Volume 23 Issue 2

- Advertisers in this Issue:
First Premium Placement: Harris Communications
Second Premium Placement: National Association of the Deaf (NAD)
Third Premium Placement: Oral Hearing Loss Advocacy (OHLA)
Classified Section: One equipment vendor and four employment opportunities

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Contact information and disclaimers are at the end of this newsletter.
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-------- New Alerting System at Harris Communications ----------
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The KA300 Monitor with Weather Alert Radio is an alert system for a building or home's smoke detector, carbon monoxide detector, and severe weather. The system includes an Emergency Weather Radio, a weather alert transmitter, a KA300 Monitor Receiver with bright strobe and 95dB audible alarm, and a bed shaker receiver. A wireless transmitter attaches to the siren of a smoke detector or carbon monoxide detector. (The KA300 Monitor System is also available without the weather alert radio.) For more information, go to: http://www.harriscomm.com/link/?www.harriscomm.com?sr=hohnews or contact us at mailto:info@harriscomm.com .
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- Article 1: Baxter School to Add "HOH" - One of a Series of Articles on the Awakening Oral Hearing Loss Community
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Last week we discussed the trend for state Schools for the Deaf to establish programs for kids with cochlear implants (CIs). We find this development especially noteworthy, because the Schools for the Deaf have been the foundation of Deaf Culture for decades, and the Deaf community is at best divided on the topic of CIs for kids.

We've recently learned of another telling development. Maine's Deaf residential school, called the Governor Baxter School for the Deaf (GBSD), proposes the adoption of "Maine Educational Center for the Deaf and Hard of Hearing" (MECDHH) as the new name for the statewide organization that provides services for children with hearing loss. Legislation proposing this change was requested by GBSD Superintendent Larry Taub. According to an article in the GSDB Newsletter, Taub proposed the change "so that the organization's name will more accurately reflect its mission and programming."

To continue recognition of former governor Baxter's donation of the residential school facility, it will continue to be known as the Governor Baxter School for the Deaf. But the comprehensive statewide program will adopt the new, more inclusive name.

In addition to GBSD, MECDHH programs include services for preschool and school-aged children with hearing loss, a distance-learning program, and a community education program.

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--------------- NAD Book on Your Legal Rights ------------------
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"Legal Rights: The Guide for Deaf and Hard of Hearing People"
Safeguard your civil rights! Learn about deaf and hard of
hearing rights in the workplace, in the hospital, in the legal
system, and more.

Download the NAD Store catalog from:
http://www.nad.org/store/index.html

For more information contact Donna Morris at sales@nad.org
TTY: 301-587-6283 Voice: 301-587-6282 FAX: 301-587-4873
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- Article 2: Speechreading Suggestions - Part 2
by Steve Silverman, M.A. (Communicative Disorders)
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Editor: Speechreading! We all do it (even folks with perfect hearing), but it seems that some are much better at it than others. Whatever your speechreading skill level, you can get better by following some guidelines, and the person speaking to you can help by following guidelines for them. Here's Steve Silverman with the whole story! He is a late deaf teacher of the deaf, and current president of ALDA-LA.

This is part two of three parts.

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Speechreading suggestions for the speechreader:

* You know more about lipreading and your needs than the other person, so you are actually doing him or her a favor and educating by making communication more accessible.

* Maximize your residual hearing by manipulating the circumstances to minimize or eliminate competing sound, making sure the better hearing ear (if you have one) is oriented toward the speaker, and by using assistive devices (loop systems, closed FM systems, or others). Combining your residual hearing, amplification, and lipreading in efficient ways provides the greatest amount of information.

* Assert your needs. You want to understand as much as the speaker wants you to, so show that. Request what you need politely, such as, "Will you please take your hand off your chin?" or "Face me," or "Throw out your gum because it will make it easier to understand you," or ask that restaurant manager to lower the sound of the music, raise the lights, or place you at a well-lit table.

* ASK for the topic so you know what it is. "What are you (we) talking about here?" works a whole lot better than taking time to figure it out.

