is impacted by public opinion, the more effective your petitions. In addition, the Petition Site enhances the credibility of online petitions by centralizing signature collection, regulating signature data collection and output, facilitating communication of petitions via fax, email, etc. and by using fraud-reduction technology. The effect of a petition goes far beyond the actual list of signatures. Journalists write stories about petitions, signers get inspired to take additional action and other potential targets conform their behavior to avoid being a target.

Please note that it is more effective when it is signed by NY state residents.

A Letter Template To Oppose NY Governor's Proposal on 4201 Schools

2011-02-15T10:11:00.005-05:00

A letter template below is designed for any concerned NY residents who oppose Governor Cuomo's Executive Budget that revises funding appropriations for 4201 schools. See The Proposal page for more information.

FYI: People who are not NY residents who send this letter will be disregarded. However, they are welcome to attend the rally on March 10th since numbers of attendees are crucial to be visible at Albany capital city.

http://assembly.state.ny.us/mem/
search here by your zip code

http://www.nysenate.gov/
search here by your street address and zip code

This letter is intended for Senate and Assembly members.

However, you can easily modify this letter that is to be addressed to Governor Andrew Cuomo and drop your messages into the form on this Web page:

http://www.governor.ny.gov/contact/GovernorContactForm.php

or at:

The Honorable Andrew M. Cuomo
Governor of New York State
NYS State Capitol Building
Albany, NY 12224
(518) 474-8390
Twitter: @NYGovCuomo
Facebook: http://on.fb.me/fHR9iZ

Remember, you have until March 2nd. Every letter counts and may make a difference.

Rochester School for the Deaf was used as a sample. You may select any schools from the list from the 4201 schools @ http://4201schoolsassociation.wordpress.com/10-2/

Date:

Dear Senator/Assemblymember XXXXXXXXX,

I write to ask you to oppose a proposal in Governor Cuomo’s Executive Budget, which would have a devastating impact on ROCHESTER SCHOOL FOR THE DEAF. The Governor’s budget would shift the entire cost of educating children at our school to local school districts, abandoning the nearly 200 year tradition of state support for the education of children who are blind, deaf or severely physically disabled.

The Executive Budget proposes a number of changes which are of great concern to me, including:

· To alter the appointment process for children to attend these schools,

· To significantly change the system by which these schools are funded, replacing it with a rate setting methodology used by other special education schools that delays payments for months (or even years!) – leading some to close and others to accrue tremendous debt.

· This rate system would be paid for entirely by the home school district of the disabled child.

· Changing the evaluation process so that parents would no longer be able to take their child directly to a 4201 (state-supported) school, like ROCHESTER SCHOOL FOR THE DEAF, for an evaluation. Under this proposal, parents would be required to go through the local school district, which would assume total responsibility for evaluating the child’s level of educational needs.

I am very concerned about the damage this proposed change would have on deaf, blind and physically disabled students. ROCHESTER SCHOOL FOR THE DEAF, a 4201 school, is well-respected in our community. The teachers and all other school staff have the professional knowledge and expertise to communicate directly with each student, without an interpreter or a third-party aide. If school districts are forced to take on the responsibIlity of evaluating each of these students, direct communication with students would very likely be lost. Evaluating children indirectly through interpreters – for whom there are no minimum quality standards or qualifications in our state – is not effective or efficient, especially in determining a child’s degree of disability. There are enormous fiscal implications if local schools were forced to hire outside professionals, as well as the practical challenge of actually finding qualified professionals in many areas of the state.

The appropriate educational evaluation and placement for deaf, blind and physically disabled children must be the priority. The 4201 School system has proven to be highly effective; these proposals jeopardize the education of New York’s students who are deaf, blind or physically disabled and their future prospects for achievement.

Please oppose Governor Cuomo’s attack on our school!

Sincerely,

For those of you who missed what is going on, please review the following links:

Thank you very much for your participation. Remember, Deaf/4201 students need you! Let's make noises across New York!

Save 4201 NY Schools Now! (subtitled short film)

2011-02-14T13:36:00.003-05:00

This is a short film demonstrating the case scenario when Deaf students are denied by the school districts from attending schools for the Deaf (4201 schools) in NY. because of the passing of Cuomo's proposal.

Kudos to these young Deaf filmmaker and actors!

To follow up what is going on with the Governor's proposal, please view my b/vlog @

NY Deaf Schools in Danger of Closing!! Governor Cuomo's Proposal

NY Deaf Schools in Danger of Closing!! Governor Cuomo's Proposal Re: 4201 Schools

2011-02-12T14:53:00.004-05:00

This vlog explains NY Governor Andrew Cuomo's proposal that will negatively affect 4201 students' future educational choice.

Links:

Write letters/send b/vlogs to: http://www.governor.ny.gov/

Barb's Kitchen Talk: Italian Lasagna (Part II)

2011-02-06T19:06:00.006-05:00

This vlog follows up the findings about people's response to my question whether if this is discrimination or audism relating to the ABC's "What Would You Do?" show.

See Part I click here and read more discussions at YouTube from Part I

Barb's Kitchen Talk: Italian Lasagna (Part I)

2011-02-05T23:31:00.009-05:00

Talks about CBS's "CSI: Two Mrs. Grissoms" and ABC's "What Would You Do?" TV Shows.

Links to watch if you haven't seen these TV segments:

CBS's CSI:The Two Mrs. Grissoms (click on captions)

Joey Baer's link to ABC's "What Would You Do?"

Related links to read/view about:

Shel's b/vlog

Article

Social ASL/English and Academic ASL/English

2011-01-27T16:43:00.024-05:00

This vlog talks about ASL/English Bilingual Framework, Social and Academic ASL/English and how Academic ASL is often mistaken as PSE.

Check out this SlideShare Presentation:

Technology in the ASL/English Bilingual Classroom

View more presentations from rosemary.stifter.

Link to Academic ASL article, click here.

My Resignation From Deaf Bilingual Coalition (DBC)

2011-01-10T20:02:00.002-05:00

transcript of my resignation available in the end of the vlog. Comments are closed here at youtube but are open for written English at www.barbdigi.com and ASL/written English at DeafCube.com. However, I am unable to respond to your questions if you are to inquire further about my resignation. Please respect my request, thank you.

The Christmas Joy of ASL With My Deaf Babies (subtitled)

2010-12-25T21:41:00.006-05:00

Christmas memories are shared in this vlog showing my Deaf children when they were very young. ASL had been used as a beautiful gift with them ever since they were born where there were no barriers in language development.

What did AG Bell and Christopher Columbus Have in Common?

2010-10-15T07:16:00.000-04:00

(Built-In Summary available in the Vlog)

This vlog parallels between the lives of AG Bell and Christopher Columbus when approaching two cultural groups not of their own and how they had been given credit in the wrong way for their so-called contributions.

Jump-Starting Bilingual Education at Mississippi School for the Deaf

2010-09-05T19:00:00.004-04:00

This vLog describes the experiences during a three-day workshop at Mississippi School for the Deaf that was held on August 9 - 11, 2010. It had been a pleasure working with a fab bilingual team of Deaf presenters and interacting with MSD staff and community members. I am delighted to see the spirit and caring love by those who are associated to MSD knowing that the students are in good hands where they can thrive in academic and social settings. subtitled will be posted soon

Raising Healthy Bilingual (ASL/English) Children

2010-08-18T12:43:00.002-04:00

subtitled version

non-subtitled version

This is a fun vlog showing children (ages 6 - 12) using ASL in a fast pace that they transmit information in a natural way without having to repeat or slow down. This is the way it is supposed to be for ASL users where they can completely understand, express their thoughts and engage in a dialogue without having to struggle. Special thanks to parents for their permission to have their bilingual children in the video. Enjoy!

Diversity in Deafhood

2010-06-29T22:15:00.001-04:00

I was taking a moment to reflect the diversity of Deafhood and realized that many of us had diverse experiences that we may had grown up in different ways not only to be Deaf, but to be human. Before I go on, recall that whenever I type Deaf with a capital D, it refers to all walks of life.

You know diversity has been stressed in the book, Understanding Deaf Culture, In Search of Deafhood, that on pg. 469, it said that :

"Deaf people from every part of the world, of all ages and all colours - this diversity joined in unity. We celebrate our proud history, our arts and out cultures. And we celebrate our survival. Despite adversity and oppression we are still here ,and strong than before. But let us remember that we are meant to be here, alive as a part of the rainbow diversity of the human race. And today, let us remember that many of us and our ancestors have suffered at the hands of those who believe we should not be here. We are here to remember them too."

It also mentioned that we remember those Deaf people who were victims of Oralism in their education.

Click to see the

Blue Ribbon Ceremony Video (1999)

It looks like that those who don't read, "Understanding Deaf Culture, In Search of Deafhood" and don't do their homework can easily spur assumptions that got flying off the handle with plenty of spinning. It has been observed that individuals who oppose the concept of Deafhood have received information from:

v/bloggers who falsely portray Deafhood (without a reference to the book)
certified Deafhood presenters that may not be suitable to their likings
Commentators providing Deafhood in a bad light

For example, believing that those who embrace Deafhood tend to disapprove those who freely opine is not a fair or even true statement. It is like stereotyping just the same way those who shooed Deafhood who are known as bullies ("Stay home, you are getting old, you piss me off," etc.). Why, of course, those people who are "grouped with the speaker" probably would say, "Hey, I didn't condone this" but not necessarily outloud. I do believe that some of them do not endorse some of the vlogs that attack people who embrace Deafhood and vice versa. I had spoken my opinion whenever I oppose it (gasp, you mean you can share your opinion with these people? well, duh!) but it doesn't mean they would take it as it is their right to vlog. They are independent, individual thinkers and what they say do not mean it reflects on us who also embrace Deafhood. This is definitely the opposite of a think group for sure. Naturally, one who doesn't stereotype a group is much smarter indeed.

Nevertheless, that doesn't mean I go unnoticed for those who experienced labeling such as audists and deficient thinkers. While I agree it is not helping the situation and that it should not be used just simply because one opposes an opinion of another, it doesn't mean it applies to rest of those who embrace Deafhood. Opposition of each other's opinions have happened as I got to discuss with many people who embrace Deafhood. I just don't see why some of the vloggers continue to portray them in that kind of light.

If it is true that the idea of "deaf elites think that they have more power over the non- deaf elites", they would rule the world by now! It is true that there are Deaf subalterns who may aspire to certain 'hearing' ideas, or 'rebels' absorb notions of the superiority of English. It is their right of choice, indeed, however it doesn't entitle for them to suppress their own people.

Do you actually think people like me who embrace Deafhood would not accept who they are whether they are to wear ci, hearing aid or don't know ASL? If that is true, then I would not invite them to my house nor interact with them at social gathering. There are many good people who embrace Deafhood even incorporated Deafhood in academic standards (i.e. Deaf Epistemology: Deafhood and Deafness)

Coming from a part of the abstract:

"Deaf epistemology constitutes the nature and extent of the knowledge that deaf individuals acquire growing up in a society that relies primarily on audition to navigate life. Deafness creates beings who are more visually oriented compared to their auditorily oriented peers. How hearing individuals interact with deaf individuals shapes how deaf individuals acquire knowledge and how they learn. Aspects of the Deaf episteme, not caused by deafness but by Deafhood, have a positive impact on how deaf individuals learn, resist audism, stay healthy, and navigate the world"

It says a lot about those who are in doctorate level have viewed Deafhood as a positive impact toward people who are Deaf. There is no denying that audism and oppression do exist so what should we do about it? Have a discourse which is the key to best navigate life. We all have our own journeys but it is not necessarily a destination.

Last month, my Deaf kids and I went to a bar mitzvah to watch a Deaf boy talking in Hebrew during the Torah readings as he used speech all the way in the temple. He knows sign language that he is able to communicate with his Deaf friends though and not even one bit it affects his speech as it is a myth by the way. I thought it was beautiful that he could communicate with both worlds like my kids could although they do not use speech but they get to express themselves through writing with damn good English skills. If we were not able to tolerate watching this boy using speech, we would have declined the invite. Really, we got the invite in the first place was because we already accepted this boy since we met more than a decade ago. He is a happy going guy whom my son said he is crazy and funny that they hit off being wild together that I might have to take some headache pills but it is definitely a good problem.

On the other hand, there is another guy at my son's same age who is "oral" who knows sign language but they didn't hit it off. It had nothing to do with who is oral or an ASL user but it has to do with personality, attitude and even intelligence. I stressed to my kids that it is crucial to tolerate anyone in spite of communication preference, the use of listening devices, limited intelligence, etc. I have seen my kids learning to tolerate with respect to work together on a project, telling the others to stop picking on this "oral" boy, and much more. Just don't paint those people who embrace Deafhood as elitists who reject those who are not elitists. It is certainly weird using these words because it doesn't define us at all.

If we are not a diverse population who embrace Deafhood, then what is humankind?

Hearing Parents' Testimony On Why We Should Oppose AB2072

2010-06-12T15:55:00.000-04:00

This is another worthy vlog to watch about hearing parents' testimony why we should not be supporting AB2072.

