Issue #1 – Monday, January 24, 1994

THE DEAF MAGAZINE

                                 Issue # 1

                          Monday, January 24, 1994

Today's Topics:


                                ******


File  1: Welcome to First Issue
File  2: Ada Book Review
File  3: Bravin Resigned as the first deaf Chairman of Gallaudet
 	 Universty's board of tresees
File  4: Beyond show and Tell
File  5: Camps for the Deaf
File  6: How to obain Free Captioned Films from the US Government
File  7: How Causes People Become deaf?
File  8: Cochlear Implants in Europe
File  9: List of Colleges Provide services for the deaf
File 10: Communication Technologies

                                ******


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thoughts in the next issue, please send electronic mail to
Nathan Prugh at any of the following addresses:

To Subscribe: mail to deaf-request@clark.net, leave subject blank,
in body, type sub deaf firstname lastname

To Give Us artcles: mail to deaf@clark.net

To reach me: mail to deaf-admin@clark.net or page me at beeper 602-590-6117


Please tell your friends to Subscribe to the List!!!!!!


                              Nathan Prugh (Moderator)
                              (602) 590-6117



------
File 1:
From: Deaf-Admin@Clark.Net
Date: Jan 26th 1994

Welcome to First Issue! I would like to thank Tim Stark (TStark@Clark.Net)
and Jamie Clark, Owner of the System (Jamie@Clark.net) for getting me set
up for the Deaf Magazine! This will be a Digist, So, I will be sending it 
often as the mail comes in and enough amount of mail for it. Please send 
messages or Deaf Related Artcles to me  at Deaf@Clark.net... Any Questions
for the Admins only can be mailed to Deaf-Admin@Clark.Net.


Nathan Prugh
Deaf Magazine Editor

------

File 2:
From: deaf-admin@clark.net Thu Jan 20 19:57:05 1994
Subject: ADA Publication


_____________________________________________________________
             LIVING IN THE STATE OF STUCK:

How Technology Impact the Lives of People with Disabilities
_____________________________________________________________

                 by Marcia J. Scherer
          Rochester Institute of Technology
       National Technical Institute for the Deaf


"...takes the needs of the whole person into account"
                                         Senator Tom Harkin

"...the hard part is not the answer, but asking the right questions"
                                         Dr. Frank Bowe
                                         Hofstra University

"...a caring book written for those who care"
                                         Dr. Roberta Trieschmann
                                         Author, SPINAL CORD INJURIES

"Required reading for anyone who wants to understand the depth and
complexity of the disability experience"
                                         Dr. Margaret A. Nosek
                                         Director, ILRU
                                         Baylor College of Medicine

"Dr. Scherer gives us a consumer-driven, person-centered model to match the
person to the device to get us all out of a state of stuck.  It is an
intelligent book about real people."
                                         Dr. Harry Murphy
                                         Founder and Director
                                         Center on Disabilities
                                         Calif. State, Northridge

"Through example and discussion, accented wtih stories about and words 
directly from consumers, Dr. Scherer has been able to provide insight 
into both the potentials and limitations of technology, as well as the
importance of its applications within a general intervention/assistance
program"
                                         Dr. Gregg Vanderheiden
                                         Director, Trace Center
                                         President, RESNA



Assistive technology is changing the lives of persons with disabilities.  Dr.
Scherer sets the background for this transformation and discusses the
implications of assistive technology in these persons' lives.

NOW IN PAPERBACK FOR $25.95

       Hardcover for $32.95

Available from:  BROOKLINE BOOKS, P.O. Box 1046, Cambridge, MA 02238
                 800-666-BOOK


------


File 3:
From Deaf-Admin@Clark.Net Thu Jan 20 19:11:37 1994
Subject: Bravin Resigns as Gallaudet Board Chair 



FYI...

----------------------------------------------------------------
                       TFA Special Report
                    Monday, December 6, 1993

              Phil Bravin Announces Resignation as
                Gallaudet Board of Trustees Chair
----------------------------------------------------------------

December 6, 1993

Memorandum

To:       Members of the Campus Community

From:     Philip W. Bravin

Subject:  Resignation as Chair of the Board of Trustees


It is with sincere regret that I write to let you know that I am
resigning as the Chair of the Gallaudet Board of Trustees,
effective immediately after the February 1994 board meeting.  As
many of you are aware, I have accepted appointment as President
of the National Captioning Institute in Falls Church, Virginia.
As I enter this new and exciting phase of my professional life, I
realize that it would be very difficult for me to do full justice
to my role as Chair of the Board of Trustees.  I am, therefore,
stepping down as Chair, but will continue to serve on the Board.

It has been a great honor to serve Gallaudet during one of the
most dynamic periods in our history.  In the past six years, we
have achieved many important goals, including developments within
the Board:  More than 51 percent of its membership is now
comprised of deaf and hard of hearing individuals.

Significant advances have been made in a number of important
areas as members of the Board gave worked to form active
partnerships in shared governance with the campus community.  I
am very pleased with the task forces on University Policies,
Tenure, and Developmental Programs, and the increasing contact
with, and input from, faculty and staff members, and students at
Board meetings.

The University's financial position has also been significantly
strengthened over the past six years.  Our endowment growth has
been dramatic, and the increase in private support to Gallaudet
has been healthy and encouraging.  I am particularly pleased with
our success in obtaining the $12 million Kellogg gift, which will
make the Gallaudet University Conference Center possible.  The
Center will provide state-of-the-art facilities and training
programs to meet the continuing education and conference needs of
both on- and off-campus groups.  The Board Committee on
Development and the formation of the Board of Associates have/has
given us a strong base for continued progress in our development
efforts.

During this period, organizational changes have been made to
strengthen both undergraduate and graduate education programs.
The creation of the Division of Academic Support and Student
Development consolidated all academic support units to better
serve our students; the Division of Academic Affairs is now able
to focus its energies more fully on academic programs.  I am also
proud of the new research and demonstration programs currently
happening in our Pre-College Programs, where innovative curricula
are being developed and new methods of teaching young deaf
children are taking place.

This year, our new vision statement has laid the foundation for
even greater emphases in the integral components of strengthening
our undergraduate education programs, enhancement of our
teaching/learning community, and recognition and respect for the
diversity which enriches Gallaudet.

Most of all, I am proud to have been a part of a new era in the
relationships among board members and the campus community.
These new relationships have helped us all to come to know and
respect one another, understand our various roles, and interact
and work together in new ways to benefit the students we serve.

I thank all of the members of the Board of Trustees for their
hard work and commitment to Gallaudet as we have striven to make
the best decisions possible during the extraordinary transition
period which followed DPN.  They are an amazing group of people
who entered into a very hard task with enthusiasm and open minds.
I thank also Dr. I. King Jordan, whose leadership and commitment
has surely proven to anyone who harbored doubts that indeed, a
deaf person can lead the world's foremost university for deaf
students with vision and foresight.  King has been an exceptional
person to work with, and one whom I have come to know well and
respect much.  I owe many thanks to the staff members of the
President's Office who have facilitated the day-to-day business
between the Board of Trustees and the campus community.

As the Board deliberates and selects a new Chair, I trust that
all of you will give him or her the same support, encouragement,
and help that I have been so privileged to enjoy.  As Chair of
the Board and a proud alumnus, I am confident that Gallaudet is
indeed ready to face the challenges before us/it as we move into
the 21st century.

May each of you have a joyous holiday season and much health and
happiness in the new year.


------


File 4:
From: Deaf-admin@Clark.net
Date: Jan-24-1994
Subject: Beyond Show and Tell


[Editor Note: Used by permission from Educational Leadership and Maricopa 
Community Colleges]



Beyond Show and Tell / Martin Krovetz, David Casterson, Charlene
McKowen, and Tim Willis (April, 1993)

(c) Educational Leadership, 1993
Used with permission by the Maricopa Community Colleges.
-----
Beyond Show and Tell

Martin Krovetz, David Casterson, Charlene McKowen, and Tim Willis


Developing their own criteria for authentic learning prompted
several teachers of a three-hour interdisciplinary block period
to critique old, favorite assignments and develop new, more
powerful ones for their 10th graders.


Teacher: "I always use this activity." 
     Student: "Why are we doing this?"

"You get to work together in groups."  
     "Can we pick who we work with?"

"You'll enjoy listening to one another's presentations."
     "I'm sick of all these presentations."

"Even I enjoy these presentations."
     "Why can't we just answer chapter questions?"

"It'll be like Show and Tell. It'll be fun."  
     "Like Show and Tell! Does he think we're in 2nd grade?"

     Acknowledging shortcomings of our favorite assignments is
painful. In the fall of 1991, the four of us (three teachers and
our former principal) shared our favorite projects with the
intent of making them more authentic. We had met several times
previously to develop criteria to guide us in defining authentic
learning activities.

     Sharing assignments was scary. We believed and had been told
that we were excellent teachers, yet every task presented fell
short of our criteria. It took confidence and trust to expose
ourselves to one another. Our "confessions" were facilitated by a
unique circumstance. Because we teach in a three-hour
interdisciplinary block--combining biology, U.S. history, and
American literature for 90 10th graders--we share a common prep
period and plan together regularly.

     After several weeks of brainstorming, arguments, and
revisions, we eventually agreed on six criteria. While engaged in
authentic learning, all students are able to:

     1. articulate purpose of activity,

     2. analyze and practice what they do know,

     3. acknowledge what they do not know,

     4. formulate questions that lead to further knowledge,

     5. synthesize connections between knowledge and life
     experience now and in the future,
     
     6. evaluate what was learned, how it was learned, and how it
     could be more effectively learned as a formal part of the
     assignment.