* Choose where you sit or stand in anticipation of your communication needs, facing where the waiter will be, where there is little movement or light behind the speaker you will be attending to most, and where you can use your residual hearing best. Sometimes it's necessary to prioritize these things (a personal bias, if I must choose, I prefer to face the person I wish to hear most and not where the waiter will stand). And again, ask if a small change will help your visual access, "Please move a little to the right."

* Assume that you have a right to understand. If people are saying it, obviously, they think it's important for you to know it. A personal pet peeve: being told, "It's not important," or "Never mind." Anything important enough to say to me once is important enough to repeat or rephrase.

* Bluffing is exposed sooner or later, sometimes with very embarrassing results, such as finding you've "uh-huh"-ed yourself into a commitment when you were just trying to appear understanding, or saying something totally inappropriate, such as, "That's nice," immediately after someone passed along very distressing information. (Been there, done that.) That's why I try to never bluff, although honesty directs me to admit that I do have some rare moments of it.

* Ask for repetitions when you need it. When asking for a repetition, use cloze techniques. Instead of "Huh?" or "What?" or "I didn't understand that," ask the speaker to fill in the blanks by letting them know what you DO understand "I know you're talking about a family member, but don't know if you're saying Gary or Karen." (Yes, non-lipreaders, those look identical.)

* Assert and choose your listening position. Make sure your back is to the light so that it falls on the speaker's face ("Can you please move a little to the right so I can see you better?") and that the speaker is at the same relative height as you ("Won't you please take a seat, too?") Move to make sure you are between three and six feet from the speaker if possible.

* Let the speaker know you're lipreading ("Please face toward me so I can read your lips.") If your request begins, "I'm sorry, I'm deaf," implicit is that you're sorry for yourself. You have no reason to be, so there's no need to begin that way. The opposite side of that is how you handle when a person responds to that opening by saying, "I'm sorry." I tend to smile and reply, "I'm not," which normally gets a smile in return and seems to calm a lot of tension during communication. (Note: a well-respected deaf peer disagrees and says this is merely social convention. I hold this position and retain it as personal philosophy.)

* To the greatest extent possible, make conversations one on one, not in big groups where the topic is hard to follow, the speaker harder still, especially if people talk at the same time.

* Use reflective listening techniques to show understanding, "Ah, you're going to the big ALDA party next weekend, too," so the speaker knows you're understanding. A bluff "Uh-huh" doesn't help you or the person who wants you to understand.

* Anticipate context. At the bank, they'll ask about whether you want to make a deposit or withdrawal, the waiter will want to know what kind of salad dressing you want or what you want to drink, and your mother...(I think I should leave that one to you!)

* Remember, you don't have to 'get' every word, just the meaning of the whole. It's not worth the aggravation trying to get every article or preposition.

* Read and teach the suggestions for the speaker below.

* If you're going to be attending a movie or play without access beyond sound, read the book or the play or a summary of it.

* Be aware of hearing people's reactions to the environment. Did someone just come into the room? The hearing person will look toward the door if they did.

* Be prepared that the conversation's topics will change. Like usual, ask for clarification of the topic by telling what you know "We were just talking about Debbie's wedding, but now we're not. What are we talking about now?"

* Keep abreast of the news and world events. These will help when people are talking by providing you with more and better context.

* Relax! Straining to lipread is counterproductive. Lipreading is harder if you TRY. Relaxing helps lipreading more than getting anxious does. Too much deliberate concentration tends to interfere with my understanding, not help it.

* Speechreading takes MUCH more energy than listening with ears. Take what I think of as "eyeball breaks" (in a group setting, that sometimes means a false bathroom run for me). Turn to another activity or rest when your eyes let you know they need a break. It's fair and reasonable to say, "I'm going to tune out for a couple of minutes. Who will fill me in on what I miss?" Realize that lipreading is more difficult if your eyes are stressed or you're tired. Being sick or tired makes lipreading harder because it makes any kind of concentration harder.

* Familiarity with the speaker tends to make lipreading easier. Even if initial contact proves frustrating and only minimally successful, time will normally make the new person's speech patterns more familiar and easier to read.

* That's not to say that even the very best speechreaders will be able to understand everybody and everything. They won't. The attitude that works best for me is that all I can do is all I can do. If that comes up short, I am more than willing to explore other ways to get the speaker's message, including asking them to verbally spell the word I missed or writing it down.

