Volume 22 Issue 7

HOH-LD-News
Vol. 22, Issue 7
February 12, 2005

Copyright (C) 2005 Hearing Loss Web. All rights reserved.

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Table of Contents
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- Article 1: Factors Affecting Speech Recognition in CIs - Part 2
- Article 2: Court Agrees to Accommodate HOH
- Article 3: Preschool Helps Kids with Hearing Loss Communicate
- Article 4: UK Emergency Center Accepts Text Messages
- Classifieds: One Pager Ad, two Conferences, one Theatrical Performance, and one Employment Opportunity
- Contact Information and Disclaimers

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Contact information and disclaimers are at the end of this newsletter.
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~~~~~~~~~~~~~~~~~~~
- Article 1: Factors Affecting Speech Recognition in CIs - Part 2
~~~~~~~~~~~~~~~~~~~

Editor: We recently had the pleasure of having Robert V. Shannon, Ph.D. discuss at our local CIAI meeting the various factors affecting speech recognition among CI users. Dr. Shannon is the Director of the Auditory Implants Research Lab at the House Ear Institute, so is eminently qualified to speak on this topic!

This is part two of three parts!

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The third example was a pure instrumental. Recall that hearing folks were able to identify the male vocal primarily by recognizing some of the words, a technique unavailable in the third example. Dr. Shannon remarked that no one had ever identified this piece of music until he played the original version; that record wasn't threatened by this audience.

One final note regarding these music examples - all of the versions except the original versions were unpleasant. For that matter, the voice examples were unpleasant as well, at least in comparison to the original. Dr. Shannon noted that people with CIs don't generally report that music sounds unpleasant, and attributed it to the fact that the CI simulations reproduced the quantity of information available using various numbers of CI channels, but not necessarily the quality of information.

What is the limiting factor in CI performance?

Dr. Shannon next explored the limiting factor in CI performance. He began this discussion by displaying a pixilated picture (one in which the individual pixels or dots of color are clear visible - like what happens when a person zooms in too far on a digital photo). Despite the fact that it was basically a bunch of squares of various shades of gray, some of the audience members were able to identify it! He then displayed various versions of the picture with increasing resolution, and finally the original picture. It seemed that virtually everyone was able to identify the picture before the original was displayed. Dr. Shannon noted that this was because it was a familiar picture.

The point of this is that people were able to extract the "meaning" with resolution far below what is normally available, just as they are able to do with speech (but not instrumental music) using a CI.

Dr. Shannon then displayed various distorted versions of the original picture; some were stretched vertically, some horizontally; some distorted in more complex ways. Dr. Shannon claimed (and I believe) that if those pictures had been presented instead of the undistorted ones, people would not have been able to identify the picture nearly as readily, if at all. The message is that our perceptual systems are quite able to deal with reduced resolution, but less able to deal with distortion.

Dr. Shannon suggested that limited CI performance may be due to distortion.

He displayed a graphical representation of the cochlea with a CI. The normal cochlea responds to sound from the tip to about 35 mm in. The sensors at the tip respond to the highest audible frequencies (about 20 kHz) and those 35 mm in respond to the lowest audible frequencies (about 20 Hz). The response frequency varies smoothly over the 35 mm.

A normal CI insertion places electrodes between about 10 mm and 25 mm from the tip of the cochlea, distances that correspond to frequencies from about 5 kHz to 500 Hz. But despite the fact that CI electrodes are physically located over only a portion of the audible spectrum, current processing strategies attempt to provide the entire sound spectrum. This means that the electrode that is physically located at 5 kHz is being stimulated at 20 kHz, and the electrode at 500 Hz is being stimulated at 20 Hz. These are the most extreme mismatches, but virtually all of the electrodes are mismatched to some degree!

This mismatch is called tonotopic shift and its effects are well documented. People hear best when there is no tonotopic shift, and understanding deteriorates rapidly as tonotopic shift increases. People seem able to tolerate a shift of up to about 4 mm; beyond that, understanding suffers greatly. Note that the extreme electrodes in a standard insertion are shifted about 10 mm, which, according to this study, renders them effectively worthless for speech recognition.

This mismatch can be fixed by reprogramming the processor; reimplantation is not necessary. Dr. Shannon expects that these results will eventually be incorporated in commercial CIs, but notes that the transition from research to commercial application takes about five years.

Dr. Shannon demonstrated that processing speed is almost certainly NOT one of the limiting factors on CI performance. CI marketers proclaim that a particular device is better than another, because of faster stimulation rates. There is, in fact, no evidence that stimulation rates faster than what has been available for some time results in improved performance. In fact, the results are pretty clear; increasing stimulation rates beyond about 500 pulses per second per electrode does not result in increased speech recognition.

CI manufacturers are also working to increase the number of electrodes, proclaiming that more electrodes are better. But current research indicates that people don't benefit from all the electrodes currently available. Anything beyond eight seems to be wasted!

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- Article 2: Court Agrees to Accommodate HOH