OPPOSE AB 2072 NOW

2010-06-12T15:48:00.002-04:00

You MUST watch this vlog done by Sheri Ann Farinha's CODA son, Ryan Mutti and his friend A.J. Memar, who were very creative in expressing why passing AB2072 would be a bad idea. It is worth the watch, believe me!

I love this line: "They say they will provide the communication options, to new parents of deaf babies but they are really only talking about cochlear implants... See More for most part, what a slow start, they conduct the world like a medical Mozart. The information to ASL is given as a small possibility, almost too small to see if you had bad visibility." Wow! I am just floored and signless!

Barb DiGi Cuts Off Ties With DeafRead

2010-05-18T20:28:00.010-04:00

One of my basil plants harbored a worm or two. It became necessary to cut off the branch just like I have decided to cut off ties with DeafRead so that the whole plant can continue to grow and prosper into a healthy discourse with respect for ASL advocates who are true to the Deaf vlogosphere community.

We no longer need to tolerate DeafRead editors' poor judgment that they have neglected to monitor against those who attack the others especially those who have wormed their way to their workplaces. I was a victim of that kind of practice in DR in the past but decided to give them a benefit of doubt knowing they are "human" editors. Now, seeing this happening to someone else was like de ja vu all over again that made me feel sick in the stomach. Although I b/vlogged a lot less at DR in the past few years, it is time for me to officially announce that I am leaving DeafRead starting today. Thank you.

for more information, go to People of the Eye: What tangled Webs of DeafRead and DeafVideo

A Violation of Human Rights Re: Forcing A Deaf Child to Wear CI

2010-05-11T06:00:00.002-04:00

Historically, women and girls have faced forced laws that tell them what to do with their bodies against their will which is a violation of human rights. The sad part is that it is still happening today here in America that the judge ordered the father to force his daughter to wear a cochlear implant at all waking hours. She already has a cochlear implant since 14 months old which works good for her until she got a second one at 5 1/2 years old, it is not as effective.

Letter writing information:

To: Judge Stow: bfwatkins@kcgov.us
Cc: Shaun McLaughlin: Basejudragon@yahoo.com
Scot Nass: scot.nass@painehamble.com
Paul Szott: pszott@kcgov.us

Sample letter:

Date

To the Honorable Judge Stow:

Regarding the case CV -04-3266

(Body of your message)

Salutation (your name)

CC: Donald McLaughlin
Scott Nass, Paul Szott

Links of vlogs who spoke out against forcing the child to wear cochlear implant:

Emma Grandma's blog:

http://audismidaho.blogspot.com

INTERVIEW WITH SHAUN (Emma's father) ABOUT CI WITH CAPTION:

http://www.youtube.com/watch?v=2XE2eK9WHr8

Let children with cochlear implants decide when to wear them @Facebook:

http://www.facebook.com/#!/pages/Coeur-DAlene-ID/Let-children-with-cochlear-implants-decide-when-to-wear-them/315918515670?ref=ts

Seek Geo's vlog:

http://www.youtube.com/watch?v=djYo8mfVM40

CochlearImplant-Audism by AFA:

http://www.youtube.com/watch?v=Z3wOUeMqrUo

Patti Durr's vlog:

http://www.youtube.com/watch?v=1wDVHRWmVr4&playnext_from=TL&videos=dZhSt4ySSz4

DBadvocate's vlog:

http://www.youtube.com/watch?v=8Zlg-QWV1e4

Carl Schroeder's vlog:

http://www.youtube.com/watch?v=z8hlcTL0pak&feature=related

Newspaper Sources:

Spokane father wont force deaf daughter to wear required cochlear implants:

http://deaftimes.com/usa-l/spokane-father-wont-force-deaf-daughter-to-wear-required-cochlear-implants/

Essayist cautions parents of deaf children on use of cochlear implants:

http://www.democratandchronicle.com/apps/pbcs.dll/article?AID=/20100503/LOCAL17/5030328&s=a

The Confused Group of Misled People regarding the CA Bill AB 2072

2010-04-19T22:35:00.019-04:00

Seeing and reading about the confused group of misled people whose agenda is to oppose and fight against those who are opposed to the CA Bill AB 2072 is not an issue here. But here's my beef: rather than acting as honest political opponents, they are spinning a web of lies and are attempting to distort the facts to the media. Really, shame on them for not being responsible in getting the story straight.

Historically, parents of Deaf children have been hindered from receiving information on the benefits of bilingualism. Too often the information comes too late for the parents to learn signs and incorporate signing in their lives with their Deaf children. It's time now to work together in harmony to see that we can agree that the information shared about bilingualism has historically been grossly insufficient. We need to set aside whatever differences we have in order to agree for the sake of Deaf babies as time is a-wasting. Many people who purport to be advocates sold out to special interests long ago, and parents and their Deaf babies are the ones who's well being and futures are being compromised. It doesn't help to see how information can be twisted (e.g., Orange Juice ) to the point where deliberate confusion results, with members of the public and lawmakers being misled, rather than allowing them to focus on the big picture, which is to give the child the best of both worlds, bilingually and biculturally.

I am a parent of two Deaf children, have a master's degree in Deaf Education and a bilingual specialist. We who are non-residents of California are learning how we can visualize a model bill that will allow all parties to come together in unity for the betterment of the lives of Deaf babies in our states. California law is important because California is a "bellwether state." If a bad law is passed in California, then that could lead to other states following suit and also enacting laws that are harmful to the welfare of Deaf babies. I am going to discuss how important it is to keep our eyes on the ball and be vigilant when a bill relating to Early Hearing Detection and Intervention is drafted and proposed.

We must always question who is behind a bill. When it comes to the business of providing information to new parents of Deaf babies, it should respect and be inclusive of Deaf people of all walks of life, as well as parents of Deaf children. In other words, it should respect all who have experienced Deaf issues in their lives or will experience such issues in the future. The so-called "California Coalition," is actually made up exclusively of oral groups who stole the name from the true California Coalition of Agencies Serving the Deaf and Hard of Hearing, "CCASDHH," which includes GLAD, NorCal, etc., (and now CCASDHH has been expanded for the specific purpose of advocating changes in early hearing detection and intervention laws and policies, with the expanded group being called: "The California Deaf Newborn Identification and Advocacy Stakeholder Coalition").

It is this exclusive oral group which calls itself the "California Coalition" which is behind the bill, AB 2072. They excluded the entire ASL-using Deaf community when formulating the bill. Here is Ella's vlog which lists who's who behind the coalition. What gives them the right to think it's OK for only non-Deaf people to have the full say of what's in the bill? Deaf people should be included, not excluded, when formulating such a bill since it is Deaf people who have lived the experience of being Deaf. Whose well being would be better to be heard than Deaf people themselves? You would want Deaf people to represent this area of concern, wouldn't you?

I have been involved every day as a witness to the process of how leaders of the real California Deaf Newborn Identification and Advocacy Stakeholder Coalition went about discussing the issues related to early hearing detection and intervention. There was never a discussion about excluding speech training or listening-skills training. They never intended to support ASL only to the exclusion of everything else. Nothing was discussed about forcing parents to choose ASL. The discussions talked about ASL needing to be valued and treasured that there are indeed benefits for Deaf babies and children who use ASL, and how this information is sadly often bypassed by parents who don't know what they are passing up. Yes, I do recognize there are Deaf children who have "succeeded" under an oral-only method, but what is forgotten is that there are long-term mental, emotional, factors which inevitably have an impact, as studies have shown.

Looking at this part of the bill: "(1) By an audiologist or other related professional at a followup appointment after diagnosis with a hearing loss"--It's easy to see that it is significantly flawed. You can see that the bill mentions "an audiologist and other related professional," but this mention of "other related profession" is too vague, and we strongly feel that things should be spelled out to make it mandatory to include ASL Deaf professionals.

"For deaf children from hearing families, moreover, where the contact with deaf adults and deaf children is not encouraged, this identity exploration can be complicated. For example, deaf adolescents may experience overprotection and or rejection from their hearing parents who do not share the deafness experience and may continue to struggle with accepting their child's hearing loss. For these adolescents, identity exploration may lead to more stress and further diffusion of the individuation process until college" (Bat-Chava, 2000).

ASL often only becomes a part of a Deaf person's identity later, during college or community life, when they enter a period of exploration in these early adult years. Too many stories have included testimony to the effect of: "Oh, how I wish I had learned ASL earlier in my life." "It would have made my life much easier". These are the types of stories we hope don't have to be repeated in the future. Oftentimes, parents wished they had known about ASL earlier as well. When will this unfortunate cycle ever be stopped?

"For deaf individuals who have limited contact with deaf peers, adolescence may be marked with additional challenges—such as isolation, loneliness, and communication difficulties with parents and peers" (Cappelli, Daniels, Durleux-Smith, McGrath, & Neuss, 1995; Foster 1988; Jambor & Elliott, 2005; Kent, 2003; Knutson & Lansing, 1990; Leigh & Stinson, 1991; Murphy & Newlon, 1987).

It is a risk to prohibit Deaf children from having interactions with Deaf peers. Many parents suffer the misapprehension that if their child has a listening device then the child can be mainstreamed and succeed that way. Although such children might be able to speak and socialize with hearing peers, research has shown that this is not of equivalent benefit as compared to the experience interacting with Deaf peers. It is also crucial for them to have contact with Deaf adults as well.

Keep in mind that not all could succeed using an oral-only approach, however all children would be more likely to succeed with a bilingual approach. "Researchers have emphasized the early use of sign language to engage the child in sequential visual communication patterns. Waxman et al. (1996) found that hearing mothers who were learning and using sign language for communication with their deaf infants seemed to be more sensitive to their infants' visual needs than were mothers who primarily depended on use of vocal language" (Waxman et al., 1996). Remember that most Deaf children are visual learners and this strength should be taken full advantage of in terms of enhanced language learning. When a parent doesn't sign fluently but attempts to sign, it still has made a profound impact on the upbringing of her Deaf child as research studies have shown.

"Spencer (2000) noticed that children (deaf and hearing) with deaf mothers, who used sign language, spent more time watching their mothers than did groups of infants (hearing and deaf) whose mothers were hearing and who were less likely than deaf mothers to produce visual communication." Of course, many mothers would rather have their babies watch and pay better attention to them, so this piece of information would help the parents to realize the importance of using ASL. Here's more: "Swisher (1991) noticed that sign language is simultaneous in its morphology and syntax, which allows information to be transmitted quickly and compactly, in contrast to spoken language that is sequentially strung out in time". Now how many parents knew about this when they were given "communication options"?

When the bill says this: "(2) By the Early Start Program, provided for pursuant to the California Early Intervention Services Act (Title 14 (commencing with Section 95000) of the Government Code) when a newborn and infant enters the program and when the newborn and infant is referred to the program by a state agency"--We immediately know that there is a lack of Deaf professionals in the Early Start Program. When navigating on the Early Start website it can be seen that there is a lack of any mention about ASL and how ASL Deaf professionals are there to be a part of the team. It said: "Teams of service coordinators, healthcare providers, early intervention specialists, therapists, and parent resource specialists can evaluate and assess an infant or toddler and provide appropriate early intervention services to children eligible for California's Early Intervention system of services." Why wasn't an ASL Deaf professional mentioned?

Here is a statement from one of the commentators:

"A friend recently met a woman who had a deaf child with a cochlear implant. She was not happy with the outcome of the implant on her child and admitted that she should have contacted a deaf person first before making a final decision to get the implant for her child. Now she is taking an ASL course."

The parents deserve to know the facts based on research and research findings. There are more and more research data about the benefits of bilingualism and yet, parents still don't know about it. It is an unfortunate fact that most currently existing early-intervention professionals are not equipped to share the results of the findings of bilingual research and and are not able to share information about these resources to new parents of Deaf babies. This is something that has to change. The term "communication options" is no longer useful or helpful. The term "optimizing language" is the best way to describe the situation to parents.

Finally, the bill states: "The state shall not incur any cost, nor shall the state be involved in the implementation of this section"--We need to question this. Since the state would not be paying for the brochure, then who would be? Who gets to decide what goes into the brochure? Whatever that free brochure is, it has not been shared with and agreed upon by the true California Deaf Newborn Identification and Advocacy Stakeholder Coalition. There is no way anyone should accept the idea of special interest groups being allowed to create, develop, and fund information required to be given out by law without any consequent accountability. If they (the oral coalition) mention ASL in their biased brochures, then the subject is not going to be treated equally and thoroughly like the other options of which are already familiar. We all want parents to be informed and be provided with accurate information, but this is not going to happen if special interest groups are funding and distributing information in this way. We want all stakeholders, Deaf and Hearing, to have input on the information that parents receive as the result of the requirements of any state law.

What is so wrong with going back to the drawing board and rewriting the bill with the cooperation and assent of The California Deaf Newborn Identification and Advocacy Stakeholder Coalition?

What is so wrong in including a mention of Deaf professionals as also being qualified to be initial contacts, instead of just saying audiologists?

