When you’re working with a child with a language gap, the temptation is to just pour language into them like there’s no tomorrow… and the assumption is partially correct.  Constant narration of daily events and stimulation in a language rich environment is crucial to helping our children “make up for lost time” and eliminate the disparities between their chronological age and their language abilities. 

HOWEVER…

…there is such a thing as “too much of a good thing.”  When we over-talk, we are bombarding a child with language without giving them proper time to process the incoming information.  This leads to communication breakdowns and frustration for the child. 

For example, consider the infamous “I Love Lucy” episode where Lucy and Ethel decide to go to work in a chocolate factory.  At first, when the conveyor belt is running at an appropriate pace, Lucy and Ethel manage to keep up relatively well with the demands of their job.  This is similar to when we give a child an appropriate amount of language stimulation — input that is rich in content, intonation, prosody, etc. and is delivered at an appropriate rate and level of difficulty for the child — simple enough so that he will understand, yet just difficult enough to challenge him to take his skills to the next level.  This is the ideal.

When that breaks down, however…

…you’ve reached communication overload.  The “conveyor belt” of your language input is going way too fast, and the child, instead of having time to digest the incoming information and produce an appropriate language output, is simple trying to keep his head above water as you barrage him with endless, not-so-helpful, suggestions.

So, chocolate factories aside, what should you do in real life?  Consider the following two interactions, between “Joey” and his father.

NOT HELPFUL

DAD: Joey, what’s this?  (points to a toy)

…waits 1 second

DAD: What is it?

…waits one more second

DAD:  Joey, see this toy?  What is this toy?  What’s the name of this toy?

…waits one more second.  Dad sees that Joey has a glazed-over look in his eyes and, even if he did know the name of the toy before, is so overwhelmed by the linguistic bombardment he has just experienced, that he certainly isn’t going to know the name now!  Dad decides, incorrectly, to give Joey the name for the toy, and then have Joey repeat after him as Dad says the name of the toy four or five times.  Dad leaves the situation assuming that he has just “taught” Joey about that toy.  Joey leaves confused.  All he wanted to do was play!

HELPFUL

DAD:  Oh, look, Joey, what’s this?

…waits THIRTY SECONDS OR MORE for Joey to give an answer.  At this point, he may give an answer, or, if not, Dad should provide CLUES to lead him in the right direction.  The end goal is not that Joey repeats the word correctly, but that he builds a cognitive base for the concept of the referent (the actual toy) and the label (the English, or whatever language, word for that toy) in his brain.  We are building BRAINS, not word robots, here!  (See “Help Me But Don’t Tell Me” from THIS post)

Thirty seconds isn’t that bad, is it?  Time yourself.  For adults, who are processing language at lightening speed, this seems like an eternity.  I’m impatient myself, I know it’s difficult… but it’s NECESSARY.  Children, especially children with a language delay and/or very little hearing experience, do not process language as quickly as we do, and we need to allow them time to work on their language processing skills instead of compounding the problem with incessant restating and rephrasing of the question.  Restating and/or rephrasing are GREAT skills, but only after the listener has been given time to “digest” the original message, and it is clear that he or she needs additional help or information.

So, yes, you should narrate, narrate, narrate EVERYTHING in your child’s environment, but you should also take time to stop, reflect, and LISTEN.  When you give your child an opportunity to process language input, you just might be surprised by what the come up with in reply!

REMEMBER:  When adults LISTEN, children TALK!

I really like this list because it offers practical advice that applies to all children — regardless of their level of hearing loss, age, or communication modality.  It is so crucial for parents and professionals to remember that we are dealing with a CHILD who happens to have a hearing loss, and to treat that entire CHILD, not just their audiological, educational, and speech-language issues.

“The Top 10 Ways to Raise a Psychologically Healthy Deaf Child” by Lisa A. Marshall, Ph.D.

