Volume 23 Issue 3

- Advertisers in this Issue:
First Premium Placement: Harris Communications
Second Premium Placement: Color of Language
Third Premium Placement: National Association of the Deaf (NAD)
Classified Section: One Equipment Vendor and seven 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: Money Speaks English and Other Thoughts on the Hearing Loss World
By Randy Collins
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Editor: Here's another great post from Randy Collins. I had a hard time coming up with a title, because he makes interesting points about so many diverse topics. He initially comments on a new phenomenon - prelingually deaf people being implanted and becoming hard of hearing. And he goes on to discuss . . . . - well you'll just have to read the article ;~)

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Here's what I am seeing. We are now encountering people who were pre-lingually deaf who are now implanted and being hoh. In the past it has always been that hoh people if their condition changed at all would become deaf. Now the trend is going in the opposite direction. As professionals we aren't prepared for it. There's no training for it. I know what to do for people who were hearing or hard of hearing who become hard of hearing or deaf, but deaf to hard of hearing is something altogether different.

Let's face it money speaks English. If you want money and power, at some point you are going to have to learn English. Is that fair and just? No, but it is the way it is. The better our receptive skills the better our chances of grabbing the brass ring. We know we are underemployed and we know why; so do deaf people. CIs are here to stay and they've made a world of difference for many people BUT NOT FOR EVERYONE.

As to Deaf culture here's what I see; it will continue to exist and like all cultures it will adapt itself to the mainstream. I know a bazillion people who are Hispanic and speak Spanish. At work most upwardly mobile Hispanics speak English. (Money speaks English.) At home and among friends they speak Spanish; they prefer it; it's their native language.

Over the years living out of the South I have learned that discrimination still exists toward people with a Southern accent. People expect us to be a little slower, somewhat stupid and backward. Hell, if a movie scene takes place in wilds of northern Canada the local hicks in the movie will have a fake Southern accent! There's nothing I can do about that but over time my accent has become less noticeable. But when I am back down South from Texas to North Carolina my accent comes back. It IS the way that I identify with my culture. Language is a key component of culture.

I predict that in the future Deaf people who have CIs will wear them at work because the CI will enable them to be more accessible to the mainstream - English - and ultimately better paying jobs. When the Deaf person returns home the implant will come off and the Deaf person will become a member of the Deaf community again. The situation will be no different than that of my Hispanic friends.

Regarding CIs and children, I can tell you that no one knows what works best for any child. When parents ask me what mode of communication is best for their child I tell them I don't know. I also tell them not to listen to professionals who say they know what mode is best. That's baloney.

I don't live in that child's family. I don't know how hard the parents will work to learn ASL. I know statistically most parents won't learn it. And of the parents that do most fathers will never learn more than a few command signs. But I do know parents who sign very well.

On the other hand raising a child with oral communication is my personal definition of frustration. I cannot imagine anything more frustrating for parent or child. But it works if the parents stay with it and I know many who have. Again it depends on the amount of support available to the child.

Implanted children have their own unique needs and again it takes work and commitment from the parents. Often parents are stunned by the amount of work required AFTER the child is implanted. It is no day at the beach. I have seen a number of implanted kids who didn't receive the proper support at home and have given up the CI altogether.

I can tell you this and I know it from experience. The most successful deaf children have two primary things in common: ability and loads of parental support. Mode of communication is NOT the primary determinant.

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- SIGN LANGUAGE FOR THE FAMILY VIDEO SERIES and COMPANION BOOK -
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English and Spanish Versions both in Video or DVD format.
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It is also available as a FUNDRAISER for your organization.
8 x 11 full color laminated Sign Language Posters.

BROCHURES AND A FREE PROMOTIONAL CD will be sent upon request.
E-mail your request to: coloroflanguage@bak.rr.com .
Visit our website at http://www.coloroflanguage.com/
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- Article 2: Speechreading Suggestions - Part 3
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 three of three parts.

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Speechreading suggestions for the speaker:

* Speak modestly more slowly, but not too slowly to keep meaning since all languages have comparable rates of processing.

* Separate your words when you speak. In English, people naturally get a bit lazy. "Some monkeys" looks like "somonkeys" most of the time. Separating greatly eases the lipreading challenge of knowing when one word ends and the next begins. Beware of that childhood bit of nonsense in which one child asks another, "Is that water coming out of your nose?" To which the other child answers, "No, itsnot."

