Volume 20 Issue 10

HOH-LD-News
Vol. 20, Issue 10
September 4, 2004

~~~~~~~~~~~~~~~~~
Table of Contents
~~~~~~~~~~~~~~~~~

- Article 1: Growing a Healthy "Hybrid" Relationship - Part 1
- Article 2: SHHH Exhibit Floor - Part 8
- Article 3: Does Language Affect Short Term Memory?
- Article 4: Bad Call on Internet Phones
- Classifieds: One Education Opportunity and four Employment Opportunities
- Contact Information and Disclaimers

~~~~~~~~~~~~~~~~~~~
Contact information and disclaimers are at the end of this newsletter.
~~~~~~~~~~~~~~~~~~~

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~~~~~~~~~~~~~~~~~~~
- Article 1: Growing a Healthy "Hybrid" Relationship - Part 1
By Laine Waggoner, M.A., M.S.
~~~~~~~~~~~~~~~~~~~

Editor: Char and I have known Laine and Rex Waggoner for several years now, and have even presented with them at a national conference! We are all very interested in promoting communication between people with hearing loss and the important folks in their lives. Here's Part one of a recent article that reveals some of their wisdom.

As appeared in Spring '04 issue of Hearing Health. Reprinted with permission. For more information on HH and to subscribe to online and print editions, call 202.887.5850 or visit www.hearinghealthmag.com.

~~~~~~~~~~~~~~~~~~~

Healthy relationships involve, above all, good communication, respect and friendship. The ideal mix for a thriving relationship also includes love, awareness, empathy, humor, patience, compassion, acceptance, admiration, commitment, caring and cooperation.

In partnerships between hearing and hard-of-hearing (HOH) individuals, a few added ingredients may be necessary to glean the greatest rewards. The partners need to develop and maintain a positive attitude, value themselves and expand their sense of adventure. They also must let creativity flow and maintain a sense of humor in solving communication problems.

A productive 38-year partnership with Rex, my devoted and super-hearing spouse, has been a proving ground. My hearing loss has been a positive test of our love, commitment, tolerance and patience.

Early in our marriage, Rex became a willing hearing partner. He often says, "Hearing loss is not a solo act. It takes a strong supporting cast." And we have found that with a solid foundation of caring, everyone involved in the "communication loop" can overcome the challenges hearing loss places on a relationship.

Rex and I struggled on our own until about 18 years ago when we began to discover avenues of support, including Self Help for Hard of Hearing People, Hearing Health and the Association of Late Deafened Adults. Utilizing these educational and support resources has been invaluable to us in our personal adjustment. They also enhance our outreach to share creative solutions for interpersonal issues related to hearing loss. This has been my crusade for the past 15 years, derived partly from a passion to share my coping skills developed during 46 years of hearing aid use for progressive sensorineural loss. I manage what is now a profound loss with digital hearing aids, assistive listening devices and speechreading.

Via the workshops we present to a variety of organizations, Rex and I amuse and educate as we share our trial-and-error adventures of meeting the challenges of my hearing loss. We've made mistakes aplenty but mold our experiences into dos and don'ts of effective communication. During our presentations, as well as in the privacy of our coupledom, we laugh at our foibles and try to have fun while creating effective communication strategies.

Our underlying premise is that a HOH person who uses an assertive self-help approach can develop feelings of hope and mastery in relationships. They are invaluable in the ongoing struggle to prevent communication breakdowns, self-defeating attitudes, negative thinking and loss of self-esteem - all of which are detrimental to relationships.

Laine Waggoner, M.A., M.S., director of HEAR - Hearing-loss Education And Resources in Palm Springs, California, lives creatively with a profound hearing loss and her hearing partner, Rex Waggoner, M.A. They provide coaching on communication, coping and relationship skills for people with hearing loss and their loved ones. Email them at LaineWaggoner@dc.rr.com or RexWaggoner@dc.rr.com

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~~~~~~~~~~~~~~~~~~~
- Article 2: SHHH Exhibit Floor - Part 8
By Cheryl Heppner
~~~~~~~~~~~~~~~~~~~

Editor: One of the best things about hearing loss conventions is the exhibit floor, where vendors of hearing loss products display their wares. Cheryl Heppner is a master at exploring the booths to discover all the new stuff. Here's the next installment of her report on this year's exhibits at the SHHH convention.

This report discusses:
- Teltex
- Harris Communications
- Williams Sound
- Hamilton Relay
- Clarity

~~~~~~~~~~~~~~~~~~~

Teltex

Teltex is an assisitive technology resources and equipment company based in Kansas City, MO. Their catalog includes: alarm clocks/wake-up devices; alerting systems; assistive listening devices; signalers; telecaption decoders; telephone products and accessories; WyndTell products, services and accessories; miscellaneous devices (cell phone amplifiers, speech amplifiers, TTY accessories, Williams Sound accessories); sign language specialty items; Ultratec TTYs; stamps and stickers; computer items; videos; and books.