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I believe we're seeing the leading edge of a movement by hard of hearing, late-deafened, and oral deaf people to enforce their legal rights to equivalent access in American society. One of the most galling situations in memory is the persistent refusal by our legal system to provide accommodations appropriate to the individual. I know of several cases in which people who don't sign were called for jury duty and were offered interpreters as a "reasonable accommodation"; requests for more appropriate accommodations were denied! This attitude makes it all but impossible for the majority of the hearing loss community to serve as jurors.

An ADA case brought by the US Department of Justice against the Santa Clara County (CA) Superior Court alleges that "the Court's policies and procedures for providing assistive listening systems and other auxiliary aids and services do not ensure effective communication with hard of hearing persons. This limits the participation of hard of hearing individuals in the Court's programs, services and activities. The parties have engaged in extensive discussion concerning the issues and determined that the agreements made herein will resolve this complaint."

The agreement stipulates that the Court will provide "appropriate auxiliary aids and services to ensure effective communication and an equal opportunity for hard of hearing persons to participate in the programs, services and activities conducted by the Court." and that "auxiliary aids and services may include qualified sign or oral interpreters, assistive listening devices or systems, real time transcription, written materials, note pads and other effective methods of making aurally delivered materials available to hard of hearing individuals."

The agreement also calls for the Court to clearly display information regarding the availability of appropriate accommodations and to train Court personnel regarding this agreement. Note that "the training will emphasize the differences in the communication needs of hard of hearing individuals as compared with deaf persons, and the different methods of communicating with hard of hearing persons via telephone and in the courtroom. The training will also cover operation, use and maintenance of auxiliary aids and services, including a plan of scheduled maintenance."

For years, the protestations of the non-Deaf members of the hearing loss community that they are not "Deaf Lite" and that some of their needs are different from those of Deaf individuals have gone largely unnoticed. Part of the reason for this, of course, is that oral members of the deaf community have not been nearly as vocal in enforcing their rights as have members of the Deaf community.

I, for one, applaud the person or persons who initiated the complaint with the Department of Justice. I also applaud the DOJ for following through. I'm following a couple of other situations in which oral members of the hearing loss community are stepping up to the plate and demanding appropriate treatment.

And I'd love to hear what YOU are doing to advance this cause!

The complete Settlement Agreement for this case is available at: http://www.usdoj.gov/crt/ada/santacl.htm

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- Article 3: Preschool Helps Kids with Hearing Loss Communicate
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Editor: Kids born with hearing loss are at a distinct disadvantage. The lucky ones have parents who are sufficiently committed to ensuring that the child develops language. Some parents choose to learn sign language; others work to ensure that their child can communicate orally; some do both; others do neither.

Does the local government have a role here? Should local schools help ensure that kids with hearing loss learn communication at an early age? This article focuses on a pre-school in Tennessee that does exactly that. It is reprinted with permission.

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From the Tennessean, Friday, December 31, 2004
Freeing children from isolation
By DORREN KLAUSNITZER Staff Writer

Two years ago, Ariel Boyle couldn't communicate the way most 3-year-olds can, because she couldn't hear what was being said to her.

Now, after being in an intensive, language-rich preschool for two years, Ariel can talk to her parents, argue with her brothers, and chat with her friends. Next year, she may even attend class for children who do not have special needs.

The preschool at Buena Vista Elementary is part of Metro's special education program for the hearing-impaired. It helps about 300 children ages 3-21 crack the code of language by teaching sign language to those who are deaf and speech to those with limited hearing.

Using technology, repetition and intense, one-on-one instruction, the preschool is Metro's foundation for teaching hearing-impaired children to communicate and function in a world full of sound.

A clean slate

"It's a most amazing thing," Tonya Boyd said of finally being able to talk with her little girl. "I can't even explain it."

Tonya Bowman, whose daughter, Jasmyn Cheatham, is a classmate of Ariel's, is equally pleased.

Just six months in the preschool has made a "tremendous difference" in Jasmyn's speech, her mother said.

"Her language has improved as far as words. You can understand her words and her sentences."

After another year of specialized preschool, Bowman said, Jasmyn, 4, will be ready to attend kindergarten in her regular school.

That is the ultimate goal of the preschool program - to help each child return to the regular school with limited assistance.

But to do that, they first have to learn the basics.

And for hearing-impaired children, the basics are more difficult to teach.

Hearing children absorb the world around them from birth by listening to conversations, music and television.

"Hearing children come in to preschool with a wealth of knowledge they have tapped into just by hearing," said Marc Hayes, Metro's consultant for the hearing-impaired.

"Children who are hearing-impaired come in like clean slates."

For those children, sound is garbled, if there's any sound at all. Simple items do not have names, because the children have never heard them.