     We would like to share two assignments that were favorites
prior to this process and three that we now use with pride. We
will explain how each assignment meets or does not meet the six
criteria.

Former Favorites

     One previous favorite assignment was the Book Report. The
form we gave students asked them several detailed questions about
the book read: (1) describe one character or incident (100 words
minimum); (2) depict the book's setting; (3) identify and discuss
the main characters (don't summarize the story); (4) suggest
briefly what problem or conflict involves the characters and how
it is resolved; (5) discuss the theme (Feel free to mention minor
themes as well); and (6) suggest what you enjoyed most about the
book. Finally, using our "Reading Log" format, students were to
write their opinion of the book.

     Why was the Book Report a favorite assignment? As one of us
reflected, 

     It skirts what I hate most about book reports; that is,
     sheer plot recapitulation. The students are asked to think
     in this assignment, and I approve of the chance for personal
     buy-in, as well.

     While I was always happy with the results of this
     assignment, upon closer scrutiny, it does not hold up to our
     six criteria of authentic learning. Criteria 1-3 are strong,
     but the report does not lend itself to formulating questions
     that lead to further knowledge (4) or to Criterion 6, the
     evaluative step. Criterion 5 could be a part of this book
     report, but it is really up to the student to decide whether
     or not to make it so.

     A second former favorite was a U.S. history assignment that
asked students, in groups of three, to choose and research a
Civil War Battle. Then, using butcher paper, they were to
construct a chart illustrating various aspects of the battle:
geographical setting, the facts (who, what, where, when, and
why?), and an enlargement of the battleground. Finally, using the
charts and their new knowledge, students would actually teach the
class about the battle they researched.

     Here's a reflection about this former favorite:

     The students did amazingly creative posters. They worked
     well together and did adequate summary presentations in
     front of their classmates. I valued the students' effort in
     researching and in preparing posters.

     Only when this assignment was held up to our six criteria
      did my elation turn to deflation. The students can
     articulate the purpose if asked (Criterion 1), and if they
     also analyze and practice what they do know (Criterion 2).
     However, they were not required to respond to 3, 4, 5, or 6.
     Two out of six may be acceptable for a batting average, but
     it is unacceptable in determining truly authentic learning
     activities. This assignment is currently undergoing
     revision.


Current Creations

     Our three new assignments encourage authentic learning. All
were developed for our interdisciplinary course.

     The first, "I-Search," asks students to select a topic using
five guidelines: The topic is of genuine interest to you, one to
which you have access to available sources within the time limit,
is one about which you lack knowledge, one that will interest
readers, and one that demonstrates your awareness of the I-Search
format.1 

     To prepare their reports, we give students thorough
directions about preparing title pages, introductions, summaries,
organizing papers, and what sections to include: why I chose this
topic, what I already knew, searching, interview and questions,
what I learned, bibliography, and evaluation. "You do not have to
tell everything you discovered during the research," we instruct,
"just the high points. Make this your paper. If you know what
you're talking about, your paper will sound like you, not like
the sources you used."

     We stress the importance of learning about the topic,
preparing questions in advance, and using firsthand and
secondhand sources. All reports require at least one interview.
Students receive guidelines about how to prepare interview
question, find their interviewee, and follow interview protocol.
Students evaluate their own performance and the I-Search process
upon completion of the paper.

     "Immigration and Genealogy" (see box, p. --) shows our
second example of a favorite authentic assignment, one that links
all three content areas. 
     Third, the Year-End Final Assignment for the
interdisciplinary block designed to draw a meaningful conclusion
to our three-hour class; to synthesize learning in the three
courses; to let students choose a topic of interest and use modes
that they prefer; to provide each student the opportunity to show
what he or she knows; and to encourage reflective thinking about
this year's curriculum. We ask students to choose among complex,
issue-oriented questions. For example:

     * Based on everything you have learned and read in history,
     biology, and English this year, what would genuine world
     peace be like? How would people have to change if truly
     committed to world peace? Include economics and societal
     attitudes toward one another. Consider population,
     pollution, natural resources, and sustainability.
     
     * How has the American Dream changed in this century?
     Consider dwindling natural resources; population increases;
     degradation of environment; changes in jobs, immigration
     trends, and society's priorities; and wars. Think about the
     needs/feelings of the characters in literature that we've
     read.
     
     * Present an era or an incident from this century that
     showed the American people at their best and their worst.
     Include responsibility toward and treatment of other humans,
     living things, the physical environment, and future and past
     generations.
     
     * Create a question of your choice, to be OK'd by all four
     teachers.

     After answering one question, students must present it to
class and a panel of four teachers, some parents, and other
educators. The "answer" will be a presentation of the student's
choice, but it must include at least two different modes, one of
which must be some form of writing. In class, we brainstorm these
modes: observational, narrative, and creative writing; poetry;
newspapers; interviews, graphs, video, photography, artwork, and
so on.

     We give students two class days to plan their presentations:
previewing the form the evaluation panel will use, deciding on
topics/questions, determining information they need to think
about and materials to use, and receiving suggestions from five
valued peers. The rest of the work students do out of class. They
must also let us know what kind of presentation they will do:
oral, half-written, half-oral, all written, and so on.

     Our three new assignments match up with the six authentic
learning criteria. We have also been inspired to develop and
revise activities for our other classes. The criteria have proven
to be adaptable in various subject areas.

Students Speak for Themselves

     Does all this extra effort to make assignments more
authentic really make a difference? Here is what two students
have to say:

     The final project is a good idea because it lets everyone
     pick what we are interested in and how we want to go about
     exploring it. It is nice to have one project instead of
     three. It encourages me to put more time into it and make a
     better project.

     The reports and projects are meaningful because they are
     interconnected. I learned more and enjoyed them. They were
     challenging and engaging, yet not impossible.


     At our end-of-the-year "Portfolio Evening," when students
present work that best demonstrates their reflective thought and
personal style, the response from parents was overwhelmingly
supportive. As one parent said:

     Last June I wanted to send my son to a private school, but I
     couldn't afford to. This course has been beyond my wildest
     expectations of this financially drained public school
     system. I keep telling him how much the final year-end
     project is  empowering him to do something meaningful. This
     is education that really makes sense.

     Student and parent responsiveness inspire us not to
compromise our dedication to create powerful and authentic
learning activities. This commitment to curriculum, instruction,
evaluation, and to our students and profession requires more
work, more risk-taking, and more trust in students and our peers.
However, this is learning that really makes sense! **

     1The I-Search format is the brainchild of Ken Macrorie,
wherein the emphasis of the research paper is on the process of
searching and the synthesis of learned information, as opposed to
the straight regurgitative quality of a basic research paper.

Martin Krovetz is Associate Professor, San Jose State University,
School of Education, One Washington Square, San Jose, CA  95192-
0072. He is former principal of Soquel High School. David
Casterson, Charlene McKowen, and Tim Willis teach Science,
English/Spanish, and History, respectively, at Soquel High
School, 401 Old San Jose Rd., Soquel, CA  95073. 

Authentic Task:

Immigration and Genealogy

Purpose
     
     1. To learn about the inheritance of specific genetic traits
     in your family,
     
     2. To learn more about your family's immigration experience,
     
     3. To increase your awareness of and tolerance for unrelated
     present-day immigrants.
     
History and Biology Section
     
     Collect as much of the following information as possible:
     
     * Names and relationships to you for as many family members
     as possible;
     
     * Birth dates and places;
     
     * Dates and locations of mating relationships (married or
     unmarried);
     
     * Dates, causes, and locations of deaths;
     
     * Nationalities (indicate fractions, if possible);
     
     * Genetic family traits--select two from the list that you
     can trace through three generations. Select only traits that
     some members have and others do not.

     DOMINANT TRAITS               RECESSIVE TRAITS
     Dark eyes                     Light eyes   
     Curl tongue                   Can't curl tongue   
     Normal hair, Wavy hair        Straight hair  
     Right-handed                  Left-handed   
     Type A-B-AB blood             O type blood     
     Near- or farsighted           Normal vision 
     Free earlobes                 Attached earlobes   
     Normal hearing                Deafness from birth       
     Normal color vision           Color blind     
     Migraine headaches            No migraines    
     Mid-digital hair              No mid-digital hair   

History and English Section

     Overall directions: Interview a member of your family who is
the most knowledgeable and/or charming regarding your family's
arrival in the United States. Write your questions ahead of time
to elicit the required information. In addition, compose at least
five of your own questions, based on the peculiar specifics of
your personal  situation. Remember, as you interview, to ask good
follow-up questions based on the answers given to you. If you
submit a taped interview along with your write-up, you will
receive extra credit (in both history and English). The
evaluation form is due with the assignment.

Required Information from Interview

     WHEN: when the first member of your family arrived in the
United States (circa OK);

     WHO: name(s), age(s), relationship to one another, name
changes upon/after arrival;

     WHERE: from where they came, where they settled initially
and later;

     WHY: motivation for leaving native country (for example,
hunger, unemployment, persecution. Explore the Push/Pull theory:
What forced them to leave, and once they were established here,
did they pull other family members here as well?);

     HOW: method of arrival in United States, how easy/hard the
journey was;

     EXPECTATIONS vs. REALITY: what differences did they find
between their preconceived notions of the United States and
reality.

     To complete this assignment, you must first finish the
interview. You have two options.

     Option #1: Based on your interview, create a fictionalized
account of the original immigrant experience of your family. This
account must include some of the emotions felt by the family
member(s) during the immigration experience. If these emotions
don't come out in the interview, speculate what they must have
been. Make sure you include any challenges or adventures that
actually or might have occurred.

