3. Three out of every 1,000 children are born with significant hearing impairment. About 65 percent of these children are born deaf and an additional 12 percent become deaf before the age of three. In the United States 14.9 percent of children aged six to 19 have measurable hearing impairment in one or both ears.

4. Communicating effectively means that the speaker AND the listener must be 100% responsible for getting the message Be an Active Listener: truly listen. Don't think ahead to what you’re going to say. Be focused on the speaker, in the moment, listening with an open mind. Components of Active Listening Totally focused on the other personTotally focused on the other person Listening with open mindListening with open mind NOT thinking “what am I going to say next?”NOT thinking “what am I going to say next?” Are not formulating a defense or an opinionAre not formulating a defense or an opinion while other person is speaking Are not doing anything elseAre not doing anything else Copyright © 2006, Alexander Graham Bell Association for the Deaf and Hard of Hearing

5. Encourage: Don’t agree or disagree Encourage: Don’t agree or disagree  Use non-committal words with positive tone.  I see…Uh-huh…That’s interesting Restate: Restate the other’s basic ideas, emphasizing the facts Restate: Restate the other’s basic ideas, emphasizing the facts If I understand, your idea was If I understand, your idea was  It sounds like you believe… Reflect: Restate the other’s basic feelings Reflect: Restate the other’s basic feelings  You feel that…  You were pretty disturbed by… Summarize: Restate, reflect and summarize major ideas Summarize: Restate, reflect and summarize major ideas These seem to be your key ideas… These seem to be your key ideas…  If I understand correctly, you feel… Copyright © 2006, Alexander Graham Bell Association for the Deaf and Hard of Hearing

6. ► W What happened? State the situation clearly and concisely, and indicate which portion was unacceptable. and indicate which portion was unacceptable. ► I Insist on a resolution of the situation. Remain calm, cool and collected, but intent on resolution. ► N Never give up! Know what your next steps are. Know your legislation. Know your rights! Copyright © 2006, Alexander Graham Bell Association for the Deaf and Hard of Hearing

7. Keep Up With the Times! Keep Up With the Times! CAPTEL Technology – www.captionedtelephone.com Designed for people who can talk but do not hear well enough to use the phone without assistance. Designed for people who can talk but do not hear well enough to use the phone without assistance. Available with extra-large keys and a 5- or 6-line LED screen. The user can simply pick up the hand set and dial the number of the person he or she wishes to reach. The phone automatically connects to the relay provider and then dials the destination number. The relay assistant is a “silent partner,” and the caller and called party engage in direct communication. The relay assistant re-voices the other party’s speech into a voice-recognition system which then converts the sounds into text for the CapTel screen. Available with extra-large keys and a 5- or 6-line LED screen. The user can simply pick up the hand set and dial the number of the person he or she wishes to reach. The phone automatically connects to the relay provider and then dials the destination number. The relay assistant is a “silent partner,” and the caller and called party engage in direct communication. The relay assistant re-voices the other party’s speech into a voice-recognition system which then converts the sounds into text for the CapTel screen. Copyright © 2006, Alexander Graham Bell Association for the Deaf and Hard of Hearing

8. X-10 Technology Lights flashing throughout the house when doorbell or phone rings Two kinds of notification systems –Some use the house’s power line to communicate between transmitters and receivers: Power line-based visual and tactile (vibrating) alert systems use X-10 –Some are self-contained: vibrating alarm clocks, door-knocking signalers, etc. A typical X–10 system may include a doorbell and a telephone connected to a transmitter outlet. Receiver modules plug into electrical outlets, usually with a lamp, strobe light, or vibrator. When a doorbell or a phone rings, the X–10 transmitter sends a signal through the house’s electrical wiring to all receiver modules, which then activates any attached lamps or vibrating alerts. Copyright © 2006, Alexander Graham Bell Association for the Deaf and Hard of Hearing