"Hearing children hear all this information and understand it intuitively. A hearing-impaired child comes in with no such experience."

So Sharon Siegel, who teaches the preschool class for the severely hard of hearing, starts at the very beginning. Wearing a microphone that works directly with the children's hearing aids, Siegel teaches the children their names and their ages.

Teaching colors or abstract ideas like "little" and "big" takes more time. "These kids don't just hear it and pick it up. You have to be direct," said Siegel.

Across the hall, another teacher works with preschoolers who are deaf to help them learn the sign language names for the same items.

Cracking the code

In Siegel's class, the children sit in a half-circle facing the teacher.

Siegel speaks loudly, overemphasizing every syllable to make sure her microphone picks up every nuance, every syllable.

"What is your name?" she says to a girl with brown hair and large eyes.

"Minahill," she responds.

"My name is Minahill," Siegel says, demonstrating what she wants the 5-year-old to say.

"How old are you?" Siegel asks a fidgety boy.

He squirms in his chair. His hearing aid has fallen out. He can't hear her.

After a few rounds of questions, Siegel takes the class outside.

"Is it hot?" she asks. "No? What is it?"

Jasmyn grabs her arms and grimaces. She does not know the word for "cold."

"Cold. It is cold," Siegel tells her and has the girl say the word.

Back inside, they dress a teddy bear in appropriate clothing, naming the articles he needs to wear - pants, socks, shoes, sweater, hat.

"We couldn't have done this at the beginning of the year," Siegel said. "We had to learn the words for sweater and pants."

In another lesson, Siegel works with small groups teaching the children "big" and "small." It is a hard concept to grasp. Siegel holds up a large, foam reindeer and says "big." With the smaller one she says "small." But getting the children to learn that the words "big" and "small" apply to things other than reindeer will come later.

"Each experience for these children is like a brand-new thing," Hayes said. Each word is a separate item. Building connections between words takes constant repetition.

With enough repetition and exposure, the words eventually make sense.

Halfway through the school year, most of Siegel's students are now able to speak in some sentences.

When they play on the floor, they argue over who has the truck and who has the plastic man.

Siegel has also taught them about the holidays - teaching them the words for tree and presents.

For Ariel and her mother, this Christmas had special meaning.

It was the first time the 5-year-old knew about Santa Claus.

Copyright The Tennessean

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- Article 4: UK Emergency Center Accepts Text Messages
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Editor: I'm trying to work with our county to insure that their emergency preparedness planning considers the needs of people with hearing loss. One thing I always suggest for 911 call centers and emergency centers is the ability to send and receive text messages. So far, they're not convinced. But we're happy to report that some emergency systems in the UK have adopted this system. Note that their emergency number is '999", not '911'.

This article is reprinted with permission.

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From the newsroom of the Express and Star, Wolverhampton, United Kingdom, Tuesday, February 8, 2005 .....

Text police for 999 help
By Sue Smith

Thousands of people in Worcestershire will be able to text police for help instead of dialing 999 in an emergency under a new pioneering scheme.

They will be able to send text messages to West Mercia Police central management for help from officers as well as fire and ambulance crews.

West Mercia Police has become one of the first in the country to introduce a short-code text message number.

The special life-saving service could help thousands of people and particularly those who are deaf or have hearing or speech problems.

In the past some people have faced difficulties or been unable to dial 999 in an emergency.

Charities such as Deaf Direct have been calling for help in easing the plight of the 140,000 people in Worcestershire, Herefordshire and Shropshire who are thought to have some form of hearing loss.

The force is introducing the service with backing from Deaf Direct, the Royal National Institute for the Deaf and all the emergency services.

Mobile phone company Vodafone has supported the scheme financially but it has also been made available across all networks.

Charity groups and police stations are being used to help promote the new service.

Leaflets giving the text number and containing a wallet or purse-sized plastic reminder card are now being handed out to callers at local police stations.

Supt John Jones said: "Nothing is more important than responding to an emergency. The text message number could provide a life-saving service.

Mr Philip Gerrard, director of Deaf Direct, said: "We are delighted that the need for easily accessible emergency services has been recognised."

Police have warned anyone thinking of sending hoax emergency text messages that the penalty for doing so is up to six months imprisonment and a fine of up to £2,500.

Officers also have the ability to trace and block mobile phones.

(c) Express & Star, 1997-2005

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- Classifieds
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One Pager Ad, two Conferences, one Theatrical Performance, and one Employment Opportunity appear in this issue. (Ads appear after this brief table of contents.)

Pagers and Accessories
Deafpager.com

California SHHH Conference
Buena Park, California
February 18 - 20, 2005

Jewish Deaf Singles Conference
West Orange, NJ
March 18 - 20, 2005

BIG RIVER - The Adventures of Huckleberry Finn
TAMPA BAY PERFORMING ARTS CENTER
March 29 - April 3

Employment Opportunity
Secondary Science Teacher
Idaho School for the Deaf and the Blind (ISDB)
Gooding, Idaho

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Pagers and Accessories
Deafpager.com
~~~~~~~~~~~~~~~~~~~