     Option #2: Make your interview an observational experience.
This means you must record the interview because your note-taking
will largely focus on observational strategies. These include:
complete character description focusing on physical traits, body
language, tone of voice, language used, personality quirks;
complete description of surrounding environment (show, don't
tell); your own feelings (apprehension, excitement, curiosity)
before, during, and after the interview.**


-----

File 5:
From Deaf-Admin@Clark.Net Thu Jan 20 20:15:51 1994
Subject: Camps for the Hearing Impaired


                    Camps for the Hearing Impaired



ALBRIGHT UNITED METHODIST CAMP I,II,III

Location: I and III, Reed City II Crystal Springs, Dowagiac
Camp Sponsor: United Methodist Church
Handicaps Accepted: I-Educable and trainable, mentally 
impaired, learned disabled, hearing impaired, and midly 
physically impaired.
Fee:  $180.00
Camp Season: I- July 4-9, 1993 ; II-August 1-7, 1993;               
III-July 25-31,1993
Age Range: I- Coed 10-25, II: coed; 10 adult, III: Coed; 19 and 
over
Make Application to:  
I - Roger Poe
Box 693
Comstock, Michigan 49042
(616) 342-5439
II- Kris Land and Sara House
2387 N.9th Street
Kalamazoo, MI 49009
(616) 375-2803
III- Jim Taylor
23913 Red Arrow HWY.
Mattawan, MI 49071
(616) 668-3245

BAY CLIFF HEALTH CAMP

Location: Big Bay (30 miles northwest of Marguette)
Camp Sponsor:  Bay Cliff Health Camp
Handicaps Accepted:  Physical, speech, hearing impaired only. 
(Primarily a therapy camp)
Fee:  $25 for Upper Peninsula Residents
Camp Season: Mid June- Mid August
Age Range: Coed; 3-17
Make Application to:
BayCliff Health Camp
310 W. Washington Suite 300
Marguette, MI 49855
(906)228-5770


Camp Anna Behrens

Location: Greenville
Camp Sponsor:   MI Trials Girl Scout Council
Handicaps Accepted: General Disabilities, Hearing Impaired
Fee: $70-$250
Camp Season:  June 20- August 13, 1993
Age Range:Girls; 6- 16
Make Application to :
Kate Krueger
Michigan Trials Girl Scout Council
3275 Walker N.W.
Grand Rapids, MI 49321
(616)784-3341 or 1-800-442-1401


Camp Chris

Location: Camp Rota-Kiwan, Kalamazoo
Camp Sponsor: MI Lions, MI Association of Deaf Citizens, MI 
Association for Deaf Hearing and Speech
Handicaps Accepted: Hard of Hearing, deaf
Camp Season: August 15 -21, 1993
Age Range: Coed, 8- 16
Cost: $95
Capacity: 100 per week
Make Application to:
MI Association for Deaf, Hearing and Speech
724 Abbott Road
East Lansing, MI 48823
(517) 337-1649 TDD (517) 337-1646 Voice
1-800- YOUR EAR (V and TDD)


Camp Linden

Location: Linden
Camp Sponsor: Huron Valley Girl Scout Council
Handicaps Accepted: Asthmatic, diabetic, learning 
disabled,orthopedic, visual, hearing disabilties in some cases 
depending on the severity
Fee: 6 days- $110
Camp Season: June 16- August 2, 1993
Age Range: Girls 6-17 ( non Girl Scouts Accepted)
Make Application to:
Kathy Treiber
Huron Valley Girl Scout Council
19 N. Hamilton P.O. 539
Ypsilanti, MI 48197
(313) 483-2370 or 1-800-552-4929





Camp O'Fair Winds

Location: Columbiaville
Camp Sponsor:  Fair Winds Girl Scout Copuncil
Handicaps Accepted: Asthmatic, hearing impaired, diabetic, 
learning disabled (mainstreamed into regular programs)
Fee: $160 - one week $235- two weeks
3 days (2nd and 3rd grade girls) $65
Camp Season:  June 20-August 13, 1993
Age Range:  Girls; 6-12
Make Application to :
Camp Secretary
Fair Winds Girl Scout Council
 2029c S. Elms Road
Swartz Creek, MI 48473
1-800-482-6734


Camp Tannadoonah

Location: Vandalta
Camp Sponsor: Michigan Council of Camp Fire
Handicaps Accepted: Asthmatic, deaf, diabetic
Fee: $157 per week Mini Session- $85
Camp Season: June 28 - August 15 , 1993
Age Range: Girls: 6-16 Boys: 6-13
Make Application to :
Mrs. JoAnn E. Murphy
Michigan Council fo Camp Fire, Inc.
2812 E. Jefferson South Bend, IN 46615
(219) 234-4145


Children's Therapy Center Day Camp

Location: Grand Rapids
Camp Sponsor: Children's Therapy Center
Handicaps Accepted: All
Fee: Yes- Limited scholarships available (Insurance may cover)
Camp Season: June 22- August 5, 1993 Tues, Weds, Thurs, 9a.m.- 
12 noon
Age Range: 0-teens
Capacity: 60
Make Application to :
Children's Therapy Center, Inc.
Terry Sokoral or Jean Silbar
3260 Bradford NE
Grand Rapids, MI 49546
616-949-6886


Clarkston Scamp Day Camp

Location: Sashabaw Junior High School, Clarkston
Camp Sponsor: North Oakland SCAMP Funding Corporation
Handicaps Accepted: (All special needs) Preprimary impaired, 
learning disabled, emotionally impaired, educable mentally 
impaired, trainable mentally impaired, physically impaired, 
multiply impaired,visually impaired, hearing impaired,autistic
Fee:$175- Clarkston School District Students
 $195- out of district students
Camp Season:
June 28- July 29, 1993
(Monday- Thursday)
Age Range: Coed; 3- young adult
Make Application to:
Clarkston SCAMP
6590 Middle Lake Road
Clarkston, Mi 48346
313-625-3330


CMU Summer Remedial Clinic

Location: CMU Campus, Mt. Pleasant
Camp Sponsor: CMU Dept. of Communication Disorders
Handicaps Accepted: Speech, Language and Hearing Impaired
Fee: $1,425 Residential, $700 Full Day, $490 Half Day
Camp Season:June 29 - August %, 1993
Age Range: Coed; 6 to 20
Capacity: 120 persons
Make Applications to:
Laura A. Mc Bride
Summer Remedial Clinics
Moore Hall 449
Central Michigan University
Mt.Pleasant,MI 48859
517-774-3472







Holiday Camp

Location: Monroe
Camp Sponsor: Holiday Camp Association
Handicaps Accepted:  All campers handicapped (must be Monroe 
County residents)
Camp Season: June 21- July 29, 1993 ( 2/3 wk sessions)
Age Range: Coed; 6- 25
Fee: $60 for 3 wk session
Capacity: 50 campers
Make Application to:
Donald Weisbach, Director
Holiday Camp
P.O. Box 396
Monroe, MI 48161
313- 242-5454


Exploring Nature Day Camp

Location:Grand River Park, Holt
Camp Sponsor: Ingham County Parks Department
Handicaps Accepted: Hearing impaired
Fee: Call for fees
Age Range:Coed; 5- 11
Capacity: 20 campers
Make Applications to:
Ingham County Park Department
301 Bush Street, P.O. Box 38
Mason, MI 48854
517-676-2233


MCAGBAD Speech & Language Summer Camp

Location: YMCA Camp OHIYESA, Holly
Camp Sponsor: MI Chapter of the Alexander Graham Bell Assoc. 
for the Deaf (MCAGBAD)
Handicaps Accepted: Oral Deaf and Hard of Hearing
Camp Season: July 18-30, 1993
Age Range: Coed; 6-13
Fee: 1 week - $218- $265; 2 weeks- $410-$530 (Camperships 
available)
Capacity: 30 HI campers
Make Application to : MCAGBAD
c/o Sid Kraizman
1616 Ford Building
 Detroit, MI 48226
313-961-7078
Comments: 30 HI campers are mainstreamed with non-handicapped 
campers


Mystic Lake YMCA Camp

Location:  Lake
Camp Sponsor: Lansing YMCA
Handicaps Accepted:Hearing impaired, speech impaired, 
physically impaired (must be mobile). Emotionally impaired
Fee: $240 and up ( Camperships available)
Camp Season:June 20 - August 7,1993 ( one week sessions)
Age Range:  Coed; 7 -15
Make Application to:
Mystic Lake YMCA Camp
2306 Haslett Road East Lansing,MI 48823


Shady Trails Camp

Location: Northport
Camp Sponsor: University of Michigan Communicative Disorder 
Clinic
Handicaps Accepted:Camp programs meet the needs of children 
who exhibit a wide variety of communication disorders, including 
language articulation,fluency and voice, as well as the specific 
communication problems associated with hearing loss, cerebral 
palsy,cleft palate and neuro-motor dysfunction.
Camp Season: Coed; June 27- July 9,1993. Children ages 5-9 
attend this camp as a residential camp based on their individual 
needs
Youth; coed; July 11- July 30, 1993. Youth ages 10- 17 attend 
this 3 week long residential camp
Fluency; coed; august 1- August 13,1993. Children and youth ages 
5-17 attend this camp as a residential camp based o their 
individual needs
Fee: Children's Program: $1,275
Youth Program:$2,200
Fluency Program: $1,275
Make Application to:
Administrator
Sahdy Trials Camp
1111E. Catherine Street
Ann Arbor, MI 48109-2054
313-764-8442




Sterling Heights Park and recreation Day Camp For POHI

Location: Plumbrook Elementary School
Camp Sponsor: City of Sterling Heights
Handicaps Accepted: Physically or otherwise health impaired, 
visually impaired or learning disabled with approval
Fee: $37 per person    $55 per family
Camp Season:June 21- July 30, 1993
Age range: Coed: 4-18
Make Application to:Sterling Heights parks and Recreation
PO Box 8009
Sterling Heights, MI 48311-8009
313-977-6123, ext 200