What is so wrong in challenging and questioning the kind of information that the so-called "California Coalition" wanted to distribute under the sanction of state authority and approval?

What is so wrong in optimizing Deaf children's language skills rather than just tossing out morsels of ASL like food scraps fed to dogs under the banner of "communication options"?

One of our opponents claimed: "The sign language lobby is insane." Actually, the truth is that we would be insane to NOT fight for ASL!

Oppose AB2072 Community Discussion, click here.

Do Your Finger Clicking Good!

2010-01-17T00:47:00.001-05:00

(subtitled)

A Tribute to Pasty Purr of the RottenPotatoeNews

2010-01-03T20:16:00.005-05:00

A subtitled picture analogy between Potatohood and Deafhood on how they were frequently misunderstood with full of myths. It is time to peel back the truth for the new year!

What Does Deafhood Mean To You? (Part II of II)

2009-11-18T19:52:00.010-05:00

There are 17 Deaf vloggers (we had 21 in part I so that is 38 so far) sharing their points of views on what Deafhood means to them. These Deaf vloggers in part I and part II have embraced Deafhood as a part of their lives in a positive light. It is surely enlightening to watch!

What Should Make DVTV/DeafRead A Part of the Deaf Community?

2009-10-26T18:28:00.009-04:00

This is not exactly a summary but more of organizing my afterthoughts of the vlog:

I have struggled with the concept that DVTV, DeafRead, and other Deaf blog aggregators are a part of the Deaf Community. A Community means shared experiences and interest that also involve supporting for a common cause. To call it a Deaf community, it has to be a construct model. We can not see DVTV and DeafRead etc. as "the Deaf community" since b/vloggers and commentators are not in the position of having a true interaction in person like most Deaf community events do. There is no natural way of interaction using natural signed language in a natural setting in the Deaf vlogosphere. Yes, there are video comments but still it is not a natural way to have a decent interaction since misunderstandings by misinterpreting or taking out of the context are made by one commenter at a time that leads the others to jump in and making the thread twisted. This is least likely to happen when it is done face to face and that the problems will be ironed out much more effectively.

Not only is the concept of a community a "construct" (model), it is a "sociological construct." It is a set of interactions, human behaviors that have meaning and expectations between its members. The actions are based on shared expectations, values, beliefs and meanings between individuals. In DVTV and DeafRead, there are so many different directions, values, beliefs, etc. that in no way it can be shared to form a common goal (i.e. how to support families with Deaf bbaies) which is why divisions happen.

Yes, we could see division happening in DVTV/DeafRead so does that mean the Deaf community is divided? No! There are much more to what the Deaf community is than just looking at DVTV and DeafRead. We need to look at the Deaf Community as a whole that the parts include sports tournaments, educational conferences, political conventions, arts, recreational clubs, etc. in the national and the international level where face-to-face interactions and the use of natural signed languages take place.

Remember that the goal of the Deaf community is empowerment. Knowing what a community is, and its social and cultural nature, will help us to know what it takes to make the Deaf vlogosphere as a part of the true Deaf Community that we are able to be empowered by our efforts to make a collective journey to reach the goal for the ultimatum of the Deaf Community. To call DVTV or DeafRead or any blog aggregator of the Deaf "the Deaf community", it is necessary to consider about including the use of natural signed language in a natural setting and having frequent gathering opportunities.

Audism in Public Schools

2009-10-19T18:25:00.005-04:00

Watch this first: Watch this last: Summary: When I viewed the Pantene ad, it gave me a flashback of several incidents of audism that I went through while growing up in a public school just like that girl had experienced. Looking back, I recalled being ridiculed and snickered when my name was called to give a dancing performance similar to a mixture of Michael Jackson style and what we now would call it a hip-hop style. After winning the award, the attitude among the students had changed as I felt they respected me more ever since the performance. It is true that as a Deaf person, you have to work much harder to prove that you are capable of such things.

Another experience I had was when I was involved in a diving team, I did not get as much support and enthusiasm from the teammates and not even from the diving coach. I was again mocked and snickered in the first few weeks of practice and I was about to give it up until a Black janitor who watched the whole thing since day one recognized how I was treated came up to me. Although he didn't know sign language, I was able to understand him so well that he made an effort to communicate clearly with me. Just like this man in the ad, he came in the light and started to support me by giving me tips and encouragement. From there, I was able to dramatically improve my performance in diving.

The lesson from this is that every Deaf child needs a role model who believes in them by giving them support that they are capable of doing such things in spite of their hearing level.

What Does Deafhood Mean To You? (Part I of II)

2009-10-11T21:12:00.003-04:00

Here you will see 21 Deaf vloggers' responses on what Deafhood means to them. As you can see, Deafhood is a positive term to many vloggers who know the true meaning of Deafhood which is based on their individual experiences. There are more vloggers coming up in part II!

How to Facilitate Deaf Children To Become Bilingual Advocates (and that includes CODA, too!)

2009-08-04T20:21:00.002-04:00

Deaf children need to be empowered to advocate for themselves to be able to list reasons why bilingualism is important and beneficial. Aspects are discussed with details based on research outcomes from Lambert, Tucker, Pearl and Genesee. This vlog is good for adults who can explain to Deaf children why it is important to have ASL as a first language and English second. This is also applicable for other signed languages and spoken languages.

Achievements of A.V. That Can Apply to Deaf Children

2009-05-17T21:28:00.007-04:00

How A.V. reaches high achievement by using this approach that can help Deaf children to fully develop as a whole child. A great advice for parents and professionals of Deaf children! 6:29 mins. Quicktime Note: Video uploading may take a while.

The committee of special education approved A.V. to be placed in 8th grade this fall as he is skipping 7th grade. He has also passed all of the state assessments and met the curriculum requirements.

For DVTV viewers, click here.

What is Politically Correct when Describing Deaf Children with CIs?

2009-04-30T21:22:00.000-04:00

1:26 minutes, subtitled

Audists or Audism Behavior? (Part II of II)

2009-04-09T19:58:00.015-04:00

Thoughts (not entirely a summary but reflections):

As we are in the process of discussing the meaning of audism and to describe, not necessarily to label with haste, the common situations that many Deaf people have experienced because of their deafness, situations arise such as thinking that Deaf people shouldn’t drive and shouldn’t be a head of an industry. It even happens at home when experiencing dinner table quiet moments with families that don’t use ASL or even any sorts of manual communication modes. This is when we can easily identify or describe a situation that is associated to audism.

It is true that we cannot communicate at all without some level of conceptualizing or labellings of the world around us. When I say the word 'audism or audists,' it covers an incredible diversity of different forms of situations. I am still only able to describe general features seen amongst that type of behavior, however, the label is not sufficient to describe an audist or an audism behavior (or in that case audist behavior).

Questions are raised to discuss different case scenarios whether if it is a case of audism.

Crucial elements to make it audism free for every Deaf child are also discussed.

To see video comments, click here.

Audists or Audism Behavior? (Part I of II)

2009-04-05T20:38:00.005-04:00

This is a part one of two vlog to discuss about my experiences encountering several ignorant hearing people who made statements that exhibit audism behavior. Discussion takes place by looking at situations on how we are to deal with these kinds of audism behavior and how are we to describe situations by identifying the behavior rather than labeling the individuals audists. To see more video comments, click here.

Evidence of Audism Behavior from AGB and Ways to Combat Audism

2009-04-04T18:24:00.012-04:00

Summary:

This vlog focuses on the evidence of audism behavior by AGBell and how we all have agreed to stop audism but may have different ideas to do it. It is so important to recognize that there is no one right way to do it as it requires multi-approaches to combat audism.

The past and recent actions of AG Bell who pressured the media about not showing sign language in TV is an obvious case of audism even linguicism as they feared that exposing sign language will prevent Deaf children from obtaining speech skills. We know better now what they said was a myth that more and more bilingual programs are found to be beneficial for all Deaf children including those who wear cochlear implant that they are able to master in both languages. There are findings that kids who are bilingual have higher cognitive scores and that use of signs are proven for hearing babies to have higher I.Q. scores.

Also that there are more research articles proving that there is no empirical evidence that using signs will harm English development (literacy and speech). The telegram from AG Bell to NBC back in 1966 said:

"Continuing to display sign language on nationwide TV destroys the efforts of thousands of parents of deaf children and teachers of the deaf who are trying to teach deaf children to speak."

Thanks to Amy Cohen Efron from her blog as you can click here to see the documents.

The recent letter to Pepsi is more of labeling those who use sign language are "isolated" from the rest of society.

See quote:

"Your advertisement perpetuates a common myth that all people who are deaf can only communicate using sign language and are, therefore, isolated from the rest of society."

For more information, click here.

The Deaf community deserves to "hear" AG Bell's apology for their audism behavior not only because of these letters but for not sharing the truth how there were many Oral survivors being affected by AG Bell's ideology. They just bury and hide these stories as they don't tell the parents the whole truth. We are not going to take it anymore. Enough is enough!

In the end of the vlog, the topic was to recognize that we all share a common goal which is to combat audism but there are different perspectives on how to do it. I strongly believe that it will be much more effective if we support in unity that we recognize that any ways whether there are groups or individuals going out there to campaign the social awareness of audism or going out there to educate the public about ASL, there is no ONE way to do it.

To see more coments via video, click here.

Make Yourself Heard to AG Bell! How? Check this out!

2009-04-03T11:13:00.007-04:00

Go to this website to have access to express your thoughts to AG Bell thanks to The Center for Disability Rights. There you will see a pre-written letter that you can simply add, edit or revise using your own words and click the sent button that will either email or fax to AG Bell office. Here is my sample paragraph in red of my own words to make it more personal. The rest was pre-written by CDR. Let's make yourself heard!

I am a concerned citizen who is aware of the meeting that took place the morning of April 2 between yourselves and the grassroots Deaf activists’ organization known as Audism Free America (AFA).

American Sign Language is the most accessible, preferred language of communication for thousands of Deaf people in America today. It allows young Deaf children to bridge English more effectively through reading, writing and even speech. As an educator of the Deaf who works in a bilingual field, I have seen a huge progress made among Deaf children who are in bilingual programs that they are able to achieve a complete foundation of both languages. I also have two Deaf children who are currently in their pre-teens and they have exceeded beyond their academic level. It is not only about having both languages but identity and self-esteem that they can feel positive being Deaf. Your letter to Pepsi is very offensive to me and my family that you labeled these ASL users isolated in society just simply they cannot speak. Well, I've got news for you, there is no such thing that ASL users use ASL only as they know and use English. Your letter is nothing but demeaning and degrading to the Deaf community.

Audism Free America represents the idea that is shared by Deaf from across the country – that Deaf have the right to use and preserve American Sign Language. They understand that individuals have the right to choose for themselves a method of communication other than the language of ASL. That being said, a Deaf individual who chooses to use American Sign Language as opposed to the auditory/oral method of communication promoted by your organization should not be portrayed as inferior or substandard in comparison.

What I am asking of you is to please seriously consider the demands of AFA. Firstly, to retract the letter that was sent by your organization in January of 2008 to Pepsi. Within that letter, you urge Pepsi to “develop some creative ideas to promote other facets of the deaf community and to highlight positive role models who have met the challenges of this condition and thrived using spoken language.” Instead of promoting the interests of all the diversity within the deaf community, you have promoted the ideas your agency represents. Within the letter, you have referred to users of American Sign Language as “isolated from mainstream society,” which is far from the truth. This letter promotes a condescending and distasteful view of Deaf people who use American Sign Language, and with that, AFA is requesting that you retract this letter.

Secondly, AFA is asking that the Alexander Graham Bell Association for the Deaf and Hard of Hearing work in partnership with Audism Free America both now and in the future – to promote an equal and diverse view of all people that are deaf and hard of hearing, and not upholding the message that one is inferior to the other. The truth is that struggle befalls us all, and we can attain much more if we work together to increase awareness. The first way in which you can work together will be to share AFA’s request with your Board of Directors.

However, it is impossible to move forward and leave the past behind if you have not admitted the offenses of the past. Therefore, Audism Free America is asking for a pubic apology from the Alexander Graham Bell Association for the Deaf and Hard of Hearing regarding the hurtful attitude on comments conveyed by your organization thus far. With that apology comes the possibility to move on and move forward.

I am confident that if your organization meets the requests of Audism Free America, all deaf people can work together to achieve something that has never been seen before – true and utmost equality! I appreciate your time. Thank you.

*********************************************************************************

So I strongly encourage you to go to the website and voice your opinion. It is your turn!

Is Audism a Legitimate Word? And Gallaudet, isn't this an error?

2009-04-03T07:15:00.012-04:00

It is true that the word, audism, has not yet been found in most dictionaries (both books or online) except for Urban Dictionary (not exactly a credible dictionary though) that talks about an "audist establishment". It even includes the word, audism, that defines "the descrimination of the hard-of-hearing. Instead of color descrimination prevalent in schools, audism has become an increasing problem." Nah, not even a good definition anyway let alone a spelling error so a lot of improvement needs to be made. However, the definition under "audist establishment" is a bit better.