10. Educate yourself on issues related to hearing loss. Find someone who will give you unbiased information about all options.
9. Find a communication method that your child will clearly understand. Use that communication method whenever your child is present.
8. Seek support from family, friends, and professionals to deal with your feelings about your child’s hearing loss.
7. Assume your deaf child can do anything a hearing child can do. Help your child learn to be his/her own advocate.
6. Teach your child about your family, values, and culture. Involve your child in all family activities.
5. Look for and praise your child’s strengths, efforts, and positive actions each day.
4. Teach your child about personal safety, body parts, appropriate touching and ways to ask for help.
3. Introduce your family to deaf adults and children who will be positive role models for you and your child. Include your child in social activities.
2. Participate in your child’s education. Ask your child’s teacher for ways to enhance learning at home.
1. Balance firm and consistent rules and consequences with unconditional love, respect, and acceptance.

First of all, I’d like to say thank you to Cochlear Australia for providing me funds to speak in Adelaide, Australia, this past Sunday to the parents of deaf children with cochlear implants and parents of newly diagnosed deaf children about the benefits of bilateral implantation.  According to the parents in Adelaide, bilateral implantation is not as common as it is in the United States and Europe.  So, I came to Adelaide to give my voice about the benefits of having two implants verses one implant so that the parents could gain a better understanding. Most of the audience were parents who attend the Cora Barclay Center, an Auditory-Verbal center.

As a bilateral cochlear implant user, I can certainly say that choosing to get a second implant when I was 17 years old was one of the best decisions that I could make because, with two implants, the sounds sound fuller and richer, my hearing in background noise improved tremendously, and my distance hearing also improved.  Here are my booth test scores to see an example of how my hearing with two implants improved tremendously:

1 Nucleus 22 CI
Single syllable word test
Hearing in quiet: 90%
Hearing in 10 db signal-to-noise ratio, noise to unimplanted ear: 30%
Hearing in 5 db signal-to-noise ratio, noise to implanted ear: 0%

Bilateral Nucleus 24C CIs
Single syllable word test
Hearing in quiet: 88%
Hearing in 5 db signal-to-noise ratio: 64%

H.I.N.T. (Hearing In Noise Test) sentences
Hearing in quiet: 100%
Hearing in 5 db signal to noise ratio: 91%

My presentation not only included research studies, but also various personal stories of children and adults with bilateral implants.  These are the people whom I’ve featured in my presentation:

Drew (Turn on My Ears)

Brook and Gage B.

Jeremy G.

Elliot and Oliver K.

Shelia M.

Will A.

Will T.

Erin Toes and Her Cochlear Implant Journey

Jessica, Jared, and Julianne H.

Belle and Hannah W.

Jessica, my sister.

I would like to thank to the parents of these children and these CI users for providing me stories, photos, and adorable video clips!

The AG Bell Academyrecently added the newest group of Listening and Spoken Language Specialists to its resource database at the AG Bell Academy website.  This list includes professionals who are LSLS Cert. AVTs as well as the first-ever class of LSLS Certified Auditory-Verbal Educators (LSLS Cert. AVEd) from the United States and many, many other countries.  Congratulations to all of the professionals who have achieved this distinguished certification!

So, if there wasn’t a Listening and Spoken Language Specialist in your area before, check again — there might be one now! 

Click HERE to “Locate a Listening and Spoken Language Specialist”!

Just got back from the gym.  I don’t know if it’s the cooler, dryer weather of winter or what, but I’ve been shocking myself 2-3 times per workout while I’m walking on the treadmill.  It usually happens after I take my hands off the handles for a second to grab my water bottle, fix my hair, etc. and then place them back on the metal bars again.  It’s not a big shock, not enough to make a visible spark or for me to really feel much, so I don’t know if it would necessarily be enough to mess up a processor.  Have those of you who wear CIs ever experienced this?

Also, the gym is NOISY.  If you don’t have hearing loss, protect what you have by wearing EARPLUGS.  I keep mine in a little case on my keychain, that way I’m always prepared for a noisy situation in the gym or elsewhere.  They cheap, comfortable, and I actually enjoy a little peace and quiet while I work out or study for exams — it helps me concentrate! 