* Speak with normal, not exaggerated mouth movement.

* If the listener uses residual hearing, make your voice a little bit louder, but not a lot.

* Face the listener, with nothing obstructing your face or mouth.

* Use natural, again, not exaggerated, facial expression or gestures, but do use them. They convey important information and are somewhat subdued by normal hearing folks' convention.

* Keep your face well lit and three to six feet from the listener.

* Make sure that the listener knows you're talking! Tap, wave, flash lights, stomp, or whatever, but make sure the listener is looking at you.

* If you know which ear hears better, stand toward that side. If not, ask.

* When the listener doesn't understand something, rephrase it. "Begin" is easier to lipread than "Start." And be very careful of look-alike words. I am reminded of the story told by a hearing sister of a deaf one, who, when riled, looked directly at the deaf sister and mouthed, "Vacuum!"

* Provide context; summarize the topic at hand "We're talking about..."

* Know that the lipreader will do best one to one; the more in the speaking group, the harder the lipreading task is. By the time a lipreader figures out who's talking next, they are a half sentence or more (and loss of context or transition) behind, a hole that's very difficult to get out of.

* If you hear something you must respond to, remember the person you're speaking with may not, and let them know before you just light out for the phone or door or whatever.

* Read and teach the suggestions for the listener above.

* Presumably you speak because you want the listener to know what you're saying. If something is worth saying in the first place, it's worth repeating or rephrasing or, if need be, writing so that the listener gets what you want him or her to understand.

Look-alike words are particularly challenging in English. I mentioned a few above, but to get the idea across to someone who doesn't understand the difficulty and complexity of speechreading, I often provide the list below, note they are all easy to understand, common English words, and ask the person (usually a hearing one) to mouth the words to someone else and ask them to identify which of this closed set of words is being said:

pat
man
bad
pan
ban
mat
pal
bat
mad
pad

After the person is frustrated, I explain that these words are an example of what makes lipreading so very hard. All ten look exactly the same. With no context, they are virtually indistinguishable. (Note that to a very good lipreader, some may be distinguishable since, in reality, most people 'hold' a nasal 'm' or 'n' infinitesimally longer than the look-alike 'p' or 't'.)

In closing, I repeat. Speechreading English is not easy to do. I hope these suggestions help you in a conversation when lipreading is being done (attempted?) as they help me in my daily interactions.

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--------------------------- NADezine ---------------------------
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Have the news delivered directly to your email-box!
The NADezine is short, 2x a month, and contains broad
information about the work of the National Association
of the Deaf -- advocacy/lawsuits, NAD Conference
information, job market and more. Membership in the
NAD is not required.
http://www.nad.org/eNewsletters
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- Article 3: Mick Fleetwood Tells Boomers How to Keep Rockin' -- Responsibly
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Editor: The evidence that Baby Boomers will suffer more widespread and more severe hearing loss than previous generations is becoming increasingly apparent. Estimates for the fraction of boomers whose hearing is ALREADY damaged are as high as 50%, which probably doesn't surprise those of you who have frequent interactions with this demographic group.

The good news is that the word seems to be getting out, and people and organizations are encouraging folks to quit abusing their hearing. Here are portions of a press release about a new effort to encourage people to preserve their remaining hearing and a novel method of contributing to that goal. The complete release is at http://www.corporate-ir.net/ireye/ir_site.zhtml
?ticker=ENR&script=410&layout=-6&item_id=693767

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Legendary Drummer Kicks Off Energizer(R) EZ Change(R) It's Hip to Hear(TM) Program by Hosting 'World's Quietest Concert' at Rock and Roll Hall of Fame

ST. LOUIS, April 11 /PRNewswire/ -- After years of entertaining the baby boomer generation, rock musician Mick Fleetwood is now drumming out an important message for his fans' hearing health -- how to keep rockin' responsibly.

The Fleetwood Mac icon and Rock and Roll Hall of Fame Inductee is teaming up with the popular hearing aid battery manufacturer to kick off the Energizer(R) EZ Change(R) "It's Hip to Hear(TM)" program. Fleetwood launches the national cause-related initiative today at the Rock and Roll Hall of Fame and Museum. The program educates baby boomers and music fans about the importance of hearing loss prevention and treatment, offering practical, everyday solutions to preserving hearing health.