It stated :

An establishment that misinforms and ill-educates people about deaf and hard-of-hearing people. (www.audism.org).

"The teachings that ill-educate people about deaf/hard-of-hearing such as they are isolated, inferiors, illiterate, stupid, savages, dependents, objects of sexual exploiting, second class citizens, objects of experiments, lazy, passive and benefactors to medical and science fields."

As we use the word audism and that it is not found in dictionaries yet it doesn't mean the word is not legitimate or official because audism has already showed up in many citations.

I know that based on history, in order for a new word to be written in a dictionary, it has to appear frequently in published articles or books. Also, it has to be used frequently by the community. Take the word, AIDS for example, it did not appear in the dictionary before the 80's but when more and more citations use the word, it officially became accepted to be used in the dictionary. In conclusion, the more the citations are used talking about audism, the more likely it will end up in the Webster Dictionary and other credible dictionaries. See the link on what does it take to have a new word written in the dictionary.

Tom Humphries was a Ph.D student back in 1970's and wrote a piece of dissertation found in this link.

Tom wrote that audism means:

"The notion that one is superior based on one’s ability to hear or behave in the manner of one who hears. It is the bias and prejudice of hearing people against deaf people, It is the bias and prejudice of some deaf people against other deaf people."

Tom Humphries,"The Making of a Word : Audism" (1975)

I find it interesting that he even admits himself as an audist as he was brought up as a hearing person. He wrote:

"Most of my life, I have been an audist myself, and even now still have some behavior and values that are basically audist. I believe this to be the result of being brought up as a hearing person with basic hearing person behavior and values." The word audism was buried and forgotten until Harlan Lane published his book, The Mask of Benevolence: Disabling the Deaf Community (Lane, 1992).

According to Absolute Astronomy, it stated that:

"Audism occurs when a deaf person is judged as incapable of a given behavior, occupation, etc. simply because he or she cannot hear. Audism is often coupled with a 'hearing' superiority: an attitude of thinking one person is superior to another person because he or she can hear better than him or her. Audism takes another form concerning interactions between the deaf: deaf people who will not use sign language and who will not identify with the Deaf community may consider themselves to be 'better' than others who use sign language and are part of Deaf culture."

When reading FAQ on Audism from Gallaudet website, I was surprised that Gallaudet University did not give Humphries credit for his original definition of audism. Take a look here: From Gallaudet University:

Audism (from Latin audire, to hear, and -ism, a system of practice, behavior, belief, or attitude) has been variously defined as:

The notion that one is superior based on one's ability to hear or behave in the manner of one who hears. (Zak 1996) (I believe this is an incorrect information as it should be from Tom Humphries since he originally wrote the definition based on this link so Gallaudet, fix this on your website!)
...an attitude based on pathological thinking which results in a negative stigma toward anyone who does not hear; like racism or sexism, audism judges, labels, and limits individuals on the basis of whether a person hears and speaks. (Humphrey and Alcorn 1995: 85)
...the corporate institution for dealing with deaf people, dealing with them by making statements about them, authorizing views of them, describing them, teaching about them, governing where they go to school and, in some cases, where they live; in short, audism is the hearing way of dominating, restructuring, and exercising authority over the deaf community. It includes such professional people as administrators of schools for deaf children and of training programs for deaf adults, interpreters, and some audiologists, speech therapists, otologists, psychologists, psychiatrists, librarians, researchers, social workers, and hearing aid specialists. (Lane 1992: 43)

Now who are really the audists? This will be discussed next so see you later!

Awesome Events of Deaf Rochester Film Festival (Part IV of IV)

2009-03-24T22:02:00.005-04:00

Highlights described at the DRFF for Sunday, March 29, 2009.

-Children's Program

-Workshop by Julie Dameron

-Signs of the Time by Bob Panara

Link for purchasing tickets, click here.

Deaf Rochester Film Festival Lineup Announced from NTID/RIT, click here.

RIT/NTID Links at Deaf Rochester Film Festival, click here.

Exciting Day at Deaf Rochester Film Festival for Saturday, 3/28/09

2009-03-21T13:13:00.001-04:00

Deaf Rochester Film Festival Highlights for 3/27/09 (Part II of IV)

2009-03-21T10:23:00.001-04:00

It is my regret that the subtitles are not ready but it will be posted next time.

Jr. Deaf Rochester Film Festival

2009-03-20T17:47:00.008-04:00

For the first time, this event is focused on younger audience to encourage showing their film works. Special appearance will be made by Braam Jordaan who won the award in the best computer animation category and created signing characters in his animation.

There will be some of the Deaf students film work shown from several schools for the Deaf such as Texas, California-Fremont, and a mainstreaming program from southern L.A. My film, The Red Riding Deafhood, will also be shown there.

Note: This is non-subtitled version for now. Due to technical difficulties, subtitles will be provided real soon so thank you for your understanding.

Link: www.DeafRochesterFilmFestival.org

Getting the Facts Straight!

2009-03-19T16:26:00.006-04:00

I just couldn't believe in my own eyes how it all became twisted from what I read at the comment section at Amy's blog then at Mishka Zena's blog accusing a member of DBC, Tami, who happens to be hearing and has been an excellent Deaf children's advocate, that she became an oppressor. Oh please! What is even unfair is that none of you can't judge for yourself without seeing the original comment of Tami's.

Although Tami is a hearing mother of a grown Deaf daughter, she has ultimate respect for the Deaf community and a great understanding of bilingual-bicultural concept. I wish that there are more of her! I have always admire her hard work, dedication, and energy that she has poured in to make a difference for Deaf babies along with other DBC members. I never at once have ever witnessed her oppressive behavior toward Deaf people! Tami kindly gave me her permission to re-print her comments that was removed from Amy's blog.

According to Tami, she said that she meant to request Amy to remove this commenter's profane comments since it is not suitable for children to read the blog. Yes, I know as parents, they are responsible to screen what is appropriate first before allowing the kids read but in reality there is no way the parents can police everything. Heck, I use child control program banning my children to have access to any sites that use profane language but there are times that they still find it, unfortunately. At least, I am lucky that they are not into blogs/vlogs of DeafRead. Here is what Tami said and you be the judge for yourself whether if it is considered oppressive toward a Deaf member of the community: ***************************************************************************************************************

xxx (name removed),

I respectfully take offense to your comment that DBC is “hellbent” on destroying organizations. Please let me explain why…

I have spent the last 10 days on the road, in behalf of DBC, going to major conferences speaking about the importance of bilingualism through ASL and English. We were able to present 4 times at the national Early Hearing Detection and Intervention Conference in Dallas. We also were an exhibitor there. We were able to get an after conference meeting with the Center of Disease Control administrators and the EHDI Conference coordinators to talk about increasing the number of Deaf experts on their planning committees.

We also had a booth and a presentation at Deaf Nation in Austin and also presented to parents at the Texas School for the Deaf. We then attended and presented at the CAL-ED conference in San Diego. And most recently, we were able to speak to an audience of 100 at CSUN.

DBC is educating those who impact Deaf babies an d children’s lives including parents, doctors, audiologists, speech pathologists,early interventionists, and the Deaf Community.

DBC is also educating AGBell as well in pointing out their “exclusionary” practices against ASL by promoting speaking and hearing without sign language. The long term consequences are devastating for those who need visual language, ASL, but are denied or delayed from accessing it in early language learning or in their educational settings.

Amy’s post is basically following suit with DBC in stating that AGBell is misleading parents that speaking and hearing is attainable by the majority Deaf children. These videos are great at selling parents a product that in the end may or may not work.

It is important to bring these issues to AGBell’s table. It is not about bringing down organizations but bringing them together to work for the benefit of all Deaf babies’and children’s language rights. This is what DBC is all about. I know this because I am involved in this on a daily basis.

Please know that there are many of us working very hard to advocate for Deaf children’s language rights. DBC is doing some very positive work in this area and has made great strides this past year including helping to set up a Deaf Mentor Training Course at Gallaudet University offered in July 2009.

xxx (name removed), you have a right to your perspectives, however, they are not accurate representations of what DBC is really doing. I hope that you will continue to advocate for Deaf babies’ language rights and work together with all of us who have the same goals.

Now her second comment:

Amy,

Could you remove or edit comment #34 as this language seems to be unnecessary.

xxx (name removed),

DBC does not take a stance against Deaf children learning to speak or be oral. DBC is only against “exclusionary” practices that deny Deaf children access to ASL and this includes children who use CI’s, hearing aids, or use neither. Research shows that children, regardless if they are hearing or deaf, have higher achievement rates in language development than those who are not exposed to sign language at birth. If you had been to the CAL-ED conference, this same message was echoed time and again by researchers and other presenters.

DBC seeks to educate those who have impact on Deaf children’s lives and their families lives on the benefits of ASL in early language acquisition.

xxx (name removed)….your comments about DBC are simply unfounded and not true. If you have not seen any of DBC’s most recent presentations to at EHDI and CAl-ED, I suggest you do so you can understand better what we are doing.

Just like Amy pointed out…AGBell is focusing on communication and not language. We are focusing on language and cognitive development.

************************************************************************************

So Mishka said on her blog, " One leader of a Deaf organization appeared and attempted to silence this person by invalidating his experiences and opinions." Readers, do you find any evidence that Tami has attempted to silent this person? Do you really think she is "stifling the freedom of speech and ideas within the community"?

Also, readers, MZ said, "Later, in another comment, that leader accused the Deaf person of lying." No where in the comment did she say that this commenter is lying. All she said is, "your comments about DBC are simply unfounded and not true." Boy, speaking of taking the words out of context and twisting her quote. You may be the judge for this one.

All I see is that Tami is just simply clarifying the goals and action of DBC and what is wrong with that? Anyone of you would want to clarify your own facts if anyone made such comments that are untrue, right? So why couldn't Tami do that? Should she remain silent when one made inaccurate remark about something? It is ironic that they are the one who are oppressing this hearing mother's freedom of speech.

You are free to make comments, remember, freedom of speech comes with responsibilities.

My Film Production Experiences in Making "The Red Riding Deafhood"

2009-03-08T08:00:00.005-04:00

Play Quicktime YouTube viewers, click here

My film making experiences turned out positive when making "The Red Riding Deafhood". The purpose and goals making this movie are explained in this vlog. It is a fictional film that involves eight Deaf children but in reality, there are such individuals and agencies promoting the absence of ASL in some Deaf children's lives. There are metaphors and hidden messages that can be compared and contrasted between two perspectives believing that ASL will help English development or that ASL will harm English development.

I have formed a new company called Born Free ASL Productions that I hope to continue to write children's stories relating to language and literacy development using a bilingual approach.

You can view the teaser trailer at www.BornFreeASL.com. Enjoy!

The Beast, the Project and the Shirt

2009-03-02T21:51:00.009-05:00

Play Quicktime For YouTube viewers, click here

Summary:

Thanks to your enlightening emails and requests for a comeback as time has been a very challenging task to find! Thanks LaRonda for your wonderful poem as it gave me a kick to vlog the updates.

I have been using my productive energy to hopefully make positive changes and impact about issues that concern me. Not that vlogging is perceived as unimportant as it is continued to be valued. Just that there has been a change of priorities and goals for the time being just like everyone else is going through. I just used most of my time since the fall focusing on my multiple projects on DBC, my film and my EHDI presentation. At last, these products are completed! I am just excited and relieved that it is over!

In the end of the video, here is a treat for you by seeing a snapshot of a T-shirt taken in Cabo, Mexico talking about Spanish that can apply to ASL as well.

Deaf Hope Tea Party 2008: Femtors (Part 2b)

2008-11-13T10:16:00.009-05:00

Quicktime YouTube viewers, click here (sorry it is not clear)

transcript-like summary:

This video talks about how we, as Deaf women, were impacted from influential Deaf women. My mother, Anna Marie, explains her experiences growing up in an oral school and in a non-signing home environment. Her inspirational role model was her neighbor, Mary Tanner, who happens to be Deaf and uses ASL. Anna Marie became fascinated with Mary and her Deaf husband who found herself engaged in real conversations for hours and hours almost everyday. Anna Marie is always grateful to have this opportunity to interact with elder Deaf woman that she made her world bigger by sharing information through ASL.

As for my part, it was a bit different. Coming from a Deaf family but going to a public school that didn’t provide any support services such as interpreters, it did not give me much of a choice to interact with Deaf role models to look up to but my mother. I am always fortunate to have my mother as my femtor that she always look for ways to make the best out of it for me. She sacrificed her time driving my Deaf sister and me going to a local school for the Deaf participating in Jr. NAD meetings two times a week and to other Deaf events. When I was in high school, I wanted to transfer to a school for the Deaf. Since there was no educational placement for me available in Pennsylvania, I was sent to American School for the Deaf. There, I had two Deaf teachers, Luisa Gasco-Soboleski and Betty Young who also became my femtors. They were my inspiration that they linked ASL to English making it easier for me to comprehend and improve my literacy skills. Back to my mother, she has high ethics that she always worked hard, sacrificed her time and being there for me. She invested a lot of her time to ensure that I meet my educational and social needs. I had always looked up to her on how she was firm to stand up for herself as an outspoken person and refused to let anyone to step over her toes. Her strong personality made me what I am today.