(I got my earplugs for free at AG Bell this past summer, but here is an example of the type of inexpensive foam ear plugs I use: http://www.walgreens.com/store/product.jsp?CATID=100217&navAction=jump&navCount=0&nug=VPD&skuid=sku301527&id=prod1527.  This is just an example, NOT an endorsement or affiliation of any kind.)

This is what I found in my pocket yesterday…

1. TOPSTICK wig tape… very handy for keeping CI processors/hearing aids on little ears.  One of “my” babies finally moved to wearing her CI processor behind her ear (”big girl style”!) on Thursday.  Lots of Topstick needed, but wow we are proud!
2. (DEAD) HEARING AID BATTERY… size 312, if you care.  I need to find a place to recycle these!
3. PENNY… confiscated from student.  Pennies are NOT for eating!  Neither is glue, nor fruit snack wrappers.  These are things we learned this week.

You can tell a lot about a person by what they keep in their pockets.  This is my pocketful of love!

Thank you to all the parents of deaf children with cochlear implants or hearing aids and CI/HA users for giving me the permission to show the retirement tribute video that was made for Mary Ann, our incredible auditory-verbal therapist.  Please give a few minutes for the video to load.

Transcript:

Music: I Am Your Child sung my Barry Manilow
I am your child
Wherever you go, you take me, too
Whatever I know, I learn from you
Whatever I do, you taught me to do
I am your child
And I am your chance
Whatever will come, will come from me
Tomorrow is won, by winning me
Whatever I am, you taught me to be
I am your hope,
I am your chance,
I am your child
Whatever I am, you taught me to be
I am your hope,
I am your chance,
I am your child

Music: Teach Your Children sung by Crosby, Stills, Nash and Young
You, who are on the road
Must have a code
That you can live by.
And so, become yourself
Because the past
Is just a goodbye.

Teach your children well
Their father’s hell
Did slowly go by
And feed them on your dreams
The one they picks
The one you’ll know by.
Don’t you ever ask them why
If they told you, you would die
So just look at them and sigh
And know they love you.

And you (Can you hear and)
Of tender years (Do you care and)
Can’t know the fears (Can you see we)
That your elders grew by (Must be free to)
And so please help (Teach your children)
Them with your youth (You believe and)
They seek the truth (Make a world that)
Before they can die (We can live in)

Teach your parents well
Their children’s hell
Will slowly go by
And feed them on your dreams
The one they picks
The one you’ll know by.

Don’t you ever ask them why
If they told you, you would cry
So just look at them and sigh
And know they love you.

Music: Through Children’s Eyes sung by Jubals Belfry
Kittens, puppies, mother goose
Christmas, glitter, Dr. Seuss
Bear hugs, rainbows and butterflies
See the world through children’s eyes
Take the time to stop and share
Tell someone how much you care
It’s little things that mean so much
Help lift a friend and be their crutch

Moonbeams, candy, lemon pies
Stardust, mother, deep blue skies
Crayons, trains and bees that buzz
Can you remember how it was?
When you saw the world this way
Discovering magic every day
It’s not really hard at all it seems
In the realm of children’s dreams

And the horns go

Go

Moonbeams, candy, lemon pies
Stardust, mother, deep blue skies
Crayons, trains and bees that buzz
Can you remember how it was?
When you saw the world this way
Discovering magic every day
It’s not really hard at all it seems
In the realm of children’s dreams

Music: Can You Feel the Love Tonight sung by Elton John

There’s a calm surrender to the rush of day
When the heat of a rolling wind can be turned away
An enchanted moment, and it sees me through
It’s enough for this restless warrior just to be with you

And can you feel the love tonight
It is where we are
It’s enough for this wide-eyed wanderer
That we got this far
And can you feel the love tonight
How it’s laid to rest
It’s enough to make kings and vagabonds
Believe the very best