They offer a 30-day exchange policy, from time of shipping; books and posters must be returned in new condition within 15 days. Videos and CDs cannot be returned.

I talked to Andrew Bond and Jeff Williamson. During the SHHH convention the company was giving away free surge protectors with purchase of its products.

Teltex offers TTY phone repairs.

Info: www.teltexinc.com
info@teltexinc.com
888-221-6316 V/TTY

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

Harris Communications

Jessie Szopinski was staffing the Harris Communications exhibit. As always, they had a bit of this, that and the other. Their convention special was a 10% discount on all equipment.

Jessie told me that some of the most popular items were the Krown vibrating clock, the Triple Tell Timer, and the Sonic Alert alarm clock.

Harris Communications has an extensive catalog of hearing assistive technology equipment and accessories, books, videos, CDs, sign language novelties.

Info: www.harriscomm.com

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

Williams Sound

I had a chance to personally thank Mike Hartmann at the Williams Sound exhibit for the PockeTalker the company donated as an NVRC door prize for Celebrate Communication 2004. While at the booth I filled out an air travel survey form. Williams Sound and several other companies have joined to collect information on the experiences of air travelers with hearing loss.

New this year with Williams Sound is a stereo Infrared TV Listening System, model WIR 952. It has an under-the-chin receiver and plugs directly into your TV, VCR or stereo. It will operate up to 30 feet from the receiver. The receiver automatically recharges itself when it is placed back on top of the transmitter and shuts off when not in use. Since it operates on 95kHz stereo, or 250 kHz, it can be used at movies, theater and other 95 kHz venues.

The Williams Sound lineup includes two amplified phones, an amplified call ringer (the Ringmax, with up to 95 dB of amplification!), PockeTalker Pro, and Personal FM systems. There are many accessories including headband style microphones, neckloop telecoil couplers, earbuds, earphones, headphones, and batter charger kits.

Info: www.williamssound.com
800-843-3544

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

Hamilton Relay

Christa Cervantes was one of the "host team" from Hamilton Relay -- their headquarters is in Aurora, Nebraska. Christa told me of Hamilton Video Relay's new equipment offer. Fill out a form and send it in to receive a free D-Link or Webcam. You must have high-speed Internet access to qualify for this offer.

Birnbaum Interpreting Services, which is based in Maryland, provides interpreting services for Hamilton Video Relay.

Though not as well known as other relay providers, Hamilton has been steadily gaining ground. It now provides relay services in eight states. Recently it was awarded contracts to provide relay services in Maine and Washington, D.C. The company will be hiring outreach staff for the DC-area contract.

Info: www.hiprelay.com
www.hamilton.net/relay
800-618-4781

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

Clarity

Once upon a time there was Ameriphone, which merged with another hearing technology company, Walker, to become Walker Ameriphone. Both were made part of a parent company known for providing access equipment for public safety answering points, Plantronics. Now the Plantronics consumer equipment arm has a whole new name, and brand: Clarity.

Clarity's advertising materials say its amplified phones are special because they amplify and shape high frequencies instead of just making all sounds louder.

I talked with Karen Rogers. She says their new offerings are a cordless phone with caller ID for people with mild hearing loss, the XL40, which can amplify to 40 dB, and a cordless amplifier.

In January 2003, Clarity and the EAR Foundation announced an educational partnership. The EAR Foundation educates and trains physicians in advanced medical treatments and applied technology.

Info: www.clarityproducts.com
800-426-3738
claritycs@plantronics.com

***************
(c)2004 by Northern Virginia Resource Center for Deaf and Hard of Hearing Persons (NVRC), www.nvrc.org. When sharing this information, please ensure credit is given to NVRC.