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-------------------- OHL Advocacy Wants YOU --------------------
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Got a pet peeve about some aspect of hearing loss?

Don't know where to turn to get an organization to
provide communications access?

Or maybe you just want to know what "OHL" means ;-)

http://groups.yahoo.com/group/OHLAdvocacy
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- Article 3: Like this husband, most ignore hearing loss
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Editor: I'm really surprised at how little good information about hearing loss is available to the general public. I see very little information on television or in newspapers and magazines. And some of what is there doesn't have a lot of value. So I was pretty happy to see this article in "Savvy Senior" (www.SavvySenior.org). It addresses the significant problem of denial and hearing loss, and has some good basic information.

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DEAR SAVVY SENIOR: My 58-year-old husband has a hearing problem but doesn't want to admit it. He watches TV with the volume turned up too high and he particularly struggles when we're in public places where there's lots of background noise. I keep telling him to go get it checked out and get some help, but he won't. I don't think he realizes how bad his hearing has gotten. But I do! Can you help? - Shouting Wife

DEAR SHOUTING: Hearing loss has actually become a widespread problem. In fact, a recent study done by the Ear Foundation found that nearly half of the 77 million baby boomers are experiencing some type of hearing loss, mainly attributed to noise pollution. Here is some hearing loss information that may be able to help you.

Test your hearing

Hearing loss can often create obstacles in a person's life, whether it's at home, at work or in a social situation. Because hearing loss usually develops over many years, most people aren't aware of the extent of their loss until family or friends bring it to their attention. Even then they might deny it.

Here is a quiz to help determine if you have a hearing problem.

• Do you have trouble hearing over the telephone?

• Do you have to turn the volume up on the television so loud that others complain?

• Do you feel that others are mumbling and you have to ask them to repeat themselves?

• Do you have difficulty understanding when in groups or in noisy situations?

• Do you have to sit up front in meetings or in church in order to understand?

• Do you have difficulty understanding women or young children?

• Do you have ringing or other noises (tinnitus) in your ears?

If you answered yes to any of these questions, you may have a hearing problem. But, in order to determine your exact degree of hearing loss, go see an audiologist. To find an audiologist in your area, visit www.audiology.org/consumer/find or call (800) 222-2336.

Savvy fact

It's estimated that only 20 percent of Americans who need a hearing aid actually wear one.

Hearing solutions

Since there's no such thing as a hearing loss "cure," at least not right now, the best things currently available are hearing aids, assistive listening devices and cochlear implants. Here are some tips you should know:

• Hearing aids: There are many different kinds of hearing aids, so work with an audiologist to find the right one. Also, ask about having a trial period so you can try out several different aids. Cost for hearing aids can range from $650 to $5,000 per ear. Medicare does not cover hearing aids.

• Assistive devices: These are products that can help you live with less than perfect hearing, such as telephone amplifying devices, TV and radio listening systems, or alert products like flashing light door bells, smoke detectors or vibrating alarm clocks.

• Cochlear implants: If your deafness is severe, cochlear implant surgery may provide a possible solution. Ask your doctor about this option.

Savvy resources

• The EAR Foundation: Provides information about hearing impairment, preservation and early detection. Visit www.earfoundation.org or call (800) 545-4327.

• Hear Now: A national program that provides free hearing aids to U.S. residents with limited financial resources. Visit www.sotheworldmayhear.org or call (800) 648-4327.

• Self Help for Hard of Hearing (SHHH): Provides hearing loss information, advocacy and support. They also offer a comprehensive consumers guide to hearing aids for $6.50 that covers the different types of hearing aid technologies. Visit www.hearingloss.org or call (301) 657-2248.

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- Article 4: Medicare Expands Acceptance Criteria for Cochlear Implants
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Editor: As you may know, various agencies and insurers have differing requirements for the degree of hearing loss required for a candidate to qualify for a cochlear implant (CI). The Medicare threshold has remained for years at 30% on an open-set sentence recognition test, while other organizations have increased the amount of hearing a candidate may have and still qualify for a CI. On April 7 the standard threshold was increased to 40%, with up to 60% allowable for clinical trials. Here's the notice from the Centers for Medicare & Medicaid Services.