ARIZONA

Bill Rice West Branch Deaf Camp
Flagstaff, AR
Dates: July 25-30 , 1993; August 1-6, 1993
Clientele: Deaf and hard of hearing children ages 9-19; deaf 
adults anf hearing siblings
Fee: Deaf children, free ; Deaf adults and siblings, $50/week

For more information, contact:
  Bill Rice West Branch Deaf Camp
^27 Bill Rice Ranch Road
Murfreesboro,TN 37129
615-893-2767 V/TDD

Camp Jamboree
Arizona School for the Deaf and the Blind
1200 West Speedway Boulevard
Tucson,AZ 85007
602-628-5281 V/TDD
Contact : Dave Sorensen
 1993 INFORMATION NOT AVAILABLE AT TIME OF PRINTING

Summer Day Camp for Hearing Impaired, Visually Impaired
Tucson Parks and Recreation Department
900 South Randolph Way
Tucson, AZ 85716
602-791-4504 V/TDD
Contact : Margo Hurst
Dates: June7 - July 16, 1993
Clientele: Deaf, hard of hearing, anf nonsensory impaired 
children, ages 6-12
Fees: No charge

CALIFORNIA
Camp Scherman
Girl Scout Council of Orange County
P.O. Box 3739
Cost Mesa, CA 92628-3739
714-979-7900 Voice
714-850-1469 TDD
Contact: Sue Shatzel
Dates: June 21- August 20,1993
Clientele: Deaf and hearing girls ( other disabilities, too)ages 
7-17
Fees; Depends on number of days enrolled $25/day

Camp Signshine
Sky Mountain Christian Camp and Leadership Training Program
P.O. Box 538
Truckee,CA 96160
916-587-2801 V/TDD
Contact Laura Archer
Dates: July 26- July 31, 1993
Leadership camp, ages 15-21
August 1-7, 1993, ages 8-14
Clientele: Deaf Children
Fees: $350/week; Financial aid available


Camp Pacifica
502 Northwood Drive
Modesto,CA 95350
209-526-3782 V/TDD
Contact: Brower A Diamond
INFORMATION NOT AVAILABLE AT TIME OF PRINTING


Deaf Kids Kamp
Sproul Ranch, Inc.
P.O. Box Nine
Three River, CA 93271-0009
209-561-3301 V/TDD/FAX
Cantact Terry Sproul
Dates: August 1-7,1993,ages 6-11
August 8-14,1993,ages 12-17
Clientele: Deaf Children
Fee:No charge

California Sun Day Camp
Leisure Services Department
3375 copuntry Drive
 Fremont, CA 94538
510-791-4330 Voice
Contact: Ginny Duffy
Dates: Not Available At time of printing
Clientele: Deaf children and hearing siblings, ages 4-10
Hours: 1:00 -5:30 Monday - Friday

Leoni Meadows Camp
Grizzly Flats, California
Dates: Not available at time of printing
Clientele: Deaf children, ages 9-17
Fees: No charge
For more information, contact
Christian Record Services
Division for Deaf
4444 South 52nd Street
Lincoln, NE 68506
402-488-0981 Vioce
402-488-1902 TDD
402-488-7582 FAX

YMCA Camp Round Meadow
Deaf Camp with Los Angeles YMCA
P.O. Box 70
Fawnskin, CA 92333
714-866-3000 Vioce
Contact: Keith Molle
1993 INFORMATION NOT AVAILABLE AT TIME OF PRINTING


COLORADO

Aspen Camp School for the Deaf
P.O. Box 1494
Aspen, CO 81612
303-923-2511 Voice
303-923-6609 TDD
Contact: B.J. Brubaker, Director
Dates: June 19-July 1, 1993, ages 8-11
July 3-15, 1993, ages 9-12
July 18-30, 1993, ages 12-14
August 1-20, 1993, ages 14-18
Clientele: Deaf and hard of hearing children
Fees: $500/week; scholarships available

Special Populations Summer Day Camp
City of Lakewood
12100 West Alameda Parkway
 Lakewood, CO 80228
303-987-2490 Voice
303-987-5433 TDD
Contact: Hedy Margolis
Dates: June 14-July 30,1993
Clientele: Special Education Students, ages 6-21
Fees: Not available at time of printing

Colorado Lions Camp
P.O. Box 9043
Woodland Park,CO 80866
719-687-2087 V/TDD
Contact: M.K. McGeary
Dates: June6-August 14, 1993
Clientele: Mixed populations including visual, Hearing, mental, 
and physically impaired individuals
Fees: $250/Week

FLORIDA

Camp Endeavor, Inc.
P.O. Box 910
Dundee, FL 33838
813-439-1300 Voice
Dates: Session I August 8-15, 1993
Session II August 17-24, 1993
Clientele: Deaf Children, ages 8-16. Ages 16 and over can 
participate in Counselor-in- Training program
Fees: $500/session

GEORGIA

Camp Best Friends
Hearing Impaired Camps at South Bend
and Adams Park
675 Ponce De Leon Avenue, CH-E
Atlanta, GA 30308
404-658-6381 Voice
Contact: Rhudene Johnson
Dates: June14- August 6, 1993
Clientele: Children, ages 8-12
Fees:$40/8 Weeks for residents; $10/week for non-residents

Camp Will-A Way
Winder, GA
Dates: July 5- July 9, 1993, ages 16 and up
August 2-6, 1993, ages 5-15
Clientele: Mixed Populations, ages 5 and up
Fees: $55/week
For more information, contact:
Cobb County Parks and Recreation Department
Special Populations Division
1792 County Farm Road
Marietta,GA 30060
404-944-0864 Voice
Contact: Michele Greissinger

IDAHO

Idaho Summer Camp for the Deaf at Camp Sawtooth
Idaho School for the Deaf and the Blind
1450 Main Street
Gooding,ID 83330
208-934-4457 V/TDD
Contact: Pat Nelson
Dates: Not available at time of printing
Clientele: Deaf children, ages 12-14
Fees: $25


ILLINOIS

Camp Lions "Little Giant"
Camp Lions "Ravenswood"
Lions of Illinios Foundation 1701 South 1st Avenue
Maywood,IL 60153-2421
708-343-4327 V/TDD
800-955-5466 V/TDD
Contact: Marcy Travis
Dates: "Little Giant"
July 4-15, 1993
July 18-29, 1993
"Ravenswood"
July 11-23,1993
Clientele: Deaf, visually impaired children and their siblings, 
ages 8-16
Fees: No charge

Camp Lion Adventure Wilderness School
Lions of Illinois Foundation
1701 South 1st Avenue
Maywood, IL 60153-2421
708-343-4327 V/TDD
800-955-5466 V/TDD
Dates: June 6-30, 1993
July 4-29, 1993
Clientele: By invitation only
Fees: No charge


INDIANA

Ball State University
Department of Speech Pathology and Audiology
Muncie,IN 47306
317-285-8160 V/TDD
Contact: Richard Hoops
Dates: June 2- July 23, 1993
Clientele: Hearing/speech impaired children, ages 8-12
Fees: $100

Camp Adventure and deaf Youth Camp
7484 North Park Avenue
Indianapolis,IN 46240
317-251-3732 V/TDD
Contact: Grace Nunery
Dates: August 1-7, 1993
Clientele: Deaf children
Camp Adventure, ages 4-12
Deaf Youth Camp, ages 13-18
Fees: $135 ( Camp Adventure)
$200( Deaf Youth Camp)

Camp Isanogel
7601 West Isanogel Road, 50 North 
Muncie,IN 47304
317-288-1073 Voice
Contact: Cynthia Lloyd
Dates: May 29- August 6, 1993
Clientele: Deaf, Physically and mentally disabled children, ages 
8- adult
Fees: $225/6 days
$450/12 days

Camp Milhouse
19525 Cleveland Road
South Bend, IN 46637
219-277-6037 Voice
Contact Lea Pitcher
Dates: June 14- August 16, 1993
Clientele: Deaf, mentally and multihandicapped children ages 7-
adult
Fees: $240/ week; financial assistance available

Deaf Family Camp
7484 North Park Avenue
Indianapolis,IN 46240-3029
317-251-3732 V/TDD
Contact Grace Nunery
Dates: September 10-12, 1993
Clientele: Deaf children and their families and deaf adults and 
their children
Fees: $50/adults;$25/age 10 and under free-2 old and younger


IOWA

Bible Camp for the Deaf
Deaf Missions
RR2, Box 26
Council Bluffs, IA 51503
712-322-5493 V/TDD
Dates: August 1-6, 1993
Clientele: Deaf children of all ages with or without their 
families. Children under fifth grade must be accompanied by a 
guardian. 
Fees: $50/ person; $120/ Family

Youth and Family Camp for the Deaf
Iowa Regular Baptist Camps
P.O. Box 80
Ventura, IA 50482
515-829-3824 Voice
Contact: Robert Humrickhouse
Dates: June 7-12, 1993
Clientele: Deaf children of all ages with or wothout family 
members.
Fees: $90/single person
$120/Family with trailer
$230/Family, accommodations in dormitory

Camp Courageous of Iowa
R.R.2, P.O. Box 557
 Monticello,IA 52310-0557
319-465-5916
Dates: Year round, contact camp for specific dates
Clientele: All disabilities accepted
Fees: $180/week

Des Moines YMCA Camp
101 Locust Street
Des Moines,IA 50309
515-288-0131, ext. 217 Voice
Contact: Sally Bowden
Dates: July 11-17, 1993
 Clientele: Deaf and hearing children, ages 8-16
 Fees:$199