9. If your friends rely on voicemail as an essential means of communication, it can be an obstacle that may cause problems in your relationships or friendships. Either you or a friend make a greeting in your voicemail system that will ask the caller to contact you by a different means: “You have reached YOUR NAME voicemail. To reach him/her, please send an email to yourname@youremail.com." Use caller ID to see who called and returns calls through the relay service Use the relay service to check your voicemail either in- house or from a remote location Teach all your teachers, family, and friends to use some form of text-based communication either through email, instant messaging, or paging Copyright © 2006, Alexander Graham Bell Association for the Deaf and Hard of Hearing

10. Communication Tips Tell your driving instructor of your hearing loss so they can communicate effectively Tell your driving instructor of your hearing loss so they can communicate effectively The instruction room will need an FM system, or the instructor can make the room acoustically sound The instruction room will need an FM system, or the instructor can make the room acoustically sound Sit in a location where you can easily see the instructor’s lips. The instructor should not turn his back while speaking Sit in a location where you can easily see the instructor’s lips. The instructor should not turn his back while speaking Ask your instructor for a brief outline of the day’s lesson Ask your instructor for a brief outline of the day’s lesson When driving, the vehicle should be free from noise. Make sure the windows are rolled up and the radio is off When driving, the vehicle should be free from noise. Make sure the windows are rolled up and the radio is off Safety on the Road Safe Driving - If stopped by a police officer, don’t move in a way that suggests that you are looking for a weapon. Give the officer a moment to recognize that you are deaf or hard of hearing. If you are pulled over on a busy, loud highway, put your hazard lights on, and pull off to a quieter location. Safe Driving - If stopped by a police officer, don’t move in a way that suggests that you are looking for a weapon. Give the officer a moment to recognize that you are deaf or hard of hearing. If you are pulled over on a busy, loud highway, put your hazard lights on, and pull off to a quieter location. Be Aware - When driving, constantly be aware of your surroundings. Check your mirrors often for police cruisers, fire trucks, and ambulances with emergency equipment activated. Be Aware - When driving, constantly be aware of your surroundings. Check your mirrors often for police cruisers, fire trucks, and ambulances with emergency equipment activated. Copyright © 2006, Alexander Graham Bell Association for the Deaf and Hard of Hearing

11. Suspect or Under Arrest – you have the right to be assisted by a qualified interpreter! Suspect or Under Arrest – you have the right to be assisted by a qualified interpreter! Victim or Witness – you may choose the form of communication that you prefer, including a qualified interpreter, within the limits of time and convenience of the situation Victim or Witness – you may choose the form of communication that you prefer, including a qualified interpreter, within the limits of time and convenience of the situation Other Police Contacts – in most situations you are free to choose any form of communication that allows you to interact effectively with the police including the use of notes, gestures, or available printed materials Other Police Contacts – in most situations you are free to choose any form of communication that allows you to interact effectively with the police including the use of notes, gestures, or available printed materials Assistive Listening Devices - there are now TTY devices installed at all principal police facilities Assistive Listening Devices - there are now TTY devices installed at all principal police facilities Copyright © 2006, Alexander Graham Bell Association for the Deaf and Hard of Hearing

12. LEAP LEAP (Leadership Enrichment Adventure Program) Designed to help young adults develop skills in individual leadership, teamwork, conflict resolution, and problem solving, LEAP offers young adults the opportunity to share their hearing loss experiences with other college students who are deaf or hard of hearing. LOFT (Leadership Opportunities for Teens) Volunteer Opportunities at AG Bell Find out the best way to volunteer with at AG Bell National Headquarters LOFT Volunteer Opportunities at AG Bell More information available at: www.hearourvoices.orgwww.hearourvoices.org Copyright © 2006, Alexander Graham Bell Association for the Deaf and Hard of Hearing