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The Centers for Medicare & Medicaid Services (CMS) announced today that it will expand coverage of cochlear implant devices to help treat severe hearing loss and will cover an additional oral drug to treat chemo-therapy induced vomiting.

CMS is expanding current coverage for cochlear implants, which are used to treat bilateral pre-or-post linguistic, sensorineural, moderate to profound severe hearing loss. Previously, Medicare covered cochlear implants for beneficiaries with open-set sentence recognition test scores of 30 percent correct or worse.

Under today's decision, Medicare will cover cochlear implants in beneficiaries who have test scores of 40 percent or less correct, and will cover cochlear implants in beneficiaries who have open-set sentence recognition test scores over 40 percent up to 60 percent if they are participating in a clinical trial of cochlear implantation that meets the requirements outlined in the national coverage decision.

"This decision provides a way to better quality of life for many beneficiaries who did not previously qualify for Medicare coverage of a cochlear implant, and it will help us learn whether even more can benefit significantly," said CMS Administrator Mark McClellan, MD, PhD.

[snipped the information about the oral drug to treat chemo-therapy induced vomiting]

These final coverage decisions are available for review at the CMS coverage website www.cms.hhs.gov/coverage. The decisions are effective today.

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- Classifieds
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One Equipment Vendor and four Employment Opportunities appear in this issue. (Ads appear after this brief table of contents.)

New Alarm Monitor & Weather Alert System from Compu-TTY, Inc.
http://www.computty.com

Employment Opportunity 1
Kindergarten Teacher - Auditory Oral
Idaho School for the Deaf and the Blind (ISDB)
Boise, ID

Employment Opportunity 2
First Grade Teacher - Auditory Oral
Idaho School for the Deaf and the Blind (ISDB)
Boise, ID

Employment Opportunity 3
K-12 Permanent Substitute Teacher for Deaf, Hard of Hearing and Cochlear Implanted Students
South Dakota School for the Deaf
Sioux Falls, SD

Employment Opportunity 4
Various Positions
GLAD
Various Southern California Locations

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New Alarm Monitor & Weather Alert System from Compu-TTY, Inc.
http://www.computty.com
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The Alarm Monitor KA300 System is the first flexible alarm system ever on the market. It is designed to fit a small, medium or large building. It connects all existing alarm devices via the 433 Mhz wireless link system and displays up to three alarm channels. The Alarm Monitor KA300 System has a built-in strobe light, a loudspeaker, a transmitter and a bed shaker.

The KA300 is ideal for property compliance with the ADA and can save lives in emergency situations. It also has the optional weather alert radio with attached transmitter, which will transmit incoming emergency messages to the alarm monitor.

For more information, go to: http://www.computty.com/com/product/signdevice/ka300_kit.html

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Employment Opportunity 1
Kindergarten Teacher - Auditory Oral
Idaho School for the Deaf and the Blind (ISDB)
Boise, ID
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Serving Deaf, Hard of Hearing, Blind and Visually Impaired Students of Idaho Since 1906

TEACHER OF THE DEAF/HH - BOISE

STARTING DATE: August 10, 2005

SALARY RANGE:
Commensurate with education and experience levels, based on 185 day contract.

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

MINIMUM REQUIREMENTS:
* Eligible for Idaho Teacher Certification for Hearing Impaired.
* Certification in Early Childhood preferred.
* Master's degree preferred.
* Excellent skills in developing use of spoken language and audition.
* Experience teaching deaf children in an oral/aural setting preferred

DUTIES:
* Provide educational services to kindergarten deaf and hard of hearing students.
* Provide oral/aural skills instruction to parents and family members.
* Provide information to parents related to their deaf child.

LOCATION:
Boise, ID with occasional trips to the ISDB main campus in Gooding, ID.
Boise is the capitol of Idaho and a major city featuring several universities, cultural, recreational and nightlife opportunities. For more information 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 Resource Office, ISDB
1450 Main Street, Gooding, Idaho 83330

DEADLINE: Open until filled.