"Having spent my career behind a drum set, I know how hazardous noise -- including music -- can be to your hearing," said Fleetwood. "But musicians aren't the only ones affected by hearing loss -- there are millions of baby boomers who have experienced some form of damage. That is why I'm encouraging people to listen to loud music responsibly, so they can hear it for years to come."

Although hearing loss is an issue this group is often quick to dismiss, they have more reasons now than ever to acknowledge it. After spending decades at rock concerts, listening to blaring car stereos, and enjoying the newest home theater systems, boomers are feeling the effects of hearing loss - - which are often cumulative, permanent and in most cases, irreversible.

Despite the fact that more than 16 million boomers have some degree of hearing damage, only one percent of this group cites hearing loss as a health concern, according to a survey conducted by Energizer. The reality is that there are more baby boomers aged 46-64 with hearing loss than there are people over the age of 65 with this condition,(i) and there is 26 percent more hearing loss among baby boomers than in previous generations.(ii)

"As a hearing health professional, I witness how detrimental hearing loss is to an individual and his or her family," said Pam Mason, director of Audiology Professional Practices with the American Speech-Language-Hearing Association (ASHA). "We're thankful to Energizer for urging people to "tune in" to this health issue with everyday practices that can help prevent hearing loss. The "It's Hip to Hear" campaign makes the issue of hearing loss relevant by appealing to the boomer generation's love of music and technology."

To turn up the volume on "responsible listening" and reach out to an even broader audience, Energizer EZ Change is producing the "world's quietest concert." Hosted by Mick Fleetwood at the Rock and Roll Hall of Fame and Museum, the event features a special performance by an up-and-coming rock band called the Eagles of Death Metal. The concert audience will hear the band's live vocals and music simulcast through portable FM radio headsets, rather than speakers or amplifiers used in traditional concerts.

"Instead of rocking out to standard 110-130 decibel levels, this concert will be so quiet, the applause will be the loudest part of what you're hearing," Fleetwood said. "Our point? You can enjoy the music and the experience while being good to your ears at the same time."

In fact, there are several ways to reduce the risk of hearing loss without taking the fun out of everyday activities. Mason says that the single most important step to preventing hearing loss is getting hearing tested once every year or two, after age 30. She also urges her patients to wear hearing protection, such as noise canceling earphones or headphones when listening to portable music players or mowing the lawn; purchase quiet household equipment, such as noise-limiting hairdryers; and take action to regulate the volume of stereos and televisions, for parents and children alike.

[snip]

[The hearing protection] program also features a free Energizer EZ Change "It's Hip to Hear" Survival Guide that provides insight from Fleetwood and information on everyday lifestyle changes that can help prevent hearing loss. The brochure is available free of charge on Energizer's web site, at the Museum, in audiologists' offices, and at retailers where hearing aid batteries are sold.

(i) Self Help for Hard of Hearing People, Inc.
(ii) National Center for Health Statistics

SOURCE Energizer Holdings, Inc.
Web Site: http://www.energizer-ezchange.com
http://www.rockhall.com
http://www.asha.org

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- Article 4: Tips for Listening to Music for People with Hearing Aids or Cochlear Implants
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Editor: People who use hearing aids or cochlear implants often complain that music just doesn't sound good any more. But we also hear that some people find music more enjoyable if they work at it for a while. Here are Susan Boswell's
tips for listening to music for people with hearing aids or cochlear implants. Thanks to bhNEWS for this story.

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* Experiment by listening to music with only one or a few instruments, such as duets or trios. Music with a slower tempo helps the listener to "keep up" and match what they are hearing with their memory for music.

* Start by listening to simple music and then try more complicated pieces. Begin with songs that are repetitive and ingrained in memory, such as nursery rhymes, and move to duets, and then to larger ensembles such as quartets or orchestras.

* Some cochlear implant recipients prefer to start with simple vocal selections, so that they can understand some of the words, even if the notes do not sound quite as they recall.

* Cochlear implant recipients differ with regard to preference for specific instruments, and individual experimentation is necessary to find out what works. However, group data indicate that instruments in the lower-to-mid-frequency range (such as cellos, saxophones, or trumpets) tend to sound more pleasant than those instruments in the higher frequency range (such as a violin).

* Listen in quiet rooms with good acoustics.