Today, I am fortunate to be surrounded by other Deaf women who make great femtors like Julie Rems-Smario. It is really a small world how my sister used to be her roommate and how much I recalled my sister mentioned Nancy Popovich as her role model. Also I met Raychelle Harris who went to the DBC Va. Rally and that her mother, Rachel Stone, whom I have never met is here! It gives me a warm fuzzy feeling that here we are together as a family. It is what makes it wonderful and unique about our femtorship (with the combination of being women and Deaf).

Thank you, Mom! Thank you, Luisa! Thank you, Betty! You are awesome femtors!!

To view Part I, click here.

To view Part IIa, click here.

My mom's vlog, ASLRocksForever, click here.

DBC's concerns about HEAR Indiana's Conference

2008-11-07T16:20:00.009-05:00

Part I Quicktime

Youtube link, click here (Part I) Part II Quicktime

Youtube link, click here (Part II)

Letter:

In response to a recent press release put out by HEAR Indiana--a chapter of the Alexander Graham Bell Association for the Deaf, which is hosting an education conference in Indianapolis, Indiana--the Deaf Bilingual Coalition expresses its dismay in regard to the wording of the headline which shows great disrespect to the Deaf Community by using the phrase: "Doing Deaf Differently." The Deaf Bilingual Coalition is a national grassroots organization supporting Deaf babies' rights to accessible language through American Sign Language.

The theme of the conference is "Building Partnerships," and a list of medical organizations and companies involved as sponsors of the event is included in the press release. The list of presenters includes one oral deaf presenter, but excludes Deaf organizations, well-known research specialists who are themselves Deaf, and also excludes Deaf bilingual-bicultural educators, and Deaf professionals.

While the organizers of the conference boast that they are "Building Partnerships," they are excluding creating partnerships with the very people who are most greatly impacted by what they propose to parents. Were their calls for abstracts, keynote speaker presentations, or applications for exhibits sent to Deaf educators, Deaf researchers, ASL users and Deaf organizations? If so, were any of them accepted? Which specific "partnerships" is HEAR Indiana building? When will Deaf adults--the people who are children of hearing parents, many of whom were raised orally but were later able to find ASL and who also fell in love with their language--be invited to be a part of this type of conference?

Even more important, when will parents get full and accurate information regarding the cognitive, linguistic, social and emotional importance of their child's access to American Sign Language and their child's right to a natural sign language as a primary language regardless of whatever hearing devices their parents might select for their Deaf child? The use of ASL does not hinder Deaf children's ability to acquire spoken language skills, and it actually increases their general language skills by allowing them to be bilingual in two languages, ASL and English (written or spoken).

"Doing Deaf Differently" is clearly a statement of disrespect toward the Deaf community. It is a false concept that is created by and implemented by mostly hearing people, without any input from the bilingual Deaf community (those who are fluent in ASL and English--written and/or spoken). The "Building Partnerships" concept, as stated in the HEAR Indiana press release, is very misleading and does not reflect on or include input and participation from Deaf individuals who live the Deaf experience every day.

Over the past 128 years, proponents of the philosophy of Oralism have unfairly and unethically cornered the market in Deaf education and related services for Deaf children and their families. In reviewing the HEAR Indiana conference program, we do not see anything new in this pathological approach which focuses on "fixing" an "impaired" baby or child. The result is that Deaf children are deprived of the use of a natural and fully accessible sign language, deprived of the opportunity of being bilingual, deprived of the ability to experience normal cognitive development, and deprived of the ability to achieve socio-emotional contentment. This misguided "speaking and listening" or "oral-only" focus, which excludes the use of sign language, does not reflect the best thinking of scholars or experts in the fields of Deaf education and early childhood development, and only builds up false hopes, all in the pursuit of raising a pseudo-hearing child.

At this late date, when HEARING babies are taught to sign and the benefits of signing are recognized for hearing children, educated people should no longer tolerate the ignorance perpetrated by organizations and programs which deny DEAF babies access to natural sign language.

The Deaf community in the US and Canada embraces ASL, the cultural connection that accompanies its use, and the access to a vibrant, clear, and accessible language that it provides. Deaf children of hearing families are thankful to their hearing parents who recognize them as being whole human beings deserving of visual language as well as other communication opportunities, and who do not regard them as being disabled or impaired children who need to be repaired.

The press release quotes Ms. Horton, the executive director of Hear Indiana, as saying:

"It truly is amazing how far we've come. It wasn't that long ago that some cultures relegated the deaf to mental institutions because they didn't know what to do with people who had this disability. Today, modern technology and oral deaf education allow deaf and hard of hearing people to hear, speak, and communicate with their family, friends, and co-workers. That means that a child born today with hearing loss can grow up as part of the hearing world. We truly are doing deaf differently in the 21st century."

Let it be known that Deaf children who grow up with access to American Sign Language from the start, whose parents embrace the learning of ASL, and who attend Deaf Schools, will also "grow up as part of the hearing world." Not only will such children acquire a primary language that is visual, and not only will they develop bilingual fluency more easily (in ASL and also in written, and sometimes even spoken English), but they will have access to BOTH their family's culture AND the culture of the Deaf community that comes with American Sign Language. They will always be proud, independent individuals who have a place in society.

While HEAR Indiana claims to be "building bridges," what they are actually doing is dismantling bridges of social partnership. By continuing to avoid the creation of new partnerships with Deaf experts in the fields of linguistics and Deaf education, more generations of Deaf children will continue to grow up without real fluency in ANY language.

It is time that Deaf people be key players in advising on the decisions that are made for Deaf children, so that they can provide input on questions of language and education, be mentors to hearing parents, and also be respected when they address general issues on behalf of Deaf babies who are not able to speak for themselves.

No one would ever, for example, have the effrontery to attempt to speak for Native American Indians by using the phrase "Doing Native American Differently." By the same token, we cannot grant sanction to attempts to "Do Deaf Differently"--attempts which blatantly and flagrantly exclude the participation of Deaf people themselves.

The Deaf Bilingual Coalition, as well as members of organizations which support this coalition, would like to express how proud we all are of the heritage of American Sign Language and being bilingual. It is our goal to educate the public so that those who are in positions to influence parents and have a positive impact on Deaf babies' lives will become aware that now is the time to build partnerships with Deaf experts and Deaf professionals, so that we will all be able to work for the betterment of Deaf babies’ lives, including promoting their right to be bilingual in ASL and English.

Bilingually,

The Deaf Bilingual Coalition, www.dbcusa.org

More information about the upcoming rally, click here.

Article links:

Hear Indiana on Doing Deaf Differently

Parents’ Testimony about Purdue’s Speech and Hearing Clinic (scroll down to “A Hearing Family’s Story, November 2007)

Our Future First Deaf Bilingual President of U.S.!

2008-11-06T17:45:00.002-05:00

Quicktime My son, Anthony Victor (A.V.), was assigned by his teacher to present as John McCain although we are Obama supporters. Many people who saw A.V.'s presentation thought he has the potential. A.V. announced to me that he wants to become a lawyer to fight against those who ban ASL and even considered to be a president of U.S. someday.

Deaf Hope Tea Party 2008: Femtors (Part 2a)

2008-11-05T12:41:00.005-05:00

Quicktime Julie Rems-Smario shares her fondness about Nancy Popovich during the Deaf Hope Tea Party: ‘Willie Wonka and the Chocolate Factory’--The Power of Femtorship. What is femtorship exactly? According to Deaf Hope, it is about Deaf women and the power of receiving, as well as providing mentorship. Julie eloquently adds her experience of femtorship with Nancy and it is so beautiful to watch! Don't forget to visit the Deaf Hope website to see Rachel Harris's beautiful vlog about the concept of receiving language from her mother, Rachel Stone. My femtor experience with my mother will be posted next! YouTube viewers, click here. To see part 2, click here.

Deaf Hope Tea Party 2008: Part I

2008-10-29T14:57:00.005-04:00

Quicktime On September 27, 2008, Deaf Hope Tea Party prepared lavishly with treats that attracted over 90 people to attend for a good cause. It is an annual charity event to sponsor Deaf domestic violence victims and survivors. For more information and donation, please click here. This is part I of III.

Looking for Ways to Heal

2008-10-29T08:04:00.010-04:00

Quicktime

Summary:

When my mother and I got invited to celebrate "femtorship" which means the power of receiving, as well as providing, mentorship with Deaf women at the Deaf Hope Tea Party, I was excited and honored to return once again but this time with my mother. When I found out that Ben Vess was also invited as a MC, I wasn't too crazy about the idea. I had never met him and only knew him through the Deaf blogosphere but it wasn't a positive experience to get to know him virtually. However, with Ben's permission to tell you this, he made an attempt to contact me last summer to warn me about the letter-writing group who went too far to go beyond the blogosphere so it gave me a benefit of doubt about him. By the way, nothing happened but the point was that was when I knew he was sincere and candid.

It is clear to me that he has a wonderful talent in writing and that he does have many potentials to contribute to the Deaf community. This is a part of the reason why I have decided to give it a chance to meet Ben. After getting to know him in person and spending hours and hours talking it out, it lead to a positive outcome that we are sparked to work together on spreading awareness about ASL for Deaf babies.

I had never dreamed that Ridor, Ben and I would end up in the bathroom at someone's home as shown in the end of the clip!

We will work together to make this a better community!

Only if Bathroom Walls Could Sign

2008-10-29T07:30:00.002-04:00

Quicktime Here is a video clip that I have bumped into several well known commenters in the bathroom. Something about California and bathrooms!! This is a fun vlog featuring Steve Longo, Sheri Mutti, Bethany R. and David Reynolds during the celebration of the International Day of Sign Language rights at Sacramento, California. David made a good point how a restroom is designed for the Deaf that communication is made more possible for ASL users but dangerous to eavesdrop! The design is so creative but confusing! See it for yourself!

Celebrating Int'l Day of Sign Languages at Sacramento

2008-10-09T20:38:00.012-04:00

Quicktime It was an inspirational moment for me and many others (over 700) who attended the Int'l Day of Sign Language, Californians for ASL on September 26, 2008. I was very impressed about the organization of the successful event with a variety of Deaf speakers and performers. I wished I could tape it all but to find out that the battery life was limited and with no recharger in hand, this was as much as I could get. Thanks to LaRonda getting most of the speakers in video, here are the links below. LaRonda's vlog covering International Day of Sign Language at Sacramento about:

Terrylene

DCARA

DBC presenters

Richard Ray, CAD President

Chester Brock, Manny Johnson & Tom Holcomb Celebrate ASL

Vloggers, Vickee and Bridgetta Celebrate ASL

***transcript coming soon***

Positive Energy for Deaf Babies

2008-07-30T14:32:00.002-04:00

Quicktime My 9 year old daughter, Brianna, who is Deaf wanted to do a vlog right after seeing the inspiration about Jack Barr's story and attending DBC Nevada picnic last weekend. She explains how it is crucial to focus on positive energies to make ourselves more productive for the future of Deaf babies.

Deafhood and DBC

2008-07-23T19:41:00.002-04:00

Quicktime For DeafVideo.tv users, click here

Please note that I am speaking based on my personal views, not as a representative for DBC.

(pointing toward the tree): See my kids playing in the park while I get to do my vlog! It is my only time that I could do it. I would like to take the time to explain my views about Deafhood. Last year, I did not learn what Deafhood means but I know and live through it like you do. We all have our own different definitions and experiences to go through what is it like to live as a DEAF person. Of course, I always consider myself as human first and being DEAF is a part of our identity, part of our experience, and our lives going through the journey.

As you may know, I tend to study and analyze Deaf history that talks about oppressive-related issues and analyze my real life experiences and my family's, etc. Naturally, I am concerned about the issues raised today. It is 2008 and I still feel that we need to make this world a better place for DEAF children. The question is how. New ideas and new perspectives have been surfaced. Notice that Deafhood defines a process, like a journey to go through as a d/Deaf person and if you read the book, which I just started 2 weeks ago, it got me thinking. Even today, I did not have the opportunity to go to any Deafhood workshops and was never part of the training session or even having a thorough discussion relating to Deafhood alone. Yes, there were some times I questioned what specific terms/concepts mean and how are these related to our lives but that was it. Most of the time, it came from my views that I got to analyze and discovered heartbreaking stories that a lot of scars were involved for those people who find struggles and oppressions (dealing with Oralism) or whatever they experience throughout their lives.

What it dawned on me during the part of the DBC conference was that people shared what they had experienced in the past that was brought up by themselves. I have been listening to a variety of people who shared their disheartening stories about how they grew up being oralists (without the use of signs) all their lives that they found it negative and suppressing because they struggled to understand what was said and that their parents refused to let them sign. A lot of stories came up that weekend and these people cannot be ignored. We can't just say, "Ok, just focus on bilingualism only and ignore their feelings. Just focus on Deaf babies signing only!" But in reality, there are circumstances happening which are not intentionally for them to have flashbacks but because of the issue itself that promotes DEAF babies to sign made them recalling how they were deprived from bilingual experience. Grieving was involved for DEAF adults and it is something that should not be ignored.