There’s a time for everyone if they only learn
That the twisting kaleidoscope moves us all in turn
There’s a rhyme and reason to the wild outdoors
When the heart of this star-crossed voyager beats in time with yours

And can you feel the love tonight
It is where we are
It’s enough for this wide-eyed wanderer
That we got this far
And can you feel the love tonight
How it’s laid to rest
It’s enough to make kings and vagabonds
Believe the very best

Music: Everything Grows sung by Raffi

Everything grows and grows
Babies do
Animals too
Everything grows

Everything grows and grows
Sisters do
Brothers too
Everything grows

A blade of grass
Fingers and toes
Hair on my head
A red, red rose
Everything grows
Anyone knows
That’s how it goes

Yes, everything grows and grows
Babies do
Animals too
Everything grows

Everything grows and grows
Sisters do
Brothers too
Everything grows

Food on the farm
Fish in the sea
Birds in the air
Leaves on the tree
Everything grows
Anyone knows
That’s how it goes

Yes, everything grows and grows

That’s how it goes
Under the sun
That’s how it goes
Under the rain
Everything grows
Anyone knows
That’s how it goes

Yes, everything grows and grows
Babies do
Animals too
Everything grows

Everything grows and grows
Sisters do
Brothers too
Everything grows

Mamas do
And papas too
Everything grows

Music: What I Did for Love sung by Broadway case of A Chorus Line

Kiss today goodbye,
The sweetness and the sorrow.
Wish me luck, the same to you.
But I can’t regret
What I did for love, what I did for love.

Look my eyes are dry.
The gift was ours to borrow.
It’s as if we always knew,
And I won’t forget what I did for love,
What I did for love.

Gone,
Love is never gone.
As we travel on,
Love’s what we’ll remember.

Kiss today goodbye,
And point me t’ward tomorrow.
We did what we had to do.
Won’t forget, can’t regret
What I did for
Love

What I did for
Love

What I did for…
Love

Love is never gone
As we travel one
Love’s what we’ll remember

Kiss today goodbye.
And point me t’ward tomorrow.
Point me t’ward tomorrow
We did what we had to do.
Won’t forget, can’t regret
What I did for love.
What I did for love.
What I did for love
Love

Elizabeth: I’m Elizabeth Claussen.  Thank you for helping me learn how to read lips and talk.

Sandy: Thank you Mary Ann for teaching me how to listen and talk.  You’ve been such a great inspiration to me, and I would like to continue working with children that have disabilities, and I want to teach them that their disability doesn’t have to be a handicap.  I’ve been through college.  I’m almost finished, and soon enough I’ll be a teacher, but it’s not like I’m already doing that anyway with horseback riding lessons and working in the afterschool program.  Have a happy retirement, and I really am grateful forever for all the work that you did with me.

Channing: Hi Mary Ann.  I just wanted to say thank you for everything you’ve done.  I wouldn’t be where I am today if it weren’t for you.  You are truly special to me.  So I just wanted to say from the bottom of my heart, thank you so much.  I love you.

Rachel: Hi Mary Ann.  I just wanted to thank you for having been one of the most wonderful therapists you could have been.  You have really greatly impacted my life as you were able to teach me how to hear and to speak and also to be an independent person in the hearing world.  During the past four months, I traveled all throughout Europe, including France and Italy.  And, I’ve traveled on my own by trains, and I visited my French friends and stayed with host families where I was able to improve French, my second language, and also to study abroad in Provence.  And, the experience has been the incredible opportunity of my life.  And, not only have you been a wonderful therapist but also a wonderful family friend.  You were truly part of my life by attending my 7th birthday party, my bat mitzvah, the technology fair when I was in 8th grade in Macon, Georgia, also to my high school film festival, to my high school graduation, also to my siblings’ bar/bat mitzvahs, and I just couldn’t have asked for more, and, as you know, I always think of you as if you were my aunt.  So, thank you.