FOR MORE INFO OR DETAILED JOB DESCRIPTION CONTACT:
Ms. Sherry Hann, Human Resource Director, at 208-934-4457 (V/TTY)
or send email to: sherry.hann@isdb.idaho.gov

Successful candidate will be required to furnish a background check within three months of employment per Idaho Code 33-130. Hiring is done without regard to race, color, religion, national origin, sex, 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 HR Department.

1450 Main Street
Gooding, ID 83330-1899
(208) 934-4457 TTY/V
(208) 934-8352 FAX

We are an Equal Opportunity Employer. We do not discriminate on the basis of race, religion, color, gender, age, national origin or disability.

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Employment Opportunity 2
First Grade Teacher - Auditory Oral
Idaho School for the Deaf and the Blind (ISDB)
Boise, ID
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Serving Deaf, Hard of Hearing, Blind and Visually Impaired Students of Idaho Since 1906

TEACHER OF THE DEAF/HH - BOISE

STARTING DATE: August 10, 2005

SALARY RANGE:
Commensurate with education and experience levels, based on 185 day contract.

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

DUTIES:
* Provide educational services to 1st grade deaf and hard of hearing students.
* Provide oral/aural skills instruction to parents and family members.
* Provide information to parents related to their deaf child.

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

SUBMIT TO:
Human Resource Office, ISDB
1450 Main Street, Gooding, Idaho 83330

DEADLINE: Open until filled.

FOR MORE INFO OR DETAILED JOB DESCRIPTION CONTACT:
Ms. Sherry Hann, Human Resource Director, at 208-934-4457 (V/TTY)
or send email to: sherry.hann@isdb.idaho.gov

1450 Main Street
Gooding, ID 83330-1899
(208) 934-4457 TTY/V
(208) 934-8352 FAX

We are an Equal Opportunity Employer. We do not discriminate on the basis of race, religion, color, gender, age, national origin or disability.

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Employment Opportunity 3
K-12 Permanent Substitute Teacher for Deaf, Hard of Hearing and Cochlear Implanted Students
South Dakota School for the Deaf
Sioux Falls, SD
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K-12 Permanent Substitute Teacher for Deaf, Hard of Hearing and Cochlear Implanted Students
(9-month, full-time Faculty Unit Position to begin August 2005)

QUALIFICATIONS FOR EMPLOYMENT:
1. Bachelor's Degree.
2. Eligible for South Dakota Teacher Certificate or willing to work toward this certification.

DESIRED QUALIFICATIONS OR WILLINGNESS TO LEARN OR TRAIN:
1. Work Experience with Deaf, Hard-of-Hearing and Cochlear Implanted Children.
2. Sign Language Skills.
3. Knowledge of Microsoft Office products.

REPORTS TO: Principal

MAJOR RESPONSIBILITIES:
- Provide classroom or individual instruction in the absence of the regular classroom teacher. Assignments may range from one class period to a full day's coverage in any one classroom.
- Follow lesson plans prepared by the teacher, including the use of resources and to select and prepare supplementary materials to enhance classroom instruction as needed.
- Whenever possible, meet with the classroom teacher prior to the sub assignment.
- If substituting assignment is longer than five days or the lesson plans are not available, the substitute assignment may involve planning daily and weekly units.
- To maintain the classroom in a manner conducive to effective and positive learning.
- To share in providing supervision in out of class time, including but not limited to the arrival and departure time of students.
- When not specifically assigned to a substitute assignment, the time will be used to assist and observe in the classroom; develop materials for the sub files; assist with field trips; and become acquainted with specific goals/intervention strategies and health needs of individual students.
- Attend and participate in faculty meetings, scheduled professional activities, and faculty development activities.

SALARY: To be determined by education and experience (1st year, bachelor-degreed teacher begins at $29,500).

APPLICATION DEADLINE: Applications will be screened as received and will continue to be accepted until position is filled.

SEND RESUME, TRANSCRIPTS AND THREE (3) WORK REFERENCES TO:
Office of Human Resources
South Dakota School for the Deaf
2001 East 8th Street
Sioux Falls, SD 57103-1899
(605) 367-5200; fax is 5209

COMMENTS:
- Incumbent will be required to undergo a background investigation and submit a certification of health signed by a licensed physician within 10 days after first being employed.
- Employment at SD School for the Deaf qualifies for cancellation of "Federal Perkins Loan" (see terms and conditions of promissory note).