It is natural to focus on the identity issues that will allow them feeling a sense of empowerment. A lot of diversified people who are involved came from grassroots with a variety of background, experiences, etc. Many and many people are affected by Oralism and unfortunately; it was not a positive word for them. I feel there is a need to address these issues but I didn't feel that there were enough discussions relating to Deafhood issues during the Conference anyway which was not the main objective. Most of the topics presented during the Conference were related to a variety of bilingual topics. There were some of the concepts presented that distinguished the differences between medical and cultural views and it was considered a healthy discussion that would help parents to identify and better understand what their DEAF child(ren) should be in that sense of pride leading to positive feelings as a part of their DEAF identity. I don't feel that there is anything wrong to hide or to avoid since these are underlying issues that need to be addressed and discussed. It is a part of healing process for them that they eventually can become better advocates for DEAF children.

As for the parents (unfortunately not many were there since it was a first conference but it will be expected in the future conferences) who watched discussions taking place about cultural issues vs. medical issues in one of these workshops, I feel that some of the "Deafhood" issues will help them to end the grieving process faster when they discover their baby or child is deaf. I didn't think or feel that there were a lot of in-depth discussions about Deafhood during the time of the conference. Most of the time, when looking at the six presenters, their topics presented ranging from linguistic issues to Early Hearing Detection Intervention and its system to history…(showing texts on presentation topics)…

These presentations made us more aware how the system works and how we can better improve and change it. I really feel very positive to discuss these topics that are shared to both DEAF and hearing people. I look forward for some of the hearing parents who attended to the DBC conference to post their experience explaining how much impact these related topics had made on them. They told us how they had gained a better understanding what it is like for a DEAF person to live through it.

My 93-year-old Grandma’s Sorrow (open-captioned)

2008-07-08T23:12:00.000-04:00

For the first time ever, I am going to present my video interview using spoken English with my hearing grandmother aged 93. It comes with captions, of course. You may be shocked that I would do a vlog using spoken English but this is how I communicate with my grandmother. I grew up with my hearing grandparents using spoken English and with my Deaf family using ASL at separate times in the same roof. I didn't sign and speak simultaneously while growing up. Quicktime YouTube and video comments, click here.

My grandma shares her regret for not learning signs and how she was misled the idea that if one is to use signs, it would mean that spoken English would not be successful. The myths of AG Bell’s beliefs have shared to the likes of my grandma that using signs will impede speech development while today’s research shows the opposite! But the ironic part is that it still carries on. Feel free to share with your hearing parents or with parents who have Deaf children.

Additional information not presented in the video clip:

It was mentioned that A.G. Bell’s influence had reached to Pennsylvania School for the Deaf that advised my mother’s parents not to sign.

Here is the evidence:

“…back in 1870, the Board of Directors, impressed by the reposts of the success of speech teaching that reached them, sent a committee consisting of F. Mortimer Lewis, James J. Barclay and Principal Joshua Foster to inspect the Clarke Institution at Northampton, Mass., and the articulation departments of the Hartford and New York Institutions. This committee was so favorably impressed that upon its return it recommended that arrangements be made at once for instruction in articulation to all semi-mute and semi-deaf children. Miss Rebecca Cooper was sent to New York for in instruction under Professor Bernard Engelsmann, and upon her return was placed in charge of the articulation class. In 1976 Mr. Edward Crane, a pupil of Alexander Graham Bell, was placed at the head of the Articulation Department.”

My grandma rang the bell about AG Bell having to do with PSD but it was vague to her. Of course, it was eons of years ago!

(Note: This is not a transcript or a summary of the whole video clip.)

Update: See Jeffrey's blog talking about doing your video documentary which includes interviewing with your family members.

People like My Mother Could Not Be a Part of the DeafVillage.com

2008-06-17T11:18:00.013-04:00

Both DeafRead (DR) and DeafVillage (DV) are providing as blog aggregators. In America, having two or more competitive products are considered healthy and more likely to improve the quality. Yes, the style is different and so is the policy. Most of them get to accept blogs and vlogs that are Deaf related; however, what strikes me the most about DV is that this certain guideline is so different.

To me, I feel that the DV is like this:

(moving the curtain halfway) "hey you are welcome, come on and join us" they say...

Actually, they are welcoming the vloggers halfway. They said that they accept a diversity of bloggers and vloggers regardless of their communication background just like DR.

Why did I say "halfway"? Because it required ASL vloggers to provide transcripts and captions and only some of us can do that. I tend to provide transcripts and it is not a problem for me but I have to speak for this certain group of vloggers like my Deaf mother. She grew up orally and did not have a strong language foundation including ASL that she had to deal with the struggle to comprehend a subject or a topic until she finally learned ASL later on in life. Unfortunately, for her to obtain strong literacy skills were a bit too late. She had been publishing her ASL vlog from time to time and now I am disturbed with the fact that she cannot enter DV because it is required for her to WRITE. She is not a strong writer (she can write sentences) but understands print English. However, when it comes to written English, it is a bit different than reading. To express in writing is too difficult that she often asks for feedback and I do help her sometimes. But for her to feel free to express (with this rigid guideline) is not possible.

DV is not really keeping their curtains wide open to welcome and embrace the walks of life so unlike DR who really keeps it wide open that it doesn't require to write transcripts/captions for ASL vloggers. Naturally, DR has their policy that any blogs that are affiliated to companies (except for Sprint who is the sponsor) to market their product a bit too often is not allowed which is understandable and makes sense. Nevertheless, I just want to focus on this policy that FORCES ASL vloggers to provide written materials and it actually does prevent them to be a part of DV. Not all of the ASL vloggers feel comfortable with English that they had struggled all of their lives and for them to be rejected from DV is not right.

My mother would never be a part of DV and I would not either because I felt that this certain group has been discriminated and I, in no way, would support DV. I feel that the expectations for ASL vloggers is too much of a burden and let me tell you several reasons that the policy to enforce vloggers to provide transcripts/captions are not reasonable.

1. English is not some of the ASL vloggers' strength just like ASL is not some of the bloggers' strength. These bloggers already have an option as opposed to these ASL vloggers. ASL vloggers are stuck and that they are not always strong bilingual users just like those who are fluent in English are not able to express in ASL. What should you do about those who are not strong bilingual users? The bloggers can still get their blogs published in DV and the ASL vloggers can't so what is fair? Now you want access and that you may not understand ASL vloggers, I do understand the problem for this group. It is like catch-22. This group cannot express in writing the way they want to so what is fair? You accept diversity? Let me challenge the quote,"Deaf Village accepts diversity." I want to see where is that part of the group is able to express in their own language without any restrictions. Now DV may say, "Oh no, we don't intend to reject this group of ASL vloggers because we want to have access". I understand that but still it is a huge conflict.

(text: #1. Not all ASL vloggers, especially those who were former orals and did not grow up with ASL, have English proficiency. For those who are not fluent in ASL have more privileges to publish their blogs since translation in ASL is not required.)

2. Translations from ASL to English takes much longer time than from spoken English (including Cued speech) to text (i.e. captions). It is much easier for non-ASL users to translate that it takes much less time than ASL users.

(text: #2. It is a daunting, time-consuming task to translate from ASL to English. To translate from spoken English to captions/transcripts is much easier than from ASL to text.

3. ASL vloggers are finally able to enjoy to watch a video without captions. To have captions in ASL vlogs is distracting and that English distorts the true message of ASL users. There is no enjoyment in viewing ASL vlogs with captions for some.

(text: #3. It has been long overdue for Deaf viewers to enjoy ASL vlogs without captions since it is a distraction to them.)

4. There are times when ASL messages don't go well when translating into English. For example, there are ASL idioms (see video for sign demonstration) that may be difficult to translate into English although the attempts are there but it would never be accurate. It is indeed awkward to translate from ASL to English especially when it is in a simultaneous form. To provide transcripts may be better but still challenging (it already took me an hour to type this so far!). (text: #4. To translate word for word from ASL is not always accurate.)

You need to understand what is reasonable. Do you think this policy is an act of suppression of this group of ASL vloggers?

(text: Suppression occurs when an individual or group tries to directly or indirectly censor that oppresses the other party.)

That is why I cannot participate and support DeafVillage.com because they don't recognize a group of ASL vloggers who are not fluent in English and that they are rejected. I will not support DV until they remove this policy. Diversity? Let me see the proooooffff (in slow motion)!

Sorry, no youtube yet but it will be posted later on tonight. If you have difficulty viewing the video, please download quicktime.

I Am Against Oralism Because...

2008-05-06T19:42:00.003-04:00

Summary:

Someone asked me if I were against oralists when I know s/he must have meant oralism because to be against oralists just because they can speak is outrageous! So my response to this modified question is, yes, I am against oralism but not spoken English. Let me share you that the term oralism to me is a stigma. It is associated with “force” for some even “abuse” (i.e. hands whacked with rulers, hands being put down (watch this):

although physical abuse is prohibited but still, this term brings back these memories that many are scarred with the term oralism.

Oralism is way different than spoken English. Oralism tends to be the only approach and it bans from ASL. Spoken English is not against for one to know both languages since birth. It has no biased meaning – it is just a language. Spoken English doesn’t ban a Deaf child from using ASL nor force those who cannot hear enough to use it. Some people who think the world of oralism are ignorant. Using the word, oralism, still did not change to a positive concept just we would never change the concept of slavery. Now I am not comparing slavery to oralism but in that sense, the idea of slavery is negative just like oralism is for some, if not, many. Would we want to still practice slavery? No! Unfortunately, it is still happening in some parts of the world. Slavery will always be negative just like oralism is but in a different sense of course. There were horror stories associated to oralism that scarred them for life. Although it is history but today the practice, the principle and the philosophy still discriminate against ASL. The Deaf children are suppressed from using ASL. The term should be changed to oracy since it involves the use of switching to both languages where they have the options to use, spoken or signed, where there is more flexibility and compatibility.

(In my video clip, you will see my description on how Flemish Deaf view oralism definition vs. Deaf culture definition.)

That's why I don't accept and approve the concept of oralism because of the attitude. The concept is negative so that is something to think about how should we view oralism.

From my experience, I was able to grow up using spoken English and ASL. Did I ever think that I think of myself as a oralist? No. I am just a spoken English user so it is completely different than being oralist because one doesn't know ASL. I use spoken English, yes. I am ASL user, yes! Oralists don't use ASL. It is just a different view about the way I grow up as I never thought one has to separate those who speak from using ASL. They were placed in an environment using an only-oral-method approach and it was not necessary! ( ASL users still can use spoken English and to not to know ASL growing up because it will hinder language development is still unproven stated by research documents. It has been proven that bilingual approach will benefit the Deaf child to grasp the language, ASL, that is most accessible and natural to them, making the bridge to learn spoken English more effectively if the child desires to do so and benefits the time spent for learning speech).

BI/CI Comparison? Why, sure! Deafhood Minions? Oh, Please!

2008-05-04T05:45:00.018-04:00

This Anti-Deafhood priest and minions dissed people who support Deafhood and I have to tell you how much I have laughed so hard when reading that I couldn’t even take them seriously. Ok, just mock us all you want but my views stand based on the facts coming from FDA and no one can dispute that. Why of course, getting BI and CI is for a completely different reason although not life threatening but I have got news for you, there is a similarity, duh!

It is similar in a way that there are risk factors involved. Breast implantees and cochlear implantees even have to experience reoperations (including removal of implant) as a part of the risk factors. From the source, the overall cumulative cochlear implant survival rate was 91.7% for a period of 11 years. The main reasons for hard failures were design errors of the products and direct or indirect trauma to the cochlea implant site (especially in children) with consecutive breaks of the implant body or electrodes. As for BI, it is "likely that you will need to have one or more reoperations over the course of your life because of local complications from breast implants. Reasons for reoperations could include any of the potential local complications" (some are listed below).

Aidan has pointed out that there are people opposing to breast implants just like those to cochlear implants. Also she said that those who get Lasik has to wait until the age 18 (it goes the same for breast augmentation; 18 for saline and 22 for silicone) while for CI, babies as early as 12 months old can get it in spite of potential risks. It is not like she is trying to say that it is comparable for those to consider BI or Lasik for babies so stop twisting her words out of the content. I am just going to focus on the risk outcomes here since it is a no brainer to say that both of these procedures are not risk-free. This is what we have from the FDA webpage:

Reoperations of Breast Implants:

It is likely that you will need to have one or more reoperations over the course of your life because of local complications from breast implants. Reasons for reoperations could include any of the potential local complications above. Multiple reoperations to either improve the appearance of the breasts, to remove ruptured/deflated implants, or both may result in an unsatisfactory cosmetic outcome.