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~~~~~~~~~~~~~~~~~~~
- Article 3: Does Language Affect Short Term Memory?
~~~~~~~~~~~~~~~~~~~

Editor: I've heard for years that seven is sort of a magic number in terms of how many things people can remember at one time. Studies have shown again and again that people do pretty well up to seven, but performance falls off rapidly as the number of items to be remembered increases beyond seven. Well, it turns out that it's not nearly that simple, as the following press release from the University of Rochester discusses ;-)

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Short term memory's effectiveness influenced by sight, sound

For decades scientists have believed that people can only remember an ordered list of about seven items at a time--such as seven grocery items or seven digits of a phone number--but new research from the University of Rochester has shown that this magic number varies depending on whether the language used is spoken or signed. The results in the cover story of the latest issue of Nature Neuroscience have important implications for standardized tests, which often employ ordered-list retention as a measure of a person's mental aptitude. "When we hear things, we naturally process them in a series," says Daphne Bavelier, associate professor of brain and cognitive sciences at the University of Rochester. "When we hear music, for instance, it comes to us second by second, so the part of our brains that processes auditory information has evolved to absorb information in sequence. This means hearing a spoken list, such as numbers in an ATM code, corresponds more closely with what the auditory brain does naturally." Conversely, visual information comes to us simultaneously as we might see a sunset, clouds and a skyline all at the same time. While the visual processes in the brain can still remember ordered lists, they tend to be less effective at it, recalling an average of five numbers instead of seven.

In the 1960s, cognitive scientists showed that for nearly all speakers of all languages, list retention peaked at around seven items, plus or minus about two. As more languages were tested, a few exceptions were found, such as Chinese, that allows to hold nine items or Welsh that is nearer to five, but in all cases these variations were entirely predictable by the length of time it takes to utter the words in each language. The Chinese numbers used in the test happen to be very short and simple to pronounce, whereas Welsh ones are quite complex and take longer. In this context, deaf users of American Sign Language who had been known to recall only about five items were thought to do so because signs take longer to utter.

Bavelier's graduate student, Mrim Boutla, was investigating visual memory and wanted to know more about American Sign Language and decided to test this view. The team devised studies to put sign language tests on equal footing with hearing-designed tests. To their surprise they found that even when signs were faster to pronounce than spoken language, signers recalled only five items. Even more surprising, when the team tested hearing individuals who were fluent in American Sign Language, such as people who had grown up with deaf siblings or parents, they found that the same people scored differently when asked to recall spoken lists in order, versus when they recalled signed lists. The discrepancy broke down as expected: seven heard items remembered, five signed items remembered. It was obvious that the regular ordered-item tests were not accurately evaluating the cognitive ability of deaf individuals in relation to those who could hear.

Up until this time, the predominant idea was that the magic number of seven was a good measure of overall cognitive capacity, likely utilizing the centers of the brain for memory and language. No one thought that perhaps a test for one kind of language might not work well for another language like sign language--researchers had always assumed the tests were evaluating the same cognitive aspects of the brain, whether spoken or signed.

In a direct evaluation of the memory test itself, Bavelier designed an experiment that would test more directly the memory centers of the brain for language, without favoring auditory or visual processing. Instead of asking her subjects to recall the order of a list, a task at which the auditory brain is superior, Bavelier concentrated on devising a test that required recall, but not in the temporal order of the items. Both hearing and deaf subjects were given a list of words like "boat" and "table" and asked to recall those words in a well-formed sentence, such as "The boat is on the water. The table is square." The order doesn't matter. When people tried this test, both speakers and signers performed equally well, showing that such a test is likely a much better evaluator of cognitive ability than the old ordered-item test.

"It's a better test because it does not require temporal or spatial information to be maintained, but requires people to manipulate language information on the fly, which is really the hallmark of what language use is about," says Bavelier. "Unfortunately, right now the old ordered-list test is still the test of choice in most educational and clinical settings."

### Co-authors of the research include Elissa Newport, chair of the Department of Brain and Cognitive Sciences at the University of Rochester, and Ted Supalla, associate professor of brain and cognitive sciences. This research was funded by the National Institutes of Health and the James S. McDonnell Foundation.

~~~~~~~~~~~~~~~~~~~
- Article 4: Bad Call on Internet Phones
~~~~~~~~~~~~~~~~~~~

We've reported a couple of times on the advent of Voice over IP (VoIP), a strategy to transport phone calls over the Internet. Our concern has been, and continues to be, that none of the regulations that govern standard phone lines apply to calls over the internet, and that the lack of that kind of regulation is bad news for people with hearing loss.

Awareness of this (and related) issues seems to be growing, as the recent editorial in the LA Times indicates.