Camp Albrecht Acres
14775 Sherrill Road
 Sherrill, IA 52073
 319-552-1771 Voice
Contact: Dianne Breitbach
Dates:June 6- August 13, 1993
Clientele: Deaf,physically and mentally disabled children
Fees: $160/week

KANSAS

Kansas School for the Deaf Sign Language Camp
450 East Park
Olathe,KS 66061
913-791-0573 V/TDD
Contact: Jacqui Jones
Dates: Not available at time of printing
Clientele: Families with a deaf child ages birth -18
Fees: No charge

KENTUCKY

Kentucky School for the Deaf
P.O. Box 27
South Second Street
Danville, KY 40423-0027
606-236-5132 V/TDD
Contact: Tom Kearns
Dates: Not available at time of printing
Clientele: Deaf children,ages8-18. Must be a Kentucky resident
Fees: No Charge

MAINE

Hidden Vally Camp
R.R.1, Box 2360
Freedom,ME 04941
207-342-5177 Voice
800-922-6737 outside of ME
207-342-5685 FAX
Contact: Peter or Meg Kassen
Dates: Session I June 27- July 23, 1993
Session II July 25- August 20, 1993
Clientele: Hearing and deaf children ages 8-13.
Some staff fluent in sign language.
Fees: $2,395/4 weeks;$3,950/8 weeks

Cue Camp Mechawana
Winthrop, ME
Dates: Not yet confirmed, usually 3rd or 4th week of August
Clinetele: Deaf children, their families, and professionals. 
Anyone interested in learning Cued Speech
 Fees: not available at time of printing
For more information, contact:
David or Robin Fournier
 207-645-3885
 For more information about other Cued Speech Weekends and family 
camp programs offered during the year contact:
Cued Speech Team, Gallaudet University
Department of Audiology and Speech-Language
Pathology, Dawes House
800 Florida Avenue,NE
Washington,DC 20002-3695
202-651-5330 Voice
202-651-5331 TDD
Contact Betsy Kipila, or
National Cued Speech Association
 P.O. Box 31345
 Raleigh, NC 27622
919-828-1218 V/TDD

MARYLAND

Lions Camp for the Deaf, Inc.
7202 Buchanan Street
Landover Hills,MD 20784
301-577-8057 V/TDD
Contact: Rev. Edward Helm
Dates: Session I July 4-10, 1993
Session II July 11-17, 1993
Session III July 18-24, 1993
Session IV July 25-31, 1993
Clientele: Deaf children, ages 6-14
 Fees: $125/ week

Cued Camp Friendship Lathrop E. Smith Center
Rockville, MD 20855
301-774-4946 V/TDD
Contact: Linda Balderson
Dates: June 20-25,1993
Clientele: Deaf children, their families, and professionals. 
Anyone interested in learning cued Speech
Fees: Varied depending on age Day Campers only -$125/Day includes 
lunch
For information about Cued Speech Weekends and Family Camp 
programs held during the year, contact the two resources listed 
under Cue Camp Nechawana in Maine.

MASSACHUSETTS

Camp Paul
39 Concord Road
P.O. Box 53
Chelmsford, Ma 01824
508-256-4396Voice
 Contact Stephen Gannon
Dates: Not available at time of printing
Clientele: Deaf Children as well as children with moderate and 
severe disabilities, ages 4-21
Fees: $1,582

New England Deaf Camp
T.L. Storer Boy Scout Reservation
5 Keane Way
Randolph, MA 02368
617-986-8505 V/TDD
Dates: August 8-14, 1993
August 15-21,1993
Clientele: Deaf and hearing children ages 8-16
Fees: Not available at time of printing

MINNESOTA 

Bread of Life Lutheran Church
2901 38th Avenue South 
Mineeapolis, MN 55406
612-721-4292 Voice
612-721-2521 TDD
Contact: Pastor Mark Hendrickson
Dates: June 27- July 2,1993
Clientele: Deaf and hearing siblings, hearing children with deaf 
parents, age 8-16
Fees: $120

Camp Courage Speech, Language, and Hearing Program
Same address as above
Dates: July 4-22, 1993, ages 8-13
June 20- July 2, 1993, ages 7-11
Clientele: Hearing/speech impaired children
Fees: $40/day

MISSOURI

Sertoma Camp for the Deaf
204 South Ravin
Fulton, Mo 65251
314-642-8703 Voice
contact: Patrick Adams
Dates: August 1-6, 1993
Clientele: Deaf children, ages 8-14
Fees: $50

NEBRASKA

Bethlehem Lutheran Church of the Deaf (LCMS)
5074 Lake Street
Omaha, NE 68661
402-558-5672 Voice
Contact: Pastor John Reinke
Dates: June 13- August 20, 1993
Clientele: Deaf and hearing siblings, hearing children of deaf 
parents, ages 8-18
Fees: varies with Program

 Camp Luther (LCMS)
Schyler, NE 68661
402-352-5655 Voice
 See above listing

 NEW HAMPSHIRE

New England Deaf Camp
Stora Reservation
Barnstable, N.H.
617-986-8585 Voice
Contact: Joyce Payton
Dates: Session I beginners ASL, June 6-18, 1993
Session II August 7-15, 1993
 Clientele: Children ages 8-16
Fees: $450/ Session I; $150/ Session II

NEW YORK 

Camp Mark Seven
Old Forge,NY
Dates
Session I Beginners ASL
June 6-18,1993,$450
Session II Advanced beginner and Imtermediate
June 6-11,1993, $275
Session III, Silent Week
June 13,18,1993,$275
Session IV Religious Education
June 20-24,1993,$275
Session V Youth Camp July 4-23,1993,ages 13-19,$475
Session VI Childrens Session July 25- August 6, 1993,$320
Session VII PSE Late Deafened Adults August 15-21,1993,$275
Session VIII Elder Camp-Deaf Seniors August 22-28,1993,$175
For more information, contact:
Camp Mark Seven
Box 3085
Center Line, MI 48015
313-754-1610 Voice
313-758-0710 TDD
Contact: Fr. Ken McKenna

Explore Your Future Camp
National Technical Institute for the Deaf
One Lomb Memorial Drive
P.O. Box 9887
Rochester, NY 14623-0887
716-475-6705 V/TDD
Contact: Jean Bondi-Wolcott
Dates: July 17-24,1993
 Dates: July 17-24 ,1993
Clientele: daef and hard of hearing students who have completed 
their junior year of high school
Fees: $300 program fee plus $50 application

 NORTH DAKOTA

North Dakota School for the Deaf
Family Learning Vacation
1401 College Drive
Devils Lake, ND 58301
701-662-5082 V/TDD
Contact Nancy Skorheim or Kathleen Burr Robinson
1993 INFORMATION NOT AVAILABLE AT TIME OF PRINTING

OREGON
Camp Taloali for Hearing Impaired Youth
15934 North Santiam Highway
Stayton, OR 97383
503-769-6415 V/TDD
Dates: Session I August 1-7,1993;ages 13-18
Session II August 8-14, 1993, ages 13-18 (horse Program)
Session III August 15-21, 1993 (Horse Program), ages 9-12
Session IV August 22-28, 1993, ages 9-12 (no horse) 
Clientele: Deaf, hard of hearing and hearing siblings (space 
permitting), ages 9-18
Fees:$145/week
For more information, contaact:
George Scheler
4738 El Cedro Lp.NE
Salem,OR 97305
503-581-0186 TDD

 Youth Leadership Camp for Deaf and Hard of Hearing Youth
At CCamp Toloali
Stayton,OR
Dates: Not Available at time of printing
Clientele: Deaf anf hard of hearing youth,ages 14-19
Fee: $600
For more information, contact:
National Association of the Deaf
814 Thayer Avenue
Silver Spring,MD 20910
310-587-1788 Voice
301-587-1789 TDD
301-587-1791 FAX

PENNSYLVANIA

Beacon Lodge Camp
P.O. Box 428
Lewiston, PA 17044
717-242-1113 Voice
Contact: Janet Snyder
Dates: June 26- July 7, 1993
Clientele: Deaf and hard of hearing children, ages 6-18
Fees: $200/Pennsylvania residents; $400/Out of state residents

Lions Camp Kirby
47 Hidden Vally Road
Aston, PA 19014
215-497-4130 Voice
Contact: Delores Farris
Dates: Session I June 20- July 26, 1993, Counselor Ornientation
Session II June 27- July 3, 1993 ages 6-9
Session III July 4-July 10, 1993 ages 6-9
Session IV July 11-17, 1993, ages 10-13
Session V July 18-24,1993 ages 10-13
Session VI July 25- 31, 1993 Ages 10-13
Session VII August 1-7, 1993 ages124-17 and Leadership Training 
session
Clientele: Deaf children ages 6-17
Fees: $140/ week Plus $25 registration fee

SOUTH DAKOTA

South Dakota School for the Deaf
1800 East 10th Street
Sioux Falls, SD 57103-1899
605-339-6700 V/TDD
Dates: not available at tiem of printing
Clientele: Deaf children, ages 9-13
Fees: Approximately $35-$40/Week


TEXAS
Camp Sign
Center Point,TX
Dates: July 18-24,1993
Clientele: Deaf anf hard of hearing children ages 8-15
Fees: Sliding scale ($25-$125)
For More information contact:

Texas Commission for the Deaf anf Hearing Impaired
P.O.Box 149150
Austin, TX 78714-9150
512-444-3323 V/TDD 
Contact: Bill Collins/ Deborah Harris

Computer Camp
Dates: July 18-24,1993
Clientele: Deaf children,ages 14-16
Fees: $175
Dates: July 11-17, 1993
Clientele: Deaf children, ages 10-13
Fees: $100

WISCONSIN

Wisconsin Lion Camps
46 County A
Rosholt, WI 54473
715-677-4761 V/TDD
 1993 INFORMATION NOT AVAILABLE AT TIME OF PRINTING

VIRGINIA

Camp Easter Seal West
P.O. Box 5496
4841 Williamson Road
Roanoke,VA 24012
800-365-1656 Voice
Contact: Karen Walsh
Dates: August 1-6,1993
Clientele: Daef anf hard of hearing children,ages5-14
Fees: $450. Priority given to Virginia residents.Sponsorship 
available to Virginia residents.