Savannah: Hi Mary Ann.  Thanks for all the hard work you’ve done.  I appreciate it.  Here I am now.  I work, school and cheer.  Thank you!

Catherine: Thank you for teaching me and being patient with me.   So I just want to say happy retirement.

Caitlin: Hey Mary Ann.  Thank you for being really patient with me and for being such a great teacher. And, I’m at Georgia Tech and majoring in biomedical engineering because of you, and I want to thank you for that.

Chad: Hey.  I’m 15.  Thanks for teaching me how to hear and talk.

Stephanie: Hello.  My name is Stephanie Synowsky.  I’m 18 and a senior at Peachtree Ridge.  There’s not much I can remember.  All I can remember is that Mary Ann was my therapist when Astrida was not there.  I am thankful for AEC and Mary Ann because the Auditory-Verbal approach has greatly changed my life.  Our entire family believes that it was good for us, and, although it took years and countless of hours of therapy sitting in the high chair, I would not be where I am today.  So, thank you Mary Ann.

Elizabeth: Hi Mary Ann.  I just wanted to say thank you so much for training me and teaching me how to communicate the way I can now.  If it weren’t for you, I wouldn’t be able to go to the school that I go to or be able to search for colleges and have this many choices.  You deserve this wonderful retirement, and I just wanted to say thank you so much for teaching me and training me and doing all the things that you did.

Dara: Hey Mary Ann.  I’m wishing you a great retirement.  I have some great memories with you.  One of them is that we made a gingerbread man together, and that was a lot of fun, and you worked very hard with me, and I appreciate it a lot, and you have no idea, and it has paid off very well.  I love ya!

Jenna: Hey Mary Ann.  This is Jenna Bartlett, and I’m 13 years old, and I am attending Wesleyan School right now.  And I just want to thank you for all the hard work that you went through with me when I was younger, and it really paid off.  So I just wanted to thank you because, if you hadn’t worked really hard with me, I wouldn’t be where I am right now in my speech and my hearing.  So, I just wanted to thank you, and I’m able to talk to friends at school and so sports.  I’m pretty thankful for that.

Jessica: Hi Mary Ann.  It’s me Jessica Chaikof.  I’d like to say thank you for all those years you have taught me.  You are very special to me, and I always will remember you, and I would not have been who I am today without you, and you are very special to me, and thank you, and I love you.

Grace: Hi Mary Ann.  It’s me Grace.  I’d like to thank you for what you did like when I was in with you.  Well, first of all, you helped me when it was hard saying things like the word bus when you were teaching me that word, and then I couldn’t say it and I had to do it many times but, well, until I got it right.  I even ride the bus at my school now!  Well, anyway, thank you for just helping me for whatever you did for me.  I really like it what you did.  Bye.

Sydney: Hi Mary Ann.  I’m playing hockey.  Hi Mary Ann.  I’m playing hockey, and I’m really sad that you’re retiring because you helped me so much, and I wanted you to do some – I wanted you to help other kids.  That’s really nice of you to have volunteered doing this.  Thank you.  Bye.

Laney: Hey Miss Mary Ann.  I’m just teasin’!  This is Laney Jane.  Thank you for teaching me how to talk and listen.  I will always remember you.  I love you!  Bye.

Emilee: Thank you Miss Mary Ann for helping teach and for all the fun we did and helping me have a special week every day, and we hope you have a wonderful life.  You’re the very best teacher – person who helped me speak and stuff.  And thank you for all the stuff you’ve been teaching me.  And we always love you and I will always remember you.  Bye.

Makenzi: Mary Ann and Me.  I’m going to straighten the book up.  I was just a baby with a new cochlear implant.  She taught me how to listen to things around me.  When I was older, she taught – Did I read this, that one here? - When I was older, she taught me about the seasons, spring, summer, fall, winter.  She taught me how – about words and sentences.  Mary Ann, my mom and dad sent me to you.  Thank you Mary Ann.

Katie: I’m a fan of Mary Ann.  She helped me hear so give her a cheer.  Thank you Mary Ann.