The South Dakota School for the Deaf will provide reasonable accommodations to disabled applicants upon request. The South Dakota School for the Deaf does not discriminate on the basis of race, color, national origin, sex, religion, age or disability in employment or the provision of service.

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Employment Opportunity 4
Various Positions
GLAD
Various Southern California Locations
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JOB OPPORTUNITIES @ GLAD
GLAD is an Affirmative Action Employer with equal opportunity for men, women and people with disabilities.
For more information on the following positions, go to: www.gladinc.org
Status of all positions is: Regular, Full-time, Non-Exempt, Full Fringe Benefits unless otherwise noted.
All positions are open until filled. Revised 4/06/05

HUMAN RESOURCES SPECIALIST in Los Angeles
Brief Summary: Under the supervision of the CEO, the Human Resources Specialist will be responsible for administration of employee benefits including health, dental, vision, and pension plan; Recruit, interview and hire all GLAD personnel; Conduct new employee orientation; Prepare job announcements, duty statements, and all employment related correspondence; Assist in the maintenance, administration, and development of personnel policies and the Employee Handbook; Provide training and workshops in areas related to Human Resources matters to managers; Act as custodian of records and maintain records of employment related materials and personnel files....

DIRECTOR OF LIFESIGNS in Los Angeles
Brief Summary: Under the direction of the CEO, the Director of LIFESIGNS will be responsible for planning and supervising the day-to-day activities of the office, including the provision of training, mentorship and supervision to staff. The Director will attends and participate in a wide range of activities promoting and marketing LIFESIGNS to the local community; participate in board meetings; handle all incoming and outgoing correspondence, interpreting contracts and bids with the CEO; prepare reports for funding sources; and attend public workshops, which benefit the agency....

COMMUNITY HEALTH EDUCATOR in Los Angeles
Brief Summary: Under supervision of the Director of Health Education/Services, using the guidelines of the assigned scope of work provided by the California Department of Health Services' Community Challenge Grant, the Community Health Educator (CHE) will provide teenage pregnancy prevention and education services to deaf and hard of hearing adolescents, young adults, and parents in Los Angeles County using the 8-hour "be cool...sign no to sex" curriculum; perform all duties and tasks as outlined in the program scope of work; conduct individual and group sessions and events to target groups....

HIV PROGRAM INTERPRETER in Los Angeles
Brief Summary: Under the supervision of the Director of Health/Education Services, the HIV Program Interpreter will perform all duties and tasks as outlined in the AESD program scope of work, interpret initial HIV antibody test and results, update and maintain a pool of qualified HIV-trained interpreters to assist with interpreting assignments, interpret and coordinate interpreter services to deaf and hard of hearing consumers with HIV/AIDS ....

JOB DEVELOPMENT COORDINATOR in Rancho Cucamonga, Norwalk, Anaheim
Brief Summary: Under the supervision of the EDD Program Manager, the Placement Coordinator will supervise the Job Developer/Interpreter, provide assistance with Job Development/Placement efforts; work in conjunction with traditional employment resources, develop employment opportunities, identify openings and opportunities for clients in need of employment assistance; perform other duties including job interview preparation assistance, job counseling....

JOB DEVELOPER/INTERPRETER in West Covina, Crenshaw, Rancho Cucamonga, Norwalk, Anaheim
Brief Summary: Under the direction of the Coordinator, the Job Developer/Interpreter will provide assistance with Job Development/Placement efforts, work in conjunction with traditional employment resources, develop employment opportunities, identify openings and opportunities for clients in need of employment assistance, other duties include job interviews, job counseling to clients and employers...

COMMUNITY ADVOCATE in Los Angeles
Brief Summary: Under the direction of the Human Services Director, the Community Advocate will assist deaf and hard of hearing consumers in the area of communication access via TTY relay, document translation, and other duties, provide advocacy in the areas of social security, education, employment, consumer affairs, and others, record statistics on a daily basis related to provision of services, counsel deaf and hard of hearing consumers with problems related to personal and family adjustments, finances, employment, food, clothing and housing....

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- Contact Information and Disclaimers
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