 WASHINGTON . D.C.

Basketball Camp
Gallaudet University
800 Florida Avenue, NE
Washington DC 20002-3695
202-651-5603 V/TDD
Contact: James De Stefano
1993 INFORMATION  NOT AVAILABLE AT TIME OF PRINTING

WISCONSIN

Wisconsin Lion Camp
46 county A
Rosholt, WI 54473
715-677-4761 V/TDD
 1993 INFORMATION NOT AVAILABLE AT TIME OF PRINTING

Camp LulliSomo (LCMS)
Route 2, Box 975
Wild Rose, WI 54984
414-622-3350 Voice
Dates: June6- August 27, 1993 (weekly 2- Week programs)
Clientele: Deaf and hearing children, grades 1-9 and Family camps
Fees: Varies according to program

CANADA

Connect Society
11342-127th Street, West Entrance
Edmonton, Alberta T5M 0T8
CANADA
403-454-9581 V/TDD
Contact:Anthea Lee
Dates: July 30- August 2,1993
Clientele: Families with deaf children and their siblings
Fees: Not available at time of printing

YMCA Camp Chief Hector
101-3rd Street, SW
Calgary, Alberta T2P 4G6
CANADA
403-269-6156 Voice
403-269-4661 FAX
1993 INFORMATION NOT AVAILABLE AT TIME OF PRINTING




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File 6:
From Deaf-Admin@clark.net Thu Jan 20 19:14:35 1994
Subject: Captioned Films/Video for the Deaf

Captioned Films/Video for the Deaf
Captioned Films/Video for the Deaf Program
Modern Talking Picture Service, Inc.
5000 Park Street North
St. Petersburg, FL  33709
(800) 237-6213 (Voice/TDD)
(813) 541-7571 (Voice/TDD)

Disabilities Served:  Deafness and hearing impairment.

Users Served:  Deaf and hearing-impaired persons and
persons involved in the education of deaf and
hearing-impaired persons.

The Organization:  The Captioned Films/Video for the Deaf
Program provides captioned educational and entertainment
films to deaf and hearing-impaired persons on a free loan
basis.  The program is operated by Modern Talking Picture
Service, Inc., under a contract with the Office of Special
Education Programs, U.S. Department of Education.  The
educational captioned films collection numbers over 1,600
titles and covers a wide variety of topics, e.g., science,
math, and computers.  These films are used at residential
and day schools for deaf and hearing-impaired students and
in mainstreamed programs at all educational levels.  The
entertainment collection numbers about 1,800 titles and
ranges from adult education and short subjects to
feature-length films.  These films are used throughout the
deaf and hearing-impaired communities.

Information Services:  The services of the Captioned
Films/Video for the Deaf Program are available only to
approved, authorized users.  Persons wishing to borrow
films must apply to the program to open an account.
Anyone involved in the education of deaf/hearing-impaired
persons is eligible for an account to borrow educational
films.  Groups of three or more deaf individuals are
eligible for an account to borrow entertainment films.
Once an application is approved, the account holder
receives information and catalogs and other distribution
information.  The program has 58 distribution depositories
around the country.

There is no charge to account holders for the processing
of applications or for catalogs.  The only cost involved
in the service is the cost of return postage for films
that have been borrowed.  Postage for return of videos is
prepaid.


------

File 7:
From Deaf-Admin@Clark.Net Thu Jan 20 20:16:58 1994
Subject: Causes of Deafness


               Causes of Deafness


A. CONDUCTIVE HEARING LOSS
This occurs when the sound being conducted from the outer to the 
inner ear is impaired due to a change in the outer and/or middle 
ear. Some conditions that cause this type of hearing loss include:
1. Impacted ceremen
2. Foreign particles lodged in the ear canal
3. Benign tumors of the middle ear
4. Carcinoma of the external auditory canal and/or middle ear
5. Eustacian tube dysfunction
6. Otitis media
7. Acute viral otitis media
8. Chronic suppurative otitis media
9. Cholesteatoma
10. Ostoclerosis

B. SENSORINEURAL HEARING LOSS
A gradual or sudden impairment due to the organ of Corti of its 
central connections. Some conditions that cause this type of 
hearing loss include:
1. Congenital and hereditary factors
2. Noise exposure
3. Aging
4. Meniere disease
5. Ototoxicity
6. Systemic disease

a. Syphillis

b. Paget disease

c. Collagen diseases

d. Diabetes mellitus
7. Presbycusis
8. Maternal Rubella
9. Ototoxic drugs

a. Streptomycin

b. Neomycin

c. Gentamicin

d. Vancomycin

e. Ethacrynic acid

f. Furosemide

g. Salicylate

h. Quinine

i. Carbon monoxide

j. Nitrogen mustard

k. Arsenic

l. Mercury

m. Gold

n. Tobacco

o. Alcohol
10. Prematurity
11. Traumatic childbirth
12. Ergthroblastosis fetalis
13. Congenital hereditary malfunction

C. MIXED HEARING LOSS
This is caused by a combination of conductive and sensorineural 
hearing losses.

D. FUNCTIONAL HEARING LOSS
A rare condition that is due to emotional or psychologic factors.
1. Psychogenic
2. Hysteria
3. Malingering

OTHER CONDITIONS THAT MAY CAUSE HEARING LOSS INCLUDE:
1. Accident, trauma
2. Barotrauma
3. Excessive growth of lymphnoid tissue in nasopharynx
4. Scarlet fever
5. Measles
6. Mumps
7. Pertussis
8. Varicella
9. Influenza
10. Pneumonia
11. Typhoid fever
12. Diptheria
13. Common cold
14. Any disease causing high fever
15. Non-suppurative infections of the ear
16. Mastoiditis, acute and chronic 
17. Meningitis
18. Circulatory diseases
19. Concussion
20. Fracture of the temporal bone


BIBLIOGRAPHY

Alliance of American Insurers. BACKGROUND FOR LOSS OF HEARING 
CLAIMS.      second edition. Chicago. 1981.

Dosanyh,Ph.D., Daishan S., Roger P. Hamernik,Ph.D., Donald     
Henderson,Ph.D., John H Mills,Ph.D. EFFECTS OF NOISE ON HEARING. 
Raven   Press. New York. 1976.

Huether, Sue E., Kathryn L. McCance. PATHOPHYSIOLOGY: THE BIOLOGIC 
BASIS   FOR DISEASE IN ADULTS AND CHILDREN. Mosby. New York. 1990.


______


File 8:
From Deaf-Admin@Clark.net Thu Jan 20 20:02:29 1994
Subject: Cochlear implants and Europe (1609 bytes)


Cochlear implants are beginning to make a splash in Europe.

Two weeks ago on the French Canale 5 they had a special segment
on an implanted French mother [a positive portrayal].

Last night on the British news station, Sky-one, they had a
segment on the wishes of British parents to have cochlear
implants for children paid for by the government.  [The operation
costs 30,000 pounds in the UK].

The British Deaf Association [of course] was against this, and
instead said the money should go for interpreters for themselves!
[Talking about stealing candy from babies!]

LUCKILY, on the show they interviewed Lord Ashley
from Parliament, a "crusader" for deaf causes--and the guy was
HIMSELF sproting a cochlear implant!  He said that it was a marvelous
operation, and he is all for the government paying for the operation.

He said that he does not hear perfectly with the implant, that the
interviewer's voice was distorted from her usual "beautiful" voice,
but with lipreading it allows him to understand everything that is
being said to him.


------


File 9:
From Deaf-Amin@clark.net Thu Jan 20 20:16:22 1994
Subject: College Programs For Deaf Students



College Programs For Deaf Students

     Our intention in this project is to list a number of college 
programs for deaf students available in different regions of the 
United States, to show the variety of programs and services 
offered.  The list below is not comprehensive, but rather a 
sampling of the large number of programs that provide courses and 
services to the deaf population.  We hope to include basic 
information that would be of interest to a deaf student 
considering higher education.  For a more comprehensive list and 
greater description of programs see COLLEGE AND CAREER PROGRAMS 
FOR DEAF STUDENTS, edited by Brenda W. Rawlings and Michael A. 
Karchmer.    

Gallaudet College
800 Florida Ave., N.E.
Washington D.C., 20002
Phone: 202-651-5114 (Voice and TDD)
       800-672-6720 Ext. 5114 (Voice and TDD)

Program Established: 1864

Admission Requirements:
 1. 70 dB or greater hearing loss.
 2. Acceptable scores on the advanced level of the Stanford            
Achievement Test.
 3. Reading Comprehension and Mathematics Computation subtests.
 4. Gallaudet College Writing Test.
 5. Consideration of High School Transcripts and Letters of            
Recommendation.

Major Areas of Study of Past Deaf Graduates:
 Biology, Business Administration, Accounting, Data Processing,     
Computer Science, Elementary Education, Physical Education,        
Psychology, Computer Information Systems, History, and             
Mathematics.  Other instruction available in a number of other     
fields.