Will: Hi May Ann.  I really love you so much for helping me with my cochlear implants, and I appreciate you for doing that.  And, take care of yourself.

Grant and Will on swings – Singing Old MacDonald Had a Farm together suggesting different animals.

Grant: (singing) You are my sunshine, my only sunshine.  You make me happy when skies are gray.  No more know dear how I love you.  … sunshine away.  (Mother talking- Very nice, do you want to sing again?)    You are my sunshine, my only sunshine.  You make me happy when skies are gray.  No more  know dear how I love you.  Please don’t sunshine away.  Hi!

Belle: Mary Ann.  I love – Thank you.  I love you.  Thank you for helping me to learn how to listen.

Hannah: (singing) Twinkle twinkle little star.  How I wonder what you are.  Up a … in the sky.  Twinkle twinkle little star.  How I wonder what you are.

Belle and Hannah: Thank you Mary Ann!

Music: Keep on Dancing sung by Bay City Rollers

Keep on dancing
Keep on doin’ the jerk
Shake it, shake it baby
Come on and show me how you work
Now you’re in motion
I’m gonna do the locomotion yeah
Well don’t you hurry me away
Shake it shake it till the break
of day.
Keep on dancin’ and a prancin’
Keep on dancin’ and a prancin’
Keep on dancin’ and a prancin’

From time to time, I’d like to post some of my lesson plans for listening and spoken language activities.  For those of you with D/HH children, I’d love for you to try them out and give me your feedback on how they work.  For those of you who are new to AVT/Oral Deaf Education, I hope that these activities will help to give you a better understanding of what this approach is all about! (NOTE: I am a student, not yet a licensed Speech-Language Pathologist/ Listening and Spoken Language Specialist Certified Auditory-Verbal Therapist©.  These ideas are not a substitute for professional services.)

Hanukkah and Christmas are almost here and I am practically bursting with excitement!  I just couldn’t wait any longer to post these ideas for making the most of this most wonderful time of the year!

• Paula Rosenthal of HearingExchange has a fantastic “Paula’s Pearls” column titled “5 Tips to Help Your Child with Hearing Loss Enjoy the Holidays” — a must read.
• As always, any holiday or special event just screams for an EXPERIENCE BOOK!
• If you’ll have family in town over the holidays, talk to your child’s teachers/therapists and consider including relatives in your child’s therapy sessions.  It will give them a better idea of how best to help your child learn to listen and talk, and also give them an appreciation for what you do with your child everyday!
• Travel prepared!  Don’t forget extra batteries, spare processor parts, the FM system (if you use one), etc! 
• Christmas and Hanukkah come with lots of new — and difficult — vocabulary.  If you are religious, make sure your child knows all of the terms associated with various religious services and traditions.  They may not use these words but one or two weeks of the year, but it’s an important part of being connected to their heritage and to a larger community.  The words of prayers and hymns may be tricky or archaic, but children with hearing loss deserve to know them just as well as the rest of us!  What’s a menorah?  What is Advent?  Who on earth are the Magi?
• Christmas carols are EVERYWHERE — in stores, on the radio, on my iPod!  Teach your child some basic songs so that they can sing along!
• As always, READ READ READ!  There are so many great books, I couldn’t pick a favorite — or ten — but I will mention Carl’s Christmas by Alexandra Day.  It’s a wordless book with beautiful illustrations that stimulate all kinds of conversation.  Because you “read” the book, you can create a different story every time (or have your child make one up!) and adjust it to your child’s language level or highlight a specific sound or grammar target.  For example, if you are working on prepositions, you could discuss Carl’s location on each page — he’s under the tree, he’s jumping over the presents, etc.
• Choose your gifts wisely!  Don’t go for trendy toys that will be forgotten in a month, or noisy toys that create a disastrous listening environment.  Instead, think about toys that will provide the most opportunities for interactive play and language development.  Choose toys appropriate for both your child’s chronological age and language level.  Choose toys that can be played multiple ways so that they will hold your child’s attention for longer periods of time.  For older children, board games are fun ways to build critical thinking skills as well as engage in social conversations — fun for everyone in the family!