Deafpager.com has a new Hot Accessories section with the latest and hottest accessories for your Sidekick and Blackberry!

The newest item in our inventory is color bumpers for your Sidekick II - easy to put on, easy to take off! The hard part is trying to decide between Pink or Purple? Maybe it would be easier to decide between Red or Blue? Made up your mind which color you like? Only $8.95 per set!

Still can't make up your mind? Don't worry, we sell sets of three for only $20.95! We also have auto chargers for the Sidekick II for only $7.95! Visit our site for our excellent selection of cases and pouches. We offer qualified customers a Free Sidekick II (after rebates) as well as color Blackberries for qualified customers for $49.99 after rebates. We now have an unlimited data-only plan for the new Motorola A630!

Check all these deals out and more at our website: www.deafpager.com! Email: info@deafpager.com.

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California SHHH Conference
Buena Park, California
February 18 - 20, 2005
~~~~~~~~~~~~~~~~~~~

California SHHH Conference: Surviving and Thriving in a Sea of Sound.

Our conference is aligned with the objectives of SHHH. We have education, advocacy and support topics throughout our program. It's not good enough just to survive a hearing loss, but to thrive is what SHHH is all about.

We are welcoming all of the newest CIAI members, as well as families to join us on Presidents' Day weekend (a school holiday weekend). We feel we are offering everything from a location with plenty of activities at Knott's Berry Farm, to top speakers in the field of hearing loss, to some of the most entertaining workshops we have seen, to representatives from SHHH National. Our goal is to be able to bring you the best that SHHH has to offer.

Instead of a single host chapter, the team bringing this conference to southern California includes members from all of the southern California chapters. We have the opportunity to capitalize on the talents and skills of the entire southern California SHHH membership!

* Friday Night Welcome Reception
Dr. Terry Portis, executive Director of SHHH from Bethesda MD, asks "Can anything good come from hearing loss?" Terry has spent the last two years visiting and talking with SHHH and hard of hearing people across the country, and has some insight to share with us.

Jayna Altman is a member of the SHHH-CA Board of Trustees and was Miss Orange County 2004. A profound hearing loss has not deterred her from her goal to becoming an audiologist working with children. A dancer and performer, Jayna will give us a taste of her own experiences as a hard of hearing college student and pageant contestant in her talk "Navigating the Realities of Hearing Loss."

* Saturday Workshops
12 workshops are available, in four sessions. There is an exciting roster of informative and uplifting workshops covering advocacy and education issues such as hearing loss coping skills, support, cochlear implants and new technology. You will absorb a wealth of information from these experts.

* Saturday Lunch Speaker
As a special feature, we are hosting Dr. John House, President of the House Ear Institute in Los Angeles and one of the Medical Advisors of SHHH National. Dr. House heads one of the most renowned institutes of hearing research. The Institute has achieved an international reputation as a leader in its field. HEI scientists continue to improve and develop hearing aids and auditory implants, innovative treatments and intervention methods. We are privileged to have Dr. House join us with his talk "Hearing Help Through the Years".

* Saturday Evening Banquet
Heather Whitestone McCallum will be the featured speaker for the Saturday night banquet. She is sponsored by Cochlear Corporation. She continues her mission to advocate that "Anything is Possible".

* Sunday Morning Breakfast
On Sunday morning, we will feature a special session on cochlear implants, with Dr. Laurie S. Eisenberg as our speaker. She is a researcher at the House Ear Institute, and will share with us the latest in the field, along with answering questions from the audience. Come hear "What cochlear implant users have taught us over the past 30 years".

Additional activities/attractions include:
* SHHH-CA Board of Trustees Meeting
* Shopping Raffle and Prizes
* Exhibit Hall
* Special Knott's Berry Farm Discount tickets for SHHH-CA attendees

For additional information, visit the conference page of our website:
http://www.shhhca.org/shhh-conference.htm

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Jewish Deaf Singles Conference
West Orange, NJ
March 18 - 20, 2005
~~~~~~~~~~~~~~~~~~~