* Use direct audio input to connect to the music source with headphones placed over the microphone or with a cable or patch cord.

* Listen to top quality recordings with top quality equipment.

* Don't turn the volume of the music too loud. Louder volume tends to result in distortion.

* Have the performer's face in view (on stage, television, video, etc.) so that visual cues can assist understanding.

* Individuals with the ability to read music can follow along with the notes and or lyrics while listening.

* Practice. People often note that songs start to sound better after repeated practice.

* Trial and error and realistic expectations are important in order to find the most satisfying music for a given individual. Keep in mind that those with normal hearing do not like all music.

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- Classifieds
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One Equipment Vendor and seven 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
Public Relations & Resource Development Officer
TDI
Silver Spring, MD

Employment Opportunity 5
Member Services & Information Technology Officer
TDI
Silver Spring, MD

Employment Opportunity 6
School Principal for Horace Mann School for the Deaf and Hard of Hearing (Pre K - 12)
Boston Public Schools
Boston, MA

Employment Opportunity 7
Rehabilitation Specialists-Deaf Program
Arundel Lodge
Annapolis, MD

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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
Public Relations & Resource Development Officer
TDI
Silver Spring, MD
~~~~~~~~~~~~~~~~~~~

General Description: The Public Relations & Resource Development Officer is responsible for the activities with TDI's public relations and resource development programs.

Salary: Negotiable, commensurate with experience & education
Organization: TDI
Type of Appointment: Full-time
Location: Silver Spring, MD
Posting Date: 4/5/2005
Closing Date: 4/29/2005

Duties & Responsibilities:

* Develop and disseminate informational and publicity materials on TDI programs, services, resources, and activities to members, subscribers, and the general public. Respond to inquiries from individuals and groups.
* Provide public relations support and resources for general TDI operations, including the biennial TDI Conference. Generate and maintain relations with the general media as well as specialized media markets within TDI's constituency groups.
* Write articles for GA-SK, Blue Book, TDI-Online, TDI-L eNotes, and other publications by TDI. Serve as Managing Editor for the GA-SK and the Blue Book Resource Guide.
* Develop and manage content for TDI's website - TDI-Online. Update resources and archives on a regular basis. Solicit for advertisements and related packages from clients for the Blue Book, the GA-SK Newsmagazine, and TDI-Online website.
* Plan, develop, implement, and maintain other resource development activities including but not limited to: membership and subscription recruitment, grants and contracts, special projects, and interactive web group activities.
* Represent TDI at various events hosted by consumer groups, industry and/or government.
* Work with designers/webmasters to publish content in print or online.
* Perform other duties as assigned by the Executive Director, TDI.

Knowledge, Skills and Abilities:

* Required - Ability to create written material for postings on the Internet, publications, information and referral program, and outreach/training activities.
* Required - Ability to oversee production of video clips and other interactive features for TDI websites.
* Required - Substantial knowledge of techniques, tools, and other resources in public relations, development and advertising.
* Required - Excellent personal interaction skills with TDI's constituency groups composed of diverse individuals who are deaf, hard of hearing, late-deafened, deaf-blind or hearing.
* Required - Self-starting ability, and planning and organizing skills in nonprofit management environment.
* Required - Excellent writing and research skills. Technology and journalism backgrounds preferred.
* Required - Excellent computer skills including familiarity with Word, Excel, Publisher, and Power Point.
* Preferred - Knowledge of accessibility regulations, policies and procedures in telecommunications, media, and information technology for individuals who are deaf, hard of hearing, late-deafened, or deaf-blind and their families
* Preferred - General knowledge of resources in hearing loss at local, state, and national levels in relation to telecommunications, media, and information technology
* Preferred - General knowledge of resources and contacts with government and foundations that provide grants and contracts. Some experience in grant proposal development, as well as project management.

Training and Experience Requirements:

Preferably a Master's degree in public relations, communications, journalism, marketing, or related curriculum and one year of experience; or a bachelor's degree in one of the above fields and three years of experience. Experience working with the deaf and hard of hearing is preferred.

How to Apply:

All applicants must submit a letter of interest and a resume to TDI. Applications must be received at the TDI office by 5:00 p.m. on or before the closing date. Email submissions are welcome. No phone calls please.

TDI selects applicants for employment based on job-related knowledge, skills, and abilities without regard to race, color, gender, national origin, religion, age, disability, sexual orientation, or political affiliation.

Contact Person: Claude L. Stout, Executive Director
Contact Agency: TDI
Contact Address:
8630 Fenton Street, Suite 604, Silver Spring, Maryland 20910-3803
TTY: (301) 589-3006; Voice: (301) 589-3786; Fax: (301) 589-3797
WWW & Email: www.tdi-online.org tdiexdir@aol.com

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Employment Opportunity 5
Member Services & Information Technology Officer
TDI
Silver Spring, MD
~~~~~~~~~~~~~~~~~~~