Special Services: 
 1. Special classes for deaf students.
 2. Unrestricted use of interpreters.
 3. Professional and peer tutoring.
 4. Trained notetakers.
 5. Counselors skilled in sign language.
 6. Personal counseling services. 
 7. Placement Services.
 8. Social/cultural activities.
 9. Sign language training for students and instructors.
10. Specialized housing including TDD's, amplified phones,             
emergency alert systems, and TV decoders.
11. Group listening systems in classrooms.       
Rochester Institute of Technology National Technical Institute For  
the Deaf
One Lomb Memorial Drive
Rochester, New York 14623
Phone: 716-475-6700 (Voice and TDD)
       716-475-6173 (TDD)

Program Established: 1968
 
Admission Requirements:
 1. Unaided ear average of 70 dB ISO.
 2. United States citizen or permanent resident.
 3. Overall eighth grade achievement level or above.
 4. Under special circumstances applicant must have completed a        
secondary program.

Major Areas of Study of Past Deaf Graduates:
 Computer Science, Accounting, Graphic Design, Medical Technology,   
Data Processing, Architectural Technology, Applied Photography,    
Printing Production, and Social Work.  All other areas of study    
within the Institute available to deaf students. 

Special Services:
 1. Special Classes.
 2. Unrestricted use of sign language and oral interpreters.
 3. Professional tutors.
 4. Notetakers.
 5. Counselors skilled in sign language. 
 6. Placement services.
 7. Personal counseling services.
 8. Social/cultural activities.
 9. Sign language training for students and instructors.
 10. Supervised housing including TDD's, amplified phones,              
emergency alert systems, and TV decoders.
 11. Group listening systems in auditoriums and classrooms.


Northern Essex Community College
Students with Hearing Impairments Programs
100 Elliott Street
Haverhill, Massachusetts 10830
Phone: 617-374-0721 x267 (Voice)
       617-373-1720 (TDD)

Program Established: 1983

Admission Requirements:
 No special admission requirements for the program for deaf         
students are specified.

Major Areas of Study for Past Deaf Graduates:
 Accounting, Business Management, Commercial Art, Computer          
Technology, Word Processing, Gerontology, and Dental Technology.
 Most other courses offered by College are open to deaf students.
Special Services:
1. Special classes for deaf students.
2. Unrestricted sign language interpreters.
3. Peer tutors.
4. Trained notetakers
5. Personal counseling services with skilled sign language            
interpreters.
6. Interpreters used in placement services.
7. Social/cultural activities.
8. Sign language training for students and instructors.
9. TDD's, amplified phones, FM systems in auditoriums and 
classrooms, television decoders.
10. Affiliated with Galluadet College and services.


Laguardia Community College
Programs for Deaf Adults
31-10 Thomson Avenue
Long Island City, New York 11101
Phone: 718-392-9240 (TDD)
       718-626-2705 (Voice)

Program Established: 1975

Admission Requirements:
1. High School Diploma or GED.

Major Areas of Study of Past Deaf Graduates:
 Accounting, Business Administration, Computer Science, Data        
Processing, Human Services, Liberal Arts and Science, Secretarial   
Science, and Occupational Therapy.  Other areas of study offered   
by the college are open to deaf students.

Special Services:
1. Unrestricted sign language and Oral Interpreters.
2. Peer and professional tutoring.
3. Counselors and placement services skilled in sign language.
4. Social/cultural activities.
5. Sign language training for students.
6. TDD's, amplified phones, emergency alert systems, television       
decoders.



Ball State University
Hearing Impaired Support Services
400 North McKinley 
Muncie, IN 47306
Phone: 317-285-1091 (TDD)
       317-285-1094 (Voice)

Program Established: 1981


Admission Requirements:
 Hearing loss which necessitates support services.

Major Areas of Study of Past Deaf Graduates:
 Accounting, Criminal Justice, Deaf Education, Elementary           
Education, Graphic Arts, Interior and Environmental Design,        
Library Science, Math Education, Physical Education, and Physical   
Therapy.  All 140 majors offered by the University are open to     
deaf students.

Special Services:
1. Unrestricted use of sign language interpreters.
2. Graduate student tutors.
3. Trained notetakers.
4. Vocational development services.
5. Placement services through counselors who use interpreters.
6. Social/cultural activities
7. Sign language training for students.
8. Supervised housing, which includes TDD's, amplified phones,        
emergency alert systems, and television decoders.
9. Group listening systems in auditoriums and classrooms.


Madonna College
Educational Support Services
36600 Schoolcraft
Livonia, MI  48150
Phone: 313-591-5132 (Voice and TDD)
       313-591-1203 (TDD)

Program Established: 1976

Admission Requirements:
1. 2.0 average from prior academic institution.
2. Stanford Achievement Test scores.
3. Medical documentation of hearing loss.

Major Areas of Study of Past Deaf Graduates:
 Accounting, Business Administration, Computer Systems, 
Management,   Marketing, Child Care, Commercial Art, Education, 
Gerontology,     Computer Science, Medical Technology, Natural 
Science, Sign        Language Studies, Social Work.  All areas of 
study available in    the College are open to deaf students.

Special Services:
1. Unrestricted use of sign language and oral interpreters.
2. Professional and peer tutors.
3. Notetakers.
4. Personal and Vocational Counselors skilled in sign language.
5. Social/cultural activities.
6. Sign language training for students and teachers.
7. Supervised housing which includes TDD's, amplified phones,         
emergency alert systems, and television decoders.
8. Group listening systems in auditoriums and classrooms.
Alabama Institute for Deaf and Blind
E.H. Gentry Technical Facility
P.O. Box 698
Talladega, Alabama 35160
Phone: 205-362-1050 (Voice and TDD)
       
Program Established: 1961

Admission Requirements:
 No special admission requirements.

Major Areas of Study of Past Deaf Graduates:
 Auto Body Repair and Welding, Business and Office Education,       
Carpentry, Computer Science, Food Service, Janitorial, Laundry and   
Dry Cleaning, Printing, Sewing, Textiles, and Upholstery.  Also    
available are courses in Auto Mechanics and Welding.

Special Services:
1. Special classes for deaf students.
2. Unrestricted use of sign language interpreters.
3. Personal and vocational counselors skilled in sign language.
4. Social/cultural activities.
5. Sign language training for students and instructors.
6. Supervised housing which includes TDD's, amplified phones,         
emergency alert systems, and television decoders.


Tampa Technical Institute
Deaf Services
3920 E. Hillsborough Avenue
Tampa, FL 33610
Phone: 813-283-0455 (Voice and TDD)

Program Established: 1977

Admission Requirements:
 High School Diploma or its equivalent, or four years secondary     
education.

Major Areas of Study of Past Deaf Graduates:
 Commercial Art, Computer Aided Drafting and Design, and Computer   
Engineering Technology.

Special Services:
1. Special classes for deaf students.
2. Sign language and oral interpreters provided.
3. Peer and professional tutoring.
4. Vocational and personal counseling services, as well as            
placement services provided by counselors who use interpreters.
5. Social/cultural activities.
6. Sign language training for students and instructors.
7. TDD's and amplified phones.


Arizona State University
Disabled Student Resources
Student Health Center
Tempe, Arizona 85287
Phone: 602-965-1234 (Voice and TDD)

Program Established: 1981

Admission Requirements:
 Hearing loss must interfere with accessing information to be       
eligible for special services.

Major Areas of Study of Past Deaf Graduates:
 Communications, Computer Information Systems, Industrial           
Technology, Liberal Arts, Political Science, and Special           
Education.  All other University programs available to deaf        
students.

Special Services:
1. Unrestricted use of sign language and oral interpreters.
2. Peer tutors and trained notetakers.
3. Vocational and personal counseling, as well as placement           
services provided by counselors skilled in sign language and       
others who use interpreters.
4. Social/cultural activities.
5. Sign language instruction for students.
6. Supervised housing which includes TDD's, amplified phones,         
emergency alert systems, and television decoders.
7. Group listening systems available in classrooms.


California State University, Northridge
National Center on Deafness
18111 Nordhoff Street
Northridge, CA  91330
Phone: 818-885-2614 (Voice and TDD)

Program Established: 1964

Admission Requirements:
1. Must take ACT and SAT
2. 2.0 GPA from High School

Major Areas of Study of Past Deaf Graduates:
 Art, Child Development, Computer Science, Deaf Studies, 
Economics,   Engineering, English, Biology, Graphic Design, 
Geography, History,   Journalism, Liberal Studies, Mathematics, 
Physics, Political       Science, Radio/TV Broadcasting, Business, 
Psychology, Recreation,   Special Education, and Theater.  A wide 
variety of other courses   offered to deaf students.

Special Services:
1. Special classes for deaf students.
2. Unrestricted use of sign language and oral interpreters.
3. Professional and peer tutoring.
4. Vocational and personal counselors skilled in sign language        
communication, and others who use interpreters.
5. Placement services.
6. Social/cultural activities.
7. Sign language training for students and instructors.
8. Supervised housing, both on and off campus
9. TDD's, amplified phones, and television decoders.