Call for all Jewish Deaf and Hard of hearing Singles, divorces, & widows

Join to our a great program - Jewish Deaf Single Registry

Where: West Orange, New Jersey
When: March 18-20, 2005

We will have:
- FUN outings
- INFORMATIVE workshops
- STIMULATING activities, and
- MORE for the Jewish deaf and hard of hearing singles including widowed and divorced worldwide, in any level of Judaism and way of communication.

Meals are provided.

Offer private residence (free) or hotel.

Limited scholarships are available.

There will be no registration at door
Sign up as soon as possible!

For more information and registration,
please email: Landau9@optonline.net
fax at 908 352 7395

write to:
JDSR
PO Box 2005,
NY, NY 10159-2005

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Theatrical Performance
BIG RIVER - The Adventures of Huckleberry Finn
TAMPA BAY PERFORMING ARTS CENTER
March 29 - April 3
~~~~~~~~~~~~~~~~~~~

The Deaf West Theatre production of BIG RIVER, the Adventures of Huckleberry Finn includes deaf, hard-of-hearing and hearing actors performing each role in a synchronized ballet of speaking, signing, gesture, song and dance. Spoken English and American Sign Language are interwoven with music, dance and storytelling techniques from both hearing and deaf cultures into a "third language" creating a unique and groundbreaking theatrical experience.

Don't miss this opportunity to see what The Wall Street Journal is calling, "Magical! A miraculous theatrical spectacle!"

For tickets or more information, call 813.229.STAR (7827) or log on to TBPAC.ORG

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Employment Opportunity
Secondary Science Teacher
Idaho School for the Deaf and the Blind (ISDB)
Gooding, Idaho
~~~~~~~~~~~~~~~~~~~

SECONDARY TEACHER FOR DEAF AND HARD OF HEARING/SCIENCE

Starting Date: August 2005

Salary Range: Commensurate with education and experience

Benefits: Comprehensive fringe benefit package

Desired Qualifications:
* Idaho Teacher Certification for Deaf and Hard of Hearing or equivalent
* One or more science endorsements
* Additional endorsements are beneficial
* Excellent receptive and expressive skills in American Sign Language
* Minimum of Bachelor's Degree Master's degree preferred
* Experience teaching deaf and/or blind children preferred
* Experience teaching subjects outside of endorsement areas preferred

Duties:
* Assumes responsibility for providing a quality science program
* Maintains discipline within the classroom
* Works with teachers to develop a continuum of educational activities throughout the curriculum
* Attends IEP meetings and other meetings required for the delivery of educational services
* Participates in committees and other job related activities
* Other duties as assigned

Application Procedures:
Submit the following to:
Human Resources Department
Idaho School for the Deaf and the Blind
1450 Main Street
Gooding, Idaho 83330
* Letter of application
* Copies of certification
* Three letters of recommendation
* Official transcripts
* Resume

Deadline: Open until filled

Location:
* Idaho School for the Deaf and the Blind is located in Gooding, Idaho (population 3,500); a small agricultural community located in south central Idaho within a short distance to mountains, rivers and related outdoor activities. The city of Gooding is a quiet family oriented community. For more information about Idaho School for the Deaf and the Blind check our website at: www. Isdb.state.id.us

For more information contact:
* Human resources Department at 208-934-4457 (Voice/TTY) or email sherry.hann@isdb.idaho.gov

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

Hiring is done without regard to race, color, religion, national origin, gender, age or disability. In addition, preference may be given to veterans who qualify under state and federal laws and regulations. If you need special accommodations to satisfy testing requirements, please contact the Human resources Department.

Idaho School for the Deaf and the Blind (ISDB)

Serving Deaf, Hard of Hearing, Blind and Visually Impaired Students of Idaho since 1906

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

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