General Description: Member Services & Information Technology Officer is responsible for member services, webmaster/layout design activities, and information technology for TDI's publications, websites, and related programs/services.

Salary: Negotiable, commensurate with experience & education
Organization: TDI
Type of Appointment: Full-time
Location: Silver Spring, MD
Posting Date: 4/5/2005
Closing Date: 4/29/2005

Duties & Responsibilities:

* Maintain membership database on a regular basis. Resolve member/subscriber service issues.
* Conduct layout/graphic design services for the Blue Book, the GA-SK Newsmagazine, TDI's website, biennial TDI Conference, and any other TDI operations including but not limited to: brochures, membership and subscription application/renewal forms, promotional cards, program books, power point presentations, and video clip productions.
* Assess information technology needs of TDI's operations, develop plans, and implement action to accomplish these needs.
* Represent TDI at various events hosted by consumer, industry and/or government groups.
* Perform other duties as assigned by the Executive Director.

Knowledge, Skills and Abilities:

* Required - Substantial knowledge of techniques, tools, and other resources in database management, online SQL experience preferred.
* Required - Ability to create and layout written material for websites, publications, information and referral program, and outreach/training activities.
* Required - Ability to produce video clips and other interactive features for TDI's in-house and remote websites.
* Required - Substantial knowledge of techniques, tools, and other resources in database management, and information technology.
* Required - Excellent personal interaction skills with diverse individuals who are deaf, hard of hearing, late-deafened, deaf-blind or hearing.
* Required - Excellent writing and research skills.
* Required - Excellent computer skills including familiarity with Word, Excel, Publisher, Power Point, and Access. Experience with Web design and/or database management software preferred.
* Required - Self-starting ability, and planning and organizing skills in nonprofit management environment.
* Required - Experience with user interface web design and architecture.
* Required - Knowledge and application of web accessibility features required by Section 508 and by W3C/WAI.
* Required - Skills in HTML, SQL, and JavaScript development.
* Required - Familiarity with SQL and other database programming languages.
* Preferred - ASP.NET or PHP programming experience.
* Preferred - Familiarity with the latest Internet technologies (Flash, multimedia video).
* Preferred - Knowledge of accessibility regulations, policies and procedures in telecommunications, media, and information technology for individuals who are deaf, hard of hearing, late-deafened, or deaf-blind and their families.
* Preferred - General knowledge of resources in hearing loss at local, state, and national levels in relation to telecommunications, media, and information technology

Training and Experience Requirements:

Preferably a Master's degree in communications, computer science, engineering, mathematics, information technology, or related curriculum and one year of experience; or a bachelor's degree in one of the above fields and three years of experience. Experience in database administration, technical writing, and design documentation.

How to Apply:

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Employment Opportunity 6
School Principal for Horace Mann School for the Deaf and Hard of Hearing (Pre K - 12)
Boston Public Schools
Boston, MA
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Terms/Salary Grade: Base Salary (beginning June 2005): $95,726.29

* Additional differentials paid based upon student enrollment and education and career awards.

Reports To: Deputy Superintendents for Clusters and School Leaders

GENERAL DESCRIPTION AND GOALS

Boston Public Schools is currently seeking a high-energy, visionary and dynamic educational leader to serve as school Principal of the Horace Mann School for the Deaf and Hard of Hearing (Pre K - 12) beginning in the 2005-2006 school year. We are seeking a leader who is driven by a strong vision of social justice and high academic achievement for a diverse student population of deaf and hard of hearing children and youth in a culturally integrated urban setting. Our prospective leader must be committed to social justice and have exemplary leadership skills required to lead. The successful candidate will model effective leadership defined by integrity, clear and open communication, fairness, high standards, and an understanding of and sensitivity to the needs and interests of a diverse community, including the deaf and hard of hearing community.