~~~~~~~~~~~~~~~~~~~

The 1982 breakup of Ma Bell seemed like chaos at the time. Then came cellular, upending the whole idea of what telephone service means. Now, a potentially bigger telecommunications tsunami is on the way: voice communication over the Internet. Most consumers have no clue what it will mean. Congress and state legislatures face pressure to regulate what they don't understand, and their proposals are a muddle.

The Internet can carry phone conversations at a fraction of the cost of traditional systems. The technologically adept already are using computers to place free calls to owners of similarly equipped machines. For a modest monthly fee, computers can also be rigged for unlimited local and long-distance calls - even to those who still answer on antique Princess phones. The technology has existed for years, but the spread of high-speed computing led to improvements in voice quality comparable to land lines.

No matter how the technology develops, everyone who might use it has a stake in how the new world is policed. It is only because of regulation that we have 911 emergency services, the TTY machines that allow deaf and hard-of-hearing people to use the telephone, and low-cost lifeline service that guarantees access in rural areas and to low-income households. All of these are paid for by required fees and taxes. Internet telephony threatens to turn that century-old telecom tax structure on end.

The Internet also threatens to upset the established order. Baby Bells, for example, have a vested interest in maintaining the status quo when it comes to the fees companies charge to route calls over each others' networks. They face challenges from such companies as AT&T, which wants to have 1 million Internet customers by the end of 2005, and Internet start-up Vonage. The two already have petitioned the Federal Communications Commission to abolish access charges for their Internet-based services.

Regulators are adding to the confusion. The FCC in February ruled that one Internet-based telephone service provider, Free World Dialup, should remain free from "burdensome economic regulation at both the federal and state level." In May, New York regulators ruled that Vonage was, in their eyes, a traditional telephone company. The Senate Commerce Committee echoed that confusion in July when it passed what proponents lauded as a "clear and unambiguous structure" for regulating Internet telephony. But one section of the bill would prohibit states from regulating the new technology, and another clearly gives states distinct regulatory powers.

Some issues are clear cut - telecom services will have to be taxed if such necessary programs as 911, TTY and lifeline service are to be preserved. Regulation is just as necessary to keep broadband providers, including cable companies and the Baby Bells, from shutting out promising young companies that could provide badly needed competition. And any legislative scheme must be flexible enough to deal with inevitable technological advances. S 2281, the bill before the Senate, falls far short. Congress should hang up and start over.

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- Classifieds
~~~~~~~~~~~~~~~~~~~

One Education Opportunity and four Employment Opportunities appear in this issue. (Ads appear after this brief table of contents.)

Education Opportunity 1
Play Therapy and Sandtray Training
Chesapeake Beach Professional Seminars

Employment Opportunity 1
Teacher - Career / Occupational Emphasis
Idaho School for the Deaf and Blind
Gooding, Idaho

Employment Opportunity 2
Teacher of the Deaf/HH - Reading and Language Emphasis
Idaho School for the Deaf and Blind
Gooding, Idaho

Employment Opportunity 3
Interpreter
Idaho School for the Deaf and Blind
Gooding, Idaho

Employment Opportunity 4
Parent-Infant Specialists
The Hearing, Speech & Deafness Center
Seattle, Washington

~~~~~~~~~~~~~~~~~~~
Education Opportunity 1
Play Therapy and Sandtray Training
Chesapeake Beach Professional Seminars
~~~~~~~~~~~~~~~~~~~

CHESAPEAKE BEACH PROFESSIONAL SEMINARS
is interested in offering play therapy and sandtray training to deaf and hard of hearing clinicians who provide mental health services to children and families.

Interpreters using American Sign Language available.

If you work at a facility where there are a number of deaf and hard of hearing clinicians or you have access to a number of such clinicians, we could have the training at your facility.

Please get in touch with us immediately to talk about possibilities.
E-mail: cbps@radix.net.
website: www.cbpseminars.com