Of course, cochlear implant is not a cosmetic choice like breast implants are; however, they are both not life-threatening situations. Finally, what is common is that they both require invasive surgery that should be reserved for life-threatening situations, not simple life enhancements. CI is considered a tool that is interpreted by some on how it can enhance their hearing ability just like how BI enhances a woman's life by having increased self esteem or whatever the reasons are for them. So yes, these devices are life enhancing for some who need it but still not considered life threatening.

Reoperations of Cochlear Implants:

Among actions taken, at first pass it appeared that reimplantationwas more common in the pre-1998 period, but it is importantto note that the "pending" category in 2002 was large and accountedfor nearly 30% of the actions taken. Therefore, it cannot bereliably stated that reimplantation was more common in the pre-1998period. Furthermore, the high incidence of "pending" data makesreliable statistical analysis on these action data impossible.However, it is clear that for most of the adverse events described,surgical intervention, most commonly explantation or reimplantation,was the most common treatment.

Risks from the Surgical Cochlear Implant Procedure FDA Webpage

* Cerebrospinal fluid leakage --the brain is surrounded by fluid that may leak from a hole created in the inner ear or elsewhere from a hole in the covering of the brain as a result of the surgical procedure.

* Perilymph fluid leak --the inner ear or cochlea contains fluid. This fluid can leak through the hole that was created to place the implant.

* Infection of the skin wound.

* Blood or fluid collection at the site of surgery.

* Numbness around the ear.

* Reparative granuloma --this is the result of localized inflammation that can occur if the body rejects the implant.

* There may be other unforeseen complications that could occur with long term implantation that we cannot now predict.

Potential Local Complications and Reoperations for Breast Implants (narrowed it down to parallel to CI potential complications)

* Delayed wound healing

* Iatrogenic injury/damage (injury caused by medical procedure)

* Granuloma (is a small area of inflammation due to tissue injury)

* Inflammation/irritation

* Redness/bruising

* Scarring

BI and CI both have outcomes that leak, irritate, scar, inflame, bruise, and numb. Some may be temporary and some are permanent.

As for Lasik experiencing complications:

The American Society of Cataract and Refractive Surgery has said that only about 3 percent of lasik patients experience complications, but other data and research suggest problems may be more common and long-lasting.

As for CI experiencing complications:

From the over 200 patients implanted at the University of Michigan Medical Center, 6 patients with a complete and irreversible cochlear implant receiver-stimulator failure have been identified and treated. This represents a 3% failure rate.

Key Points to Consider

* Breast implants will not last a lifetime so wouldn’t a cochlear implant.

* Either because of rupture or other complications, you will probably need to have the implants removed.

* You are likely to need additional doctor visits, reoperations, or removals because of one or more complications over the course of your life.

* Many of the changes to your breast following implantation cannot be reversed just like residual hearing cannot be reversed (only you have CI, your residual hearing won’t come back if you decide to have it removed).

By the way, as speaking for myself as I have always been, I am not saying no to anything including a good debate because this is a free country. The only thing I would do is to justify the reasons for my opinions, that's that, so just don't try to draw a picture of me that doesn't look like me. Just quit calling me Deafhood Hand-Job Priestess or a minion for that I am not a follower. This is how I think based on my experience since birth not because of deciding to follow Deafhood based on a book or a workshop (by the way I haven't even read the whole book and never even went to one workshop!) Even if I went, so what! What's wrong with you people? Looks like all you like to do is to look for someone to mess around with, heh? I am only interested to express my opinions for what I believe in and oh isn't that what this particular blogger said in her blog, that she supported anyone who believed in whatever it is that they believed in? Talk about someone who is living a double standard. (**laughing with amusement***)

Oh, one more thing anti-deafhood priest, calling me an expert in male masturbation is so hilarious! Guess it is what you wish for but too bad you will never get to see this day.

Summary on Social and Identity Issues Re: AG Bell participants

2008-05-02T09:38:00.008-04:00

Here is the summary of findings showing the outcomes on how former mainstreamed students who belong to AG Bell feel about identity and social issues when experiencing inclusion education.

Inclusive Education and Personal Development by Irene K. Leigh

Thirty-four graduated participants who belonged to AG Bell and Oral Hearing Impaired Section (OHIS) took the questionnaire.

16 = deaf

12 = hearing-impaired

4 = HoH

1 = oral then deaf

1 = hearing

50% of them change their label when they were in school

School background:

20 out of 34 = public school

13 = private

1 = Deaf school

5 reported nonsupportive academic or social environment

-labeled as defective

-made to feel “different”

-can’t understand what was said in class

The rest felt more supportive because of teachers who provided attention and friendly social environments that have structured school settings.

How does a school’s experience affected one’s identity?

19 = (+) positive

13 = (-) negative

(+) = overcome disability, accepting oneself as deaf, functionally comfortably in hearing world, good self-esteem

(-) = wrestling with the idea deaf people cannot do what they want, feelings of insecurity, dependency or self consciousness, perceptions of isolation and catering to the dominant group, she because of past rough experiences, lower self-confidence, no Deaf peers making it hard to compare

Some saw relationship with hearing peers as comfortably but never completely relaxed in contrast to socializing with Deaf peers.

Views about deaf:

8 felt (-) negative about having relationship with Deaf peers – those who were not comfortable with oral values were rejected and they rejected them.

15 felt (+) positive that Deaf were like family – no need to prove anything, having common understanding about life experiences as Deaf persons.

16 felt (-) Deaf culture was a foreign concept and thought they had negative attitudes toward hearing and oral deaf persons.

4 (+) viewed more positively

14 felt that there are advantages of Deaf culture for signing Deaf persons but felt that they are limited in terms of connections with diverse people.

13 of them had no exposure to deaf adults while in school!

Some reported that when crossing over into Deaf culture experience, some conflicts because lack of support by AG Bell members for “cultural differences.”

The bottom line is that, yes, participation in the hearing community is a powerful goal but the need for connection with some segment of Deaf community cannot be denied as a part of ongoing identity and formation and social support.

Dual identity = more positive outcomes

Moschella ( 1992) notes the significant emotional benefits that products of strictly oral environments derive from contact with deaf peers in adulthood.

Today’s concerns:

1. Lack of Deaf Role models in public education system

2. Access of Deaf community is limited

3. Misconceptions formed about Deaf Culture

No Deaf peers should grow up without contact with other Deaf peers and adults.

Sources:

Journal of Deaf Studies and Deaf Education (Vol. 4, Nbr. 3, Summer 1999) Inclusion and Personal Development by Irene W. Leigh

Educating Deaf Children Bilingually by Shawn Neal Mahshie, 1995

To see previous comments, click here.

AG Bell Participants Respond to a Survey on Social and Identity Issues

2008-05-01T19:43:00.007-04:00

Survey results reflecting identity and social issues of former mainstream students who belong to AG Bell. Transcript coming soon..

Thoughts on DeafSide

2008-04-30T18:43:00.002-04:00

Sharing my perspective on DeafSide and questions raised for you to share as well.

Hearing Parents Can Learn ASL! How?

2008-04-09T19:39:00.000-04:00

One of the criticism about ASL as Deaf babies' first language is not made possible because 95% come from hearing parents. Actually, it is possible as long as there are services available. Today, it is slowly growing especially that schools for the Deaf are providing support in giving parents the opportunity to learn ASL and having the mentors visiting their homes. If you study a bit more about the Sweden Model, it has turned into success for both CI and non-CI children. This is what Deaf Bilingual Coalition and other organizations are advocating for- by pushing for more ASL mentors and programs implemented in every local Early Intervention program.

Please allow me to borrow the passage from Canadian Cultural Society of the Deaf and change some of the wordings to make it more fitting for United States:

"The goal is to allow families to take advantage of many services in the community which support the bilingual nurturance of their child's development. ASL classes should be made available at schools for the Deaf, Universities (unquote: there has been an increase of 400% offering ASL classes in U.S.) and through technology.

*A qualified Deaf ASL instructor may be hired by the family for personal instruction and paid by the federal government.

*When a family from another country immigrates to United States, English as a second language instruction classes are subsidized by the federal government for both children and adults. They have a right to have English language instruction available to them and to communicate in U.S. with depth and ease. Similarly, parents of a Deaf child whose most accessible language is ASL, have a right to communicate with depth and ease with their child. ASL classes ought to be subsidized for these families.

*Families can contact their local clubs to consider subsidizing ASL classes.

*Families can also hire a Deaf baby-sitter to provide a good language model for their child at a young age and to be a natural role model for the child and his/her family. Families must be sure to check out references as is true for any baby-sitting situation.

*Families are encouraged and welcome to participate in activities that include other Deaf children and Deaf adults. Examples are sports events, parties, ASL storytelling nights, summer camp and the many other Deaf community events.

* Families and residence are also key in providing a literature rich home environment. Access to much ASL Storytelling is critical and can be achieved by borrowing ASL storytelling videotapes from provincial resource services library, and perhaps your local library and purchasing ASL videotapes from Dawn Sign Press, Harris Company, Butte Publication and much more and by going frequently to Deaf community events."

The main problem is that there is a wall between parents of Deaf CI children and the Deaf community. Too often, hearing parents of Deaf children have not gotten to meet a Deaf professional and the community and that they are clueless about what the Deaf community is all about. I am not talking about meeting them at one time but frequently enough to understand the realm of "Deaf Life". I am not blaming the parents for not having these opportunities but the doctors, audiologists, and early interventionists who did not give them this kind of guidance are to be responsible.

As for hearing parents who sign to their Deaf children, I have seen similar resemblance to those who are from Deaf parents. I have seen it happening in some of my classes whose parents are strongly involved in their lives and sign with them. There are parents who have developed ASL fluently as long as there is service in their location that provides tremendous support. The problem today is that there is a lack of ASL therapy services but that will change someday since awareness is highly raised thanks to Deaf Bilingual Coalition, CAEBER, Shared Reading Project from Gallaudet University and people who cared.

Please Wake Up Moms and Dads who support AG Bell!

2008-04-02T12:34:00.008-04:00

This is a part two series in a response to those commentators who call themselves "a mom" and "another mom" on Deaf Chipmunk's vlog. Portraying AG Bell in a positive light is like trying to sell an used car that has a history of multiple repairs to a buyer who is unaware of the car's problems.

For this mom to claim that "whatever pent-up anger you hold toward your parents (who I doubt were involved in AG Bell, since they never required anyone to do the things you are claiming)..." shows that she is missing the boat. Well, hello, there are thousands and thousands of oral Deaf people who have been affected by AG Bell. They may not require the parents to join but they get to play God in influencing parents and educational programs when parents are vulnerable and so desperately want their Deaf children to talk. AG Bell did not tell them the whole truth and left out relevant information about ASL. It affected my Deaf parents when their parents were told certain things by the schools who were heavily influenced by AG Bell. My mother told her story in her vlog (titled: "Why didn't my parents sign?") about how AG Bell drove the school to adopt an oral-only philosophy and how my grandparents trusted the misleading advice. My grandparents were the ones who were angry (not just my mother) for being misled by the likes of AG Bell and they wished they were taught how to sign.

These "moms" who are making an assumption that AG Bell is not involved need to listen more to the Deaf people who were brought up under the oral method, and their parents, and stop talking just for once--just long enough to learn something. Go and read "The Telephone Gambit" by Seth Shulman, which is the most powerful book that explains how Bell stole the patent from a rival, Elisha Gray.(see msn webpage). Even in June 2002, The U.S. House of Representatives passed a symbolic bill officially recognizing Meucci for his contributions to the invention of the telephone. Also check out "Chasing Aleck: The Story of a Dorm" by Rebecca Edwards and the the Deaf Heritage book by Jack Gannon.

"A mom" said, "Dr. Bell never recommended or endorsed anything akin to Hitler’s tactics. He was simply a forerunner of today’s genetics research. He was not in contact or friends with Hitler." may not be exactly 100% correct. AG Bell's attitudes may border on Nazism. He was recklessly arrogant to say the very least. Please allow me to introduce this source that says:

"Along with many very prominent thinkers and scientists of the time, Bell was connected with the eugenics movement in the United States. From 1912 until 1918 he was the chairman of the board of scientific advisors to the Eugenics Record Office associated with Cold Spring Harbor Laboratory in New York, and regularly attended meetings. In 1921 he was the honorary president of the Second International Congress of Eugenics held under the auspices of the American Museum of Natural History in New York. Organizations such as these advocated passing laws (with success in some states) that established the compulsory sterilization of people deemed to be, as Bell called them, a 'defective variety of the human race.' By the late 1930s about half the states in the US had eugenics laws, the California laws being used as a model for eugenics laws in Nazi Germany."

Bell called the Deaf a "defective variety of the human race"! So Moms, how could you support an organization that represents this degrading perspective--a view which is intended to apply to your own Deaf child(ren)?