RESPONSIBILITIES

1. Maintain and demonstrate knowledge of current trends in the education of Deaf and Hard of Hearing youth and children.
2. Demonstrate high expectations for all students and staff and a commitment to providing the support required to attain them.
3. Ensure a safe and nurturing environment for students, staff, and families.
4. Demonstrate cultural competencies, deaf culture competencies and anti-racist leadership through behaviors and decision-making.
5. Develop and implement a Whole School Improvement Plan that sets the direction for school improvement efforts.
6. Analyze student performance data to inform school improvement efforts and benchmark progress in the context of the special needs of Deaf and Hard of Hearing students
7. Design and implement a professional development strategy that addresses instructional improvement priorities defined by student achievement and the individual needs of staff members.
8. Conduct daily classroom observations to analyze instruction, and supervise staff to ensure continuous improvement in teaching and learning.
9. Ensure that the learning needs of all students - Special Education, English Language Learners, and Regular Education - are met.
10. Reduce and ultimately eliminate the achievement gap, through classroom interventions, school culture, and programming beyond the school day.
11. Establish a collegial environment that honors and encourages staff's continuous learning.
12. Foster teacher leadership through delegation, and shared leadership and decision-making.
13. Align the use of time, people, money, and materials to school's instructional priorities.
14. Manage school facilities and operations
15. Cultivate and sustain meaningful partnerships with families, community members and Boston's deaf community that support student achievement and well being.
16. Engage in continuous learning and on-going professional development with other principal/headmaster colleagues

REQUIRED

* Certified teacher of the Deaf and Hard of Hearing or equivalent qualifications;
* Masters degree;
* Three years teaching experience in the education of deaf and hard of hearing children and youth;
* Possession of a School Principal License (by June 2005) or enrollment in a principal certification program;
* Demonstrated fluency in American; Sign Language and knowledge of various other modes of communication modalities used in deaf education;
* Demonstrate knowledge of and participation in deaf culture
* Knowledge of Deaf culture;
* Background in language acquisition and development of literacy skills in Deaf and Hard of Hearing children and youth;
* Ability to oversee programmatic and resource development;
* Ability to ensure the accessibility and meaningful interpretation of standardized tests for Deaf and Hard of Hearing children and youth
* Ability to provide an accessible strong presence and demonstrate leadership by example;
* Demonstrated success in leading in a diverse environment;
* Understanding of the Principal's role in establishing and maintaining a safe and disciplined school environment;
* Demonstrated leadership qualities, interpersonal skills, and personal characteristics necessary for working effectively with students, teachers, administrators, and parents;
* Demonstrated skills in creative problem solving;
* Experience supervising and/or evaluating staff;
* Demonstrated ability to manage a budget.

PREFERRED

* Teaching experience in an urban, K-12 educational setting;
* Bilingual
* Boston resident

APPLICATION PROCEDURES

New Applicants: To apply, submit the following to Arlene Hudson, Manager of School Leadership Recruitment and Support, at ahudson@boston.k12.ma.us :
1. Cover Letter (be sure to include your school preference in the letter)
2. Application for Employment: http://www.boston.k12.ma.us/jobs/hr05_app.doc
3. Updated Resume (indicate principal license and level)

Returning Applicants
To apply, submit a cover letter electronically indicating
1. The school(s) or school level for which you would like to be considered
2. Your principal/assistant principal certification level
Specific questions/inquiries concerning this position should be directed to Arlene Hudson, Manager of School Leadership Recruitment and Support, at ahudson@boston.k12.ma.us.

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Employment Opportunity 7
Rehabilitation Specialists-Deaf Program
Arundel Lodge
Annapolis, MD
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Arundel Lodge is a non-profit mental health agency located in Annapolis, MD. The following positions are available in our

Deaf Program. Applicants must be fluent in American Sign Language and have valid drivers license. We offer a casual and

creative work environment with benefits available for full time staff.

Rehabilitation Specialists

Full Time and Part Time available; FT position is Weekend Awake Overnight. Duties include transporting clients to appts.,

medication monitoring, applying crisis intervention, and providing daily living skills support in a residential setting.

Email resume & cover letter:
lmurphy@arundellodge.org

fax (410) 841-6045

or mail to:
ALI
2012 Renard Ct, Ste I
Annapolis, MD 21401

EOE/D/V

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