~~~~~~~~~~~~~~~~~~~
Employment Opportunity 1
Teacher - Career / Occupational Emphasis
Idaho School for the Deaf and Blind
Gooding, Idaho
~~~~~~~~~~~~~~~~~~~

STARTING DATE:
August 10, 2004

SALARY RANGE
Commensurate with education, experience and contract days.

BENEFITS:
Comprehensive fringe benefit package included.
Employees receive reduced tuition at state universities ($5 per credit hour).

DESIRED QUALIFICATIONS:
* Eligible for Idaho Teacher Certification for Hearing or Visually Impaired.
* Excellent receptive and expressive skills in sign language or willingness to obtain.
* Bachelor's degree acceptable, Master's degree preferred.
* Experience teaching Deaf/HH or Blind/VI students preferred.

DUTIES:
* Provide educational and career awareness services to elementary, middle school and high school age Deaf/HH and Blind/VI students.
* Develop employer and school district contacts to promote job opportunities for students
* Advise students in job seeking skills and career opportunities
* Work with teachers to develop a continuum of educational activities throughout the curriculum.
* Attend IEP meetings and other meetings required for the delivery of educational services.
* Participate in committees and other job related activities.
* Other duties as assigned.

LOCATION:
ISDB is located in Gooding, Idaho (pop. 3,500). The city is a quiet, family oriented community in a rural setting. Abundant recreational and professional growth opportunities are available within a reasonable driving distance. Check our website at: www.isdb.state.id.us.

APPLICATION PROCEDURES
Apply by submitting a letter of application, resume, transcripts, teaching certification, and three letters of recommendation.

SUBMIT TO:
Human Resources Department
ISDB, 1450 Main Street, Gooding, Idaho 83330

DEADLINE:
Open until filled

FOR MORE INFO CONTACT:
Ms. Sherry Hann, Human Resource Specialist at 208-934-4457 (V/TTY)
or send email to: shann@isdb.state.id.us

Successful candidate will be required to pass a state-background check within three months of employment per Idaho Code 33-130.

~~~~~~~~~~~~~~~~~~~
Employment Opportunity 2
Teacher of the Deaf/HH - Reading and Language Emphasis
Idaho School for the Deaf and Blind
Gooding, Idaho
~~~~~~~~~~~~~~~~~~~

STARTING DATE:
August 10, 2004

SALARY RANGE
Commensurate with education, experience and contract days.

BENEFITS:
Comprehensive fringe benefit package included.
Employees receive reduced tuition at state universities ($5 per credit hour).

DESIRED QUALIFICATIONS:
* Eligible for Idaho Teacher Certification for Hearing Impaired.
* Excellent receptive and expressive skills in sign language or willingness to obtain.
* Excellent skills in development of language and reading.
* Bachelor's degree acceptable, Master's degree preferred.
* Experience teaching deaf children preferred.

DUTIES:
* Provide educational services to middle school and high school age deaf and hard-of-hearing students.
* Work with teachers to develop a continuum of educational activities throughout the curriculum.
* Attend IEP meetings and other meetings required for the delivery of educational services.
* Participate in committees and other job related activities.
* Other duties as assigned.

APPLICATION PROCEDURES
Apply by submitting a letter of application, resume, transcripts, teaching certification, and three letters of recommendation.

SUBMIT TO:
Human Resources Department
ISDB, 1450 Main Street, Gooding, Idaho 83330

DEADLINE:
Open until filled

FOR MORE INFO CONTACT:
Ms. Sherry Hann, Human Resource Specialist at 208-934-4457 (V/TTY)
or send email to: shann@isdb.state.id.us

Successful candidate will be required to pass a state-background check within three months of employment per Idaho Code 33-130.

~~~~~~~~~~~~~~~~~~~
Employment Opportunity 3
Interpreter
Idaho School for the Deaf and Blind
Gooding, Idaho
~~~~~~~~~~~~~~~~~~~

STARTING DATE:
August 10, 2004

SALARY RANGE:
Commensurate with education and experience

BENEFITS:
Comprehensive fringe benefit package included.
Employees and spouses receive reduced tuition at state universities ($5 per credit hour).

MINIMUM REQUIREMENTS:
* A.A. or B.A degree with interpreting as a major emphasis or experience and formal training in interpreting.
* Certified as an interpreter or willing to obtain certification within 24 months. (Certification can be obtained from Registry of Interpreters for the Deaf).
* Fluent in American Sign Language, English, and Conceptually Accurate Signed English.
* Strong sign to voice skills (adult and children).
* Demonstrate knowledge of Deaf culture and communication styles.
* Familiarity with role and ethics of the interpreter.
* Experience in teaching Conceptually Accurate Signed English is preferred.

DUTIES:
* Interpret in-service programs, meeting, mainstream classes, student activities and provide interpreting services for deaf staff members.
* Provide instruction or planning in sign language instruction for staff and students as needed.
* Act as resource person regarding manual communication related issues (etiquette, turn taking, vocabulary, aspects of visual-gestural languages and interpreting issues).
* Interpreters will be required to maintain a plan of professional development as follows:
1. Certified interpreters will participate in the certificate maintenance program as required by Registry of Interpreters for the Deaf. 2. Non-certified interpreters will complete the application and evaluation process of the Registry of Interpreters for the Deaf within 2 years.
* Other duties as assigned.

LOCATION:
ISDB is located in Gooding, Idaho (pop. 3,500), a small farming community at the foothills of the Sawtooth Mountain Range. The city of Gooding is a quiet, family oriented community. Abundant recreational and professional growth opportunities are available within a short driving distance. For more info about ISDB check our website at: www.isdb.state.id.us

APPLICATION PROCEDURES: Submit:
1. Letter of application
2. Copies of certification
3. Three letters of recommendation
4. Official transcripts
5. Resume

SUBMIT TO:
Human Resources Department
ISDB, 1450 Main Street, Gooding, Idaho 83330

DEADLINE:
Open until filled.

FOR MORE INFO CONTACT:
Ms. Sherry Hann, Human Resources Director at 208-934-4457 (V/TTY)
or send email to: shann@isdb.state.id.us

Successful candidate will be required to furnish a background check within three months of employment per Idaho Code 33-130.

In addition to sending a letter of application and resume, applicants should send a regular VCR tape, "C", or a "mini" DVCassette and include the following:

1) A five minute segment of voice to sign interpreting (ASL)
2) A five minute segment of sign to voice interpreting (ASL)
3) A five minute segment of voice to sign transliterating (Conceptually Accurate Signed English)
4) A five minute segment of sign to voice transliterating (Conceptually Accurate Signed English)
5) Voice to sign portions must be accompanied by a typed script of the selection that was signed.
6) If possible, these segments need to be "live" segment.