13. Bullying includes hurtful acts, words, or other behavior. It is an oppressive or negative act carried out against you (or another) with intent to hurt or harm. Studies have shown that the “words will never hurt you” adage is not true. Words can hurt just as much as physical violence. Make sure to take the right steps to prevent or end any bullying a teen has experienced. Copyright © 2006, Alexander Graham Bell Association for the Deaf and Hard of Hearing

14. Learn self-advocacy skills.Learn self-advocacy skills. Learn independent problem-solving methods.Learn independent problem-solving methods. Understand the disability in order to communicate this understanding to others. If the disability is not a “secret” it will be less powerful to bullies.Understand the disability in order to communicate this understanding to others. If the disability is not a “secret” it will be less powerful to bullies. Maintain peer relationships. Once social skills are developed, the opportunity for isolation and vulnerability is reduced.Maintain peer relationships. Once social skills are developed, the opportunity for isolation and vulnerability is reduced. Find out if your school has an anti-bullying policy.Find out if your school has an anti-bullying policy. Copyright © 2006, Alexander Graham Bell Association for the Deaf and Hard of Hearing

15. Title I: Employment—Title I of the ADA prohibits discrimination in the workplace. It covers hiring, firing, advancement, compensation and benefits, including health insurance benefits. Employers may not discriminate on the basis of disability. If the applicant can do the job with reasonable accommodation, the employer is required to provide those supporting services or technological aids. Reasonable accommodation means that providing these services or aids does not expose the employer to undue financial hardship.

16. All colleges or universities (and even some high schools!) have an Office of Disabilities. These offices serve one purpose: to make sure young adults have the resources they need to be successful students. Individual accommodations can be made in all classroom settings, and your college, university, or high school is required by law to make these accommodations. Each Office of Disability strives to create a community that is completely accessible to all individuals through technical assistance, information, and disability awareness training. Copyright © 2006, Alexander Graham Bell Association for the Deaf and Hard of Hearing

17. It's important to understand the civil rights that can protect you from discrimination, whether for school or your professional life. What is the IDEA? The Individuals with Disabilities Education Act (IDEA) guarantees the right to free and appropriate public education to students with disabilities. The IEP is the document that makes the school district accountable. The group that makes decisions (the IEP Team) may include: teachers, administrators, therapists, your parents, family members…AND YOU! – if appropriate The IEP may include: Interpreting/captioning, Assistive technology, Classroom accommodations and related services, Special instruction and classroom support School districts are required to provide whatever services are necessary to ensure an appropriate education, however, the services that the school district agrees to provide MUST be outlined in writing on the IEP. Copyright © 2006, Alexander Graham Bell Association for the Deaf and Hard of Hearing

18. Your school district must provide an appropriate educational program and related services, without regard to the cost of those services: even if it means looking outside of the district--or sending the student to another program—in which case the district must provide transportation as a related service. If you don’t agree with the IEP, or the school isn’t providing the services they’ve promised: 1. Parents don’t have to sign the IEP 2. Meet with the IEP team again 3. Go through mediation or present evidence before an impartial third party 4. File a complaint with the State Education Agency (SEA) Copyright © 2006, Alexander Graham Bell Association for the Deaf and Hard of Hearing

19. Movie Theaters: The ADA does not require movies to be open captioned. However, ALL movie theaters must provide assistive listening devices! Hotels: required to provide guests with hearing loss with the aids they need to ensure equal access on the property - visual smoke alarms, vibrating alarm clocks, visual door-knockers, and TTYs. Hotels are required to have assistive devices for 4% of their total rooms. So, for a hotel of 100 rooms, 4% is 4 rooms. Copyright © 2006, Alexander Graham Bell Association for the Deaf and Hard of Hearing

20. Speak to your school’s faculty, your class, school, team, etc. about hearing loss Mentor a younger student with hearing loss Participate in the development of your IEP File a complaint with the Department of Justice (ADA only) Work on a campaign. Support candidates who advocate for people with disabilities Copyright © 2006, Alexander Graham Bell Association for the Deaf and Hard of Hearing