Other Deaf Programs available at Universities in the United 
States:

Programs in the Northeast:
Mount Aloysius Junior College (PA)
Northwestern Connecticut Community College (CT)
University of Massachusetts/Amherst (MA)
University of Massachusetts/Boston (MA)
Erie Community College South Campus (NY)
Lehman College (NY)
New York University (NY)
Bloomsburg University (PA)
Community College of Philadelphia (PA)
Northampton County Area Community College (PA)
Community College of Rhode Island (RI)
University of Vermont (VT)

Programs in the Midwest:
Northern Illinois University (IL)
Waubonsee Community College (IL)
William Rainey Harper College (IL)
Iowa Western Community College (IA)
Johnson County Community College (KS)
St. Paul Technical Vocational Institute (MN)
St. Louis Community College at Florissant Valley (MO)
Columbus Technical Institute (OH)
Milwaukee Area Technical College (WI)
North Central Technical Institute (WI)
University of Wisconsin, Milwaukee (WI)
City Colleges of Chicago (IL)
Lewis and Clark Community College (IL)
Southern Illinois University at Carbondale (IL)
University of Illinois (IL)
Michigan State University (MI)
Mott Community College (MI)
State Technical Institute & Rehabilitation Center (MI)
Bemidji State University (MN)
Hennepin Technical Centers--North Campus (MN)
Mankato State University (MN)
Normandale Community College (MN)
St. Mary's Junior College (MN)
University of Minnesota (MN)
Metropolitan Technical Community College (NE)
University of North Dakota (ND)
Cuyahoga Community College (OH)
Sinclair Community College (OH)
Moraine Park Technical Institute (WI)

Programs in the South
Florida Junior College at Jacksonville (FL)
North Florida Junior College (FL)
St. Petersburg Junior College (FL)
Floyd Junior College (GA)
East Carolina University (NC)
Gardner-Webb College (NC)
Lenoir-Rhyne College (NC)
Western Piedmont Community College (NC)
East Central University (OK)
Chattanooga State Technical Community College (TN)
Tennessee Temple University (TN)
University of Tennessee Postsecondary Education Consortium (TN)
Eastfield College (TX)
Lee College (TX)
San Antonio College (TX)
SouthWest Collegiate Institute for the Deaf (TX)
Texas State Technical Institute/Waco (TX)
New River Community College (VA)
Miami-Dade Community College, North Campus (FL)
Mid-Florida Technical Institute (FL)
University of Florida (FL)
DeKalb Community College (GA)
Georgia State University (KY)
Eastern Kentucky University (KY)
Jefferson State Vocational Technical School (KY)
University of Louisville (KY)
Catonsville Community College (MD)
University of Maryland (MD)
Western Maryland College (MD)
Central Piedmont Community College (NC)
Wilson County Technical Institute (NC)
Oklahoma State University Technical Institute (OK)
Tulsa Junior College (OL)
University of Tennessee (TN)
Austin Community College (TX)
Christ for the Nations Institute (TX)
El Centro College (TX)
Houston Community College System (TX)
Stephen F. Austin State University (TX)
J. Sargeant Reynolds Community College (VA)
Woodrow Wilson Rehabilitation Center (VA)

Programs in the West
Pima Community College (AZ)
American River College (CA)
California State Polytechnic University, Pomona (CA)
Golden West College (CA)
Los Angeles Pierce College (CA)
Los Angeles Trade Technical College (CA)
Modesto Junior College (CA)
Mt. San Antonio College (CA)
Ohlone College (CA)
Pasadena City College (CA)
Riverside Community College District (CA)
San Francisco State University (CA)
West Valley Occupational Center (CA)
Front Range Community College (CO)
Chemeketa Community College (OR)
Portland Community College (OR)
Western Oregon State College (OR)
Utah State University (UT)
Utah Technical College (UT)
Seattle Community College (WA)
University of Arizona (AZ)
Bakersfield College (CA)
California State University, Fullerton (CA)
California State University, Hayward (CA)
College of the Sequoias (CA)
Cypress College (CA)
De Anza College (CA)
East Los Angeles College (CA)
El Camino College (CA)
Fresno City College (CA)
Laney College (CA)
Los Angeles City College (CA)
Palomar Community College (CA)
Rancho Santiago College (CA)
San Diego City College (CA)
San Diego Mesa College (CA)
San Diego State University (CA)
Santa Barbara City College (CA)
Santa Rosa Junior College (CA)
University of California, Berkeley (CA)
Auraria Higher Education Center (CO)
Colorado State Unviersity (CO)
Community College of Aurora (CO)
Community College of Denver (CO)
Red Rocks Community College (CO)
University of Northern Colorado (CO)
Boise State University (ID)
College of Southern Idaho (ID)
Spokane Community College (WA)
Spokane Falls Community College (WA)


SOURCES OF INFORMATION:

1.  Rawlings, Brenda W. et al., eds. COLLEGE AND CAREER PROGRAMS 
FOR DEAF STUDENTS.  Washington, D.C. and Rochester, N.Y., 1986.

2.  Rawlings, Brenda W., Raymond J. Trybus, and James Biser, eds. 
A GUIDE TO COLLEGE/CAREER PROGRAMS FOR DEAF STUDENTS.  Washington, 
D.C.:  Galluadet, 1978.    


------


File 10:
From Deaf-Admin@clark.net Thu Jan 20 20:15:17 1994
Subject: Communication Technologies

       Communication Technologies


The TDD (Telecommunications Device for the Deaf)

HOW IT WORKS: This device 'rings' via flashing light or the more 
recent vibrating wrist band that resembles a watch.  The TDD 
consists of a keyboard, which hold somewhere from 20 to 30 
character keys, a display screen, and a modem.  The letters that 
the TDD usre types into the machine are turned into electrical 
signals that can travel over regular telephone lines.  When the 
signals reach their destination (in this case another TDD) they 
are converted back into letters which appear on a display screen, 
are printed out on paper or both.  Some of the newer TDDs are even 
equipped with answering machines.

WHO USES IT: The TDD has 4 million users nationwide. 3 million of 
tese users are hearing impaired and the other 1 million have 
severe speech impairments.

ADVANTAGES: Without a means of Telecommunication, the deaf were, 
in a sense, isolated from many people and services.  Life without 
a telephone substitute involved many miles of driving to deliver 
and relay messages.  (Which was very time consuming and 
frustrating.)  The TDD gives deaf people the luxury of just being 
able to pick up the phone and chat. It also provided an easier way 
to connect to police and fire stations in case of emergency.  And 
with the later creation of MRCs (message relay centers) the TDD 
users could connect to any phone anywhere in the world.

DISADVANTAGES: TDD users must know how to type.  The alarmingly 
high spelling error rate of 5-6% (10% of which is TDD machine 
realted as in the misfunction of a key) sometimes causes a problem 
in communication.  One half million of TDD users communicate using 
ASL (American Sign Language) or which there is no written 
counterpart.  ASL also has a grammatical system which differs 
greatly from that of Standard English.  If a TDD user is 
especially "chatty", the other party must just sit quietly until 
the "chatty" person sends the message, which they must then read 
and respond to. A conversation such as this would end up taking 
much longer than the avrage phone call.  

COST: $300-$600 depending on what type of model you purcahse.
(source: Communications of the ACM May 1992 v35 n5 p80)



MRC (Message Relay Centers)  Michigan Specific Information

HOW THEY WORK: A hearing caller who needs to get in touch with a 
TDD user yet does not possess a TDD of his own can use a MRC to 
make his call.  The caller simply calls MRC (1-800-649-3777).  The 
operator at the center will use a TDD to call the party that the 
hearing person is trying to reach.  The operator acts as an 
interpeter, typing the heaing person's message into a TDD and 
reading the response to him as it returns.  (This works vice versa 
for a deaf caller trying to reach a hearing party.)

ADVANTAGES: The deaf can connect to any phone anywhere at any 
time.  Their communicatiuon is no longer limited to other TDD 
users.  It opened up many services including mail order catalogs.

DISADVANTAGES: The use of an operator reduces the 
confidentiality of the calls.

COST: free  (same cost as call would have cost to dial direct)

                   FUTURE TECHNOLOGIES

"TALKING" BY TELEPHONE  

HOW IT WORKS: This device send cartoon like images of the users 
signing hands over exsisting phone lines which then appear on a 
display screen.  A camera records the movements and converts the 
images into electrical impulses which are sent over the phone 
lines and returned to pictures on the other end.  The device sends 
10 picturs per second, which is only slightly slower than average 
signing speed.

ADVANTAGES: The user does not need to know how to type.  

DISADVANTAGES: Users communicating by means of this device can 
only communicate with others using the device.  The only way for 
the Talking by Telephone device could interact with a regular 
telephone is by means of a MRC, as is used in TDD communication.  
If the user signs too fast, the images become fuzzy and un 
readable.

COST: About the same as the price of a good video recorder.
  (source: New Scientist Aug 19, 1989 v123 p31)

The IBM PHONECOMMUNICATOR

HOW IT WORKS: The device works through a PC and a regular 
telephone.  The hearing user punches words out on a touch tone 
phone pad and they appear on the deaf persons screen.

ADVANTAGES: No special equipment is needed, only an IBM 
compatible PC and a touchtone phone.  ANd according to the 
inventors the device "offers the deaf more phone freedom than 
they've ever had before."

DISADVANTAGES: Very "cumbersome".  Since each phine key 
repsresents three letters, the deaf person must decipher the right 
word using context.  The conversation takes almost twice as long 
as a normal telephone conversation.

COST: $600 for software and an IBM compatible PC.
    (source: Fortune Feb 26, 1990 v121 p110)

SPEECH PASS THROUGH

HOW IT WORKS: (OR HOW IT SHOULD WORK) A computer chip located 
in a TDD would decipher speech into written words on the screen 
without the use of an operator.

ADVANTAGES: Allows TDD users to connect DIRECTLY to anyone who 
owns a phone. Would decrease costs by eliminating operators and 
their salaries.

DISADVANTAGES: Scientists can not find a way to convert speech 
effectively into written words.  They have had great success 
creating speech from text (provided there are very few spelling 
errors) but have yet been unable to make the device work both 
ways.  It is virtually impossible to program a computer to 
recognize and translate every word possible.  And due to vocal 
variations, accent and dialect, this project seems almost 
impossible.

COST: varies

------

[End of Issue  of Deaf Magazine!]

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