~~~~~~~~~~~~~~~~~~~
Employment Opportunity 4
Parent-Infant Specialists
The Hearing, Speech & Deafness Center
Seattle, Washington
~~~~~~~~~~~~~~~~~~~

Two positions available September 1, 2004: 1 FTE and .5 FTE
(Reports To The Director Of The Parent-Infant Program)

DEFINITION:
The Hearing, Speech & Deafness Center's Parent-Infant Program has a national reputation and a 50 year history of serving families in King and Snohomish counties. Parent-Infant Specialists are responsible for the educational programs of the Deaf and hard-of-hearing children, ages: birth to three, and their families within their caseload. This includes planning, teaching, record keeping, interagency collaboration, and service coordination for each child and his/her family. Specialists participate in weekly infant/toddler play groups at PIP and one home visit session per week for each child/family assigned to their caseload. Our services to families include weekly communication play groups, home visits, parent groups, sign language classes, audiological services, individual and family counseling, lending library, resource coordination, occupational therapy, and speech therapy.

REPRESENTATIVE EXAMPLES OF WORK:
Maintain weekly records on each child in caseload.
Conduct quarterly assessments of communication/language skills and annual developmental assessments for each child.
Write quarterly objectives for parents and children in the areas of presymbolic communication, receptive/expressive language, auditory learning, speech, general development (e.g. cognition, self-help, social-emotional) and family outcomes.
Develop an Individualized Family Service Plan with each family.
Coordinate services with other agencies & assist families with accessing funding resources.
Coordinate transitions to preschool.
Assist with audiological assessments of children at HSDC.

PREFERRED/REQUIRED QUALIFICATIONS:
Master's Degree in Deaf Education from an accredited program within a university recognized by CAID; OR Master's Degree in related field. Teaching certification, preferably as a birth to three educator. Three years experience working with Deaf and hard-of-hearing children, at least two of which are with infants/toddlers and their families. Knowledge of early childhood development. Experience working with children with multiple disabilities. Fluency in American Sign Language and knowledge of Deaf Culture and Community.

ESSENTIAL JOB FUNCTIONS:
Essential job functions include the ability to: travel efficiently throughout King & Snohomish Counties; move freely in varied work environments, including stairs; use the telephone, computers, typewriters and general office equipment; read and use written English effectively; communicate in sign language; lift up to 15 pounds; and pass necessary state and federal background checks.

HSDC is an equal opportunity employer with policies and practices designed to create a diverse workforce.

Contact Deborah Ennis, Director of Parent-Infant Program at Dennis@hsdc.org with "PIP Specialist Position" in the subject line.
Serious inquiries only and mail cover letter and resume to:
The Hearing, Speech & Deafness Center
Attn. Human Resources
1625 19th Avenue
Seattle, WA 98122

Application deadline: Position open until filled
Please no phone calls. No faxed documents

~~~~~~~~~~~~~~~~~~~
- Contact Information and Disclaimers
~~~~~~~~~~~~~~~~~~~

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