Happy Holidays and Happy Hearing, everyone!

As someone who has been wearing cochlear implants since the age of 2 and a half years old and has appreciated the miracles of hearing and speaking, I always wanted to thank all the people who are involved in the process of fabricating the cochlear implants.  Because the cochlear implants I wear are produced by Cochlear, I dreamed of going to their headquarters.

Yesterday, I had the opportunity to visit the headquarters in Sydney, Australia.  I gave three 15 minute presentations about my life as someone who grew up with cochlear implants to the production staff, people who fabricate the cochlear implants, and one 45 minute presentation to the other staff including the staff from the quality department and design department.  The best part of giving these presentations was that I was able to thank all of the staff in person for giving me the incredible miracles that I would not have had if cochlear implants were not produced, such as learning to speak French, hearing the music when I played the piano, and hearing the sounds of the films when I did film editing.

After the presentations, Tara, a staff member from the quality department, gave me an incredible tour of the headquarters, including the manufacturing site where I had the opportunity to see how the internal parts of the cochlear implants are produced.  I was really impressed by the quality of manufacturing as everything is very clean and organized.  I noticed that the staff take their time, and they’re very patient.  They document every aspect of the production.  This made me feel good knowing that the devices are good quality.

The other best part of visiting the headquarters was that I had the opportunity to tell the staff how they should improve the processors.  I told them that I would like to see a slimmer and sleeker design and also a waterproof processor so that I can go swimming in the pool with my processors on.  I told them that I’d also like to see a fully implantable device one day.  I also mentioned that I’d like to have a bluetooth device made for cochlear implant users as there aren’t any that work properly with my cochlear implant!

It was certainly an experience of a lifetime!

“I don’t have my mom’s eyes, but I do have her HEART.”

November is National Adoption Month.  How does this apply to a website called “Cochlear Implant Online”?  Keep reading…

Those of you who know me know that, second only to listening and spoken language for deaf children, adoption is the cause of my heart.  Combine the two, and what do you get?  A passionate advocate for the adoption of children with all special needs, but specifically deafness.

Not all families are called to adoption — perhaps adoption isn’t right for your family, or isn’t right for your family right now.  But though we are not all called to adopt, we can ALL be adoption advocates, especially for children with special needs. 

For parents of children with hearing loss — you KNOW that your child’s “disability” doesn’t impede them from accomplishing great things in life.  You know that they can achive whatever goals they set for themselves.  You know that, with the miracles of modern technology and appropriate intervention in listening and spoken language, speaking, and even HEARING are not out of the question for today’s children who are deaf or hard of hearing. 

For deaf adults — you know that you live a full, happy, successful life.  Your hearing loss doesn’t make you any less of a person or less able to contribute to society. 

What can you do? 

• Contact a local social work or adoption agency and volunteer to SHARE YOUR STORY!  Help dispell myths and calm the fears of prospective adoptive parents by sharing your stories and reassuring them that, yes, hearing loss may mean you take a different path with your child, but it does NOT mean that a child with hearing loss cannot succeed beyond your wildest dreams. 
• Provide support to families in the long, grueling process of adoption paperwork. 
• Help families who have just arrived home by providing a meal, a card, or just an ear to listen or a shoulder to cry on. 
• Support people-first language in matters of adoption as well as matters of deafness. 

Who knows?  Maybe you’ll find yourself drawn to adopt one of the many wonderful children who wait — here at home and all around the world — for a family to call thier own.

Click below for more resources…

• “Adoption of Deaf/HOH Children” by Jamie Berke
• “The Unexpected — An Adoption Tale” from The CI Circle News
• DeafHOH-Adoption Yahoo! Listserv
• Deaf Village has several awesome bloggers with deaf children who joined their families via adoption.  Check out their inspirational stories!