As for "a mom's" statement about how "All the 'up to date' scientists of his time were reading and involved in eugenics, including the founder of today’s Planned Parenthood and many other famous people from that era." Yes, that founder was Margaret Sanger but she advocated for a woman's choice to decide how and when, if ever, she will bear children. She wrote:

"We maintain that a woman possessing an adequate knowledge of her reproductive functions is the best judge of the time and conditions under which her child should be brought into the world. We further maintain that it is her right, regardless of all other considerations, to determine whether she shall bear children or not, and how many children she shall bear if she chooses to become a mother....^[18]"

So, Margaret Sanger was a part of Eugenics movement but the main difference between her and AG Bell was that she advocated for women's choice whereas AG Bell wanted to force sterilization upon Deaf people. He was targeting a certain group, or race, as he put at it. Imagine that you are supporting an organization that wishes to ban having your own grandchildren! I know that is all in the past but the name AG Bell still remains as an organization that represents AG Bell and his ideology. Who would want to support this so-called organization that carries such obnoxious history of AG Bell anyway?

Now, "a mom " also said, "Bell, who opposed residential schools and was a very kindly man in so many ways. His ideas that deaf kids and adults could operate fully in society, marry hearing people, and live amongst everyone is not shocking, nor is it evil." Oh golly, you've got it all twisted around! A kindly man? The point is that AG Bell wanted to prohibit marriage between Deaf people! It doesn't make sense for you to put a rosy interpretation on this and claim that he was simply advocating that deaf people marry hearing people. In this document, Bell was concerned that "deaf persons, especially those attending special schools and using sign language, have a strong tendency to marry other deaf persons due to their restricted social circle, he even suggests that some sort of legislation may be needed to prevent such marriages, wished to prohibit deaf teachers from being allowed to teach in schools for the deaf. His goal was to eradicate the language and culture of the deaf so as to force them to integrate into the hearing culture for their own long-term benefit and for the benefit of society at large. " This attitude of his is widely seen as being paternalistic and arrogant!

I happen to be a Deaf teacher and I have seen so often how students benefit greatly from teachers, mostly Deaf, who are fluent ASL signers. I helped many, I mean many, students passed their Regents in Social Studies exam which includes multiple choices and essay portions. Social Studies is always one of the most difficult parts of the Regents test to pass because of difficult reading materials including documents and writing the essays. When I have Deaf students coming in for tutoring, it is mostly guaranteed that I will be able to help them to pass to test. Imagine if your Deaf child wanted to be a teacher? How could you possibly support the AG Bell organization when Alexander Graham Bell proposed to prohibit Deaf people from becoming teachers?

Please wake up, moms and dads of Deaf children who support AG Bell!

See Part One, click here.

ASL Does Not Hinder Language Development!

2008-03-31T09:14:00.028-04:00

My blog post is in a response to Deaf Chipmunk's vlog on "AG Bell, Tear Down This Wall." Some of the commentators made great points but some of those clueless commentators calling themselves mom and another mom were flashing those so-called biased research claims that reinforced their way of thinking that "ASL hinders the development of good language development." It made me question if they are blinded about the reality of success that actually exists for those Deaf individuals who acquired ASL as a first language and who were exposed to bilingual environment have succeeded in, but not limited to, cognitive, academic, leadership and social development.

These moms are truly the products of ignorance, assumptions, misconceptions and myths. AG Bell and the AVT people have done a helluva of a job keeping a thick wall of ignorance in place, (just exactly as Deaf Chipmunk has so eloquently indicated by using the metaphor of the Berlin Wall) to prevent Deaf children from using a natural signed language, ASL. For them to claim that "kids develop language and cognitive skills by speaking only are superior to those who learn ASL and spoken language simultaneously" is absolutely far-fetched and so untrue.

I am going to share a glimpse of my personal experience growing up deaf and present my arguments about the research document link that these poor moms have been getting the impression that learning ASL as a "secondlanguage after childhood outperformed those who acquired itas a first language at exactly the same age. In addition, theperformance of the subjects who acquired ASL as a first languagedeclined in association with increasing age of acquisition."

Like some of my Deaf friends who shared a similar background as mine, I came from a Deaf family and ASL was my first language but I grew up in a public school without interpreters/notetakers for many years and acquired English as my second language. If you know Mark Drolz by reading his entries at Deaf Culture Online, he and I were practically neighbors living in a close proximity to each other. Our Deaf parents knew each other and we both used ASL while growing up. There are other Deaf families who raised kids like us acquiring both languages (ASL as a first language) and are we fine? You betcha! Here we are, not only writing our blogs but practicing our professions after obtaining our master's degrees. You rock, Mark! One more thing I want to add is that my Deaf sister and I are the only ones who have master's in the extended family (grandparents, aunts, uncles and cousins who are all hearing) and yes, for me, there was "easy conversation with my pals down the street and the school around the corner… with my Sunday School teacher or my grandfather" without having undergoing AVT and to be shunned away from ASL.

Anyway, I wore one hearing aid and I managed to grasp spoken messages well since I was auditory trained and engaged in frequent speech sessions when I was younger. But like CI kids, (yes, I compare myself to CI kids since I was very capable of hearing almost everything thanks to high frequency when I was younger) it is never 100% when to comes to understanding speech especially in a large group setting. But I had ASL in hand since it was my first language and thank God for that! It came to my rescue in reinforcing concepts when it comes to reading, writing and expressing in English. Later on, before I became a sophomore in high school, I finally got to transfer to the school for the Deaf where Laurent Clerc, America's first Deaf teacher, founded and taught there. That was that school what we know as American School for the Deaf (ASD). For the first time, I had two Deaf teachers, one teaching reading and one writing. It was a first time that I had ever experienced a true bilingual educational classroom and from that point on, my English and speech skills skyrocketed! I am not even exaggerating and to prove that, I actually skipped two years of high school from that point and enrolled Gallaudet College at the age 16. My neighborhood friend widened her eyes when I spoke to her after not seeing her for a while when I was gone to ASD. She said, "Barbara, my gosh, you speak better than before!" She was simply speechless for a while.

Take my word or sign for it, ASL DOES NOT hinder language development and it is NOT true that Deaf individuals who speak only are superior than those who use ASL and spoken language. These moms presented a research document that has been published in 1993 written by Rachel Maybery. It stated that:

"Subjectswere 36 deaf adults who had contrasting histories of spokenand sign language acquisition. Twenty-seven subjects were borndeaf and began to acquire American Sign Language (ASL) as afirst language at ages ranging from infancy to late childhood.Nine other subjects were born with normal hearing, which theylost in late childhood; they subsequently acquired ASL as asecond language (because they had acquired spoken English asa first language in early childhood). ASL sentence processingwas measured by recall of long and complex sentences and short-termmemory for signed digits. Subjects who acquired ASL as a secondlanguage after childhood outperformed those who acquired itas a first language at exactly the same age."

Let me tell you something about this author. Rachel Mayberry wrote this piece in 1992 that was later published in 1993 that may be outdated. In 2000, she became a part of the editor group to write the book, Language Acquisition of the Eye. I haven't read the whole book yet but I am going to order it for sure! However, by taking a peak in each of the chapters, it looks like her perspective has changed drastically since she justified bilingual studies in this link titled "Reexamination of Early Exposure and Its Implications for Language Acquisition by Eye":

"These studies demonstrate that individuals who are exposed to language at earlier ages consistently outperform individuals exposed to language at later ages for first and second language acquisition of both signed and spoken languages. "

Now did you notice the title, "Reexamination?" Mayberry no longer stated that those who acquired ASL as a secondlanguage after childhood outperformed those who acquired itas a first language at exactly the same age. The recent statement said that language at earlier ages do better than those who were exposed to language later and it did not exclude ASL. Oh wait, there's more. In Chapter 9, A Piece of the Puzzle: ASL and Reading Comprehension in Deaf Children, the very same author stated in her book that:

"Literacy skills in ASL have only recently begun to be identified ( Bahan & Supalla, 1996). Within the education of Deaf children, language and literacy skills in ASL have not been recognized as having the potential to impact the acquisition of English literacy skills."

Mayberry also included that "their study and the others cited here all provide consistent and strong evidence of a correlation between ASL skill and English literacy ability." It looks like that Mayberry's perceptions have really evolved because she has been immersed in a research field for almost a decade that leads her to justify bilingual approach. For this mom to say that "restricting them by ASL and/or lack of implantation would be a shame" is NOT a shame at all! First of all, restricting them by ASL is no such thing. We tend to expose Deaf children in both languages. If they have spoken abilities then they can go for it when appropriate. If they have residual hearing abilities, then they can go for it with hearing aids when appropriate. If they don't have residual hearing, it doesn't mean one must feel the urge to implant them. It is the parent's choice and it is none for us to judge one who should or shouldn't and who are selfish or ashamed. Just stop with this attitude or the madness!

Speaking or signing of restriction, in the same chapter, it stated that "the reception of spoken language for most Deaf individuals is extremely limited, which restricts the learning of English via the auditory channel. For many Deaf individuals, this restriction has resulted in great difficulty mastering reading, which is based on English." It even stated that "there are many Deaf individuals who are able to attain excellent mastery of reading English even without oral knowledge of English."

In conclusion, restricting Deaf children with or without HA/CIs to spoken language actually restricted English development.

So I rest my case and I want to move on to Part Two in a response to these same moms about AG Bell in the next blog post.

Can Lightning Make a Hearing Become Deaf or a Deaf Become Hearing?

2008-03-27T11:36:00.006-04:00

It all happened last July when Jason Bunch, 18, using an iPod was struck by lightning while mowing the grass. At least he survived but he had to go through two surgeries to repair the ruptured eardrums. He had not regain his hearing putting him in the position to deal with this new experience as a Deaf person.

I find it interesting that Dr. Mary Ann Cooper, an expert on the effects of lightning on the body, said burns and punctured eardrums are common and displaced ossicles have also been reported in people injured by lightning. The statistics shows that only about 10% of people who are struck by lightning are killed, leaving 90% with various degrees of disability. When I looked up the type of disability, it is mostly the alternation of the nervous system that may affect the brain. "When the brain is affected, the person often has difficulty with short-term memory, coding new information and accessing old information, multitasking, distractibility, irritability and personality change. Early on, survivors may complain of intense headaches, ringing in the ears, dizziness, nausea, vomiting and other post-concussion types of symptoms. Survivors may also experience difficulty sleeping, sometimes sleeping excessively at first and then only two or three hours at a time. A few may develop seizure-like activity several weeks to months after the injury." Nowhere in this site did it mention deaf as one of the "disabilities".

Another similar case happened to a Vancouver jogger who played iPod listening to religious music when lightning struck him left him deaf not dead. He was even thrown about 2.4 metres by the lightning's impact! It sounded like a painful, torturous experience since he suffered burns from his chest up into his ear channels also down on his leg and on the foot. Ouch! I find it interesting that it happened while he was listening to religious music. Was there a purpose for this to happen? He now wears two hearing aids and it was said that "he no longer plays in the church orchestra because of his hearing deficit."

It turned out that Cooper, an emergency room physician and medical professor at the University of Illinois in Chicago, said the iPod didn't draw the lightning to the man.

"Metal doesn't attract lightning and there is very little metal in iPods anyway," she said from Chicago.

"But once electricity contacts the iPod, then the metal will conduct the electricity and can cause secondary burns as this gentleman had to his chest underneath where the iPod was and up where the wires went up into his ears and possibly even cause enough muscle contraction that either caused the jaw fracture or perhaps he fell forward onto his jaw."

Neurologist Dr. Ernest Nitka said the man would have suffered harm regardless, but the iPod accounted for his peculiar pattern of injury.

"Once there was a flashover from the tree the shock would find an easy resistance path," Nitka said in an e-mail from Denver, Colo., where he works with the Lightning Data Center at the St. Anthony Hospitals.

"This is where the iPod came in to the story. The particular injuries were made possible, if you will, because of the iPod. Without the iPod, the spectrum of injuries would have been different but there would have been injuries nonetheless."

Cooper said the iPod contributed in another way as well.

"Our recommendations are: When thunder roars, go indoors," she said. "If you're on a cellphone or if you've got an iPod, you're not going to hear the first and best warning that lightning is in the area, which is the thunder."

As for the offending iPod, well, it was "damaged beyond repair. Absolutely burned to a crisp," Heffernan said.

The man has bought another, the doctor reported. But as the old adage goes, once burned, twice shy. He no longer wears an iPod when he goes out for a jog.

Aside from the relationship between iPod and lighting, iPod alone still can cause hearing loss. Nearly a fifth of students tested in a recent study were found to have some degree of hearing loss. Researchers at the University of Florida say middle and high-school students were found that about 17% had some degree of hearing loss. Most of the loss was in higher pitches. It's the first range that's likely to be lost when hearing is damaged by loud music-players.

Now get this! I found an article that was published in New York Times on July 16, 1911 with a headline that said:

LIGHTNING CURES DEAFNESS.; Aged Woman Long Deaf Cured When House Was Struck.

Mind-boggling, isn't it? Her house was struck by lightning causing Jane Decker, aged 65, to recover her hearing. "She had been deaf since childhood. The bolt of lightning entered the roof near the chimney, shatterred a number of rafters, tore through two floors, wrecking windows and frames, stunning her. She was sore for a number of days and claimed that her hearing is good that she is able to carry on a conversation in an ordinary tone of voice." Isn't this hard to believe that it actually happened?