Deaf+or+Hard+of+Hearing

Group Members: Keri, Paul, Athena =__**Deaf/ Hard of Hearing**__=

__**Definitions**__

 * **Deafness**: hearing impairment that is so severe that the child is impaired in processing linguistic information through hearing (with or without amplification – hearing aid) that has adverse affects on a child’s educational performance
 * **Hearing Impairment**: means the impairment in hearing (whether permanent of fluctuating) that adversely affects a child’s educational performance
 * The two are not to be interchanged or used synonymously
 * The categories of hearing loss are based on the part of the ear that sustained the loss:
 * **Conductive hearing loss**: occurs when there is interference in the movement of sound from the ear canal to the inner ear --- blockage by an object, wax, or damage to a membrane
 * **Sensorineural hearing loss**: occurs when the inner ear (auditory nerve) is damaged
 * **Mixed hearing loss**: is a mix of conductive and sensorineural
 * There are two dimensions of sound :
 * **Intensity**: which is the loudness of a sound measured in decibels (dB)
 * Human range of intensity is 0-130dB
 * **Frequency**: describes the cycle of sound per second measured in hertz (Hz)
 * Human range of frequency is 20-20,000Hz
 * Hearing impairment sometimes affects the ability to perceive particular frequency ranges (500-2000 = normal volumed conversation)
 * The degree to which someone is considered hearing impaired is based on **measures of hearing acuity**:
 * //Slight//: loss of 27-40dB. Difficulty hearing faint or distant speech
 * //Mild//: loss of 41-55dB. Difficulties with normal conversation (unless face to face – 3 to 5 feet from each other).
 * //Moderate//: loss of 56-70dB. Problems with conversation unless loud. Increased problems in language development
 * //Severe//: loss of 71-90dB. Person only has the ability to hear loud voices right near the ear. Even with amplification aids, serious hearing problems still remain
 * //Profound//: loss of 91-∞dB. Can only hear very loud sounds occasionally. Perception of sounds is limited to vibrations and the person depends on vision for communication

There are four types of specialists that can work in schools to aid in the education of these children:
 * 1) **Sign Language Interpreters** – listen to what is being said orally and then translate it for the deaf/hard of hearing person using sign language. The special needs student can also communicate with others with the use of the interpreter
 * 2) **Augmentative hearing specialists** – work in the development and prescription of devices such as hearing aids and augmentation tools
 * 3) **Special Education teachers** – are specifically certified in working with students who are deaf or hard of hearing.
 * 4) **Audiologists** – trained to assess hearing loss and to prescribe tools to improve hearing (hearing aids)

__**Causes of Hearing Loss:**__

Hearing loss can be attributed to many different things but the most common cause is when damage is done to the middle ear (cochlea).  Some of the most common ways this can occur are:
 * Exposure to excessive noise (at concerts, live near an airport)
 *    Ear infections or high fevers
 * Middle ear fluid
 * Eardrum perforations
 * Allergies
 * Wax or malformations in the middle ear
 * Head injury or trauma to the middle ear
 *  Premature birth/birth complications
 * Incompatibility of the blood of a mother and her child

__**Signs of Hearing Loss:**__   Some common indicators that may suggest a hearing loss in children include:   How do you have a hearing impairment tested and diagnosed? ** Otoacoustic Emissions (OAE): ** <span style="FONT-SIZE: 10pt; COLOR: black; LINE-HEIGHT: 115%; FONT-FAMILY: 'Arial','sans-serif'">A small electronic device is placed in the child's outer ear and a quiet clicking sound is presented. When the eardrum is stimulated sound can be measured coming from the inner ear (cochlea). When this sound is recorded we know the cochlea is functioning and the child's hearing will be roughly within normal limits. If minimal sound or no sound at all is measured then it is obvious that the child is experiencing some type of hearing loss. Additional testing in these cases will be necessary to determine what the treatment options should be. <span style="FONT-SIZE: 10pt; COLOR: black; LINE-HEIGHT: 115%; FONT-FAMILY: 'Arial','sans-serif'">This type of testing is generally used with children 6-30 months of age. The child is seated in a sound-treated room and presented with sound of varying pitch, loudness and is rotated on an undetermined basis between ears. If the child hears a noise they will turn towards the direction which the sound is coming from. In this type of testing a visual distractor is often used to ensure that the child is responding to the noise and not any other type of distraction. <span style="FONT-SIZE: 10pt; COLOR: black; LINE-HEIGHT: 115%; FONT-FAMILY: 'Arial','sans-serif'">This test is also used with older children and even some adults, however instead of a visual distractor they are asked to press a hand held button to signify that they have heard the sound.
 * <span style="FONT-SIZE: 10pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Arial','sans-serif'">Delayed speech and language development
 * <span style="FONT-SIZE: 10pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Arial','sans-serif'">Not responding to sounds (both quiet and loud)
 * <span style="FONT-SIZE: 10pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Arial','sans-serif'">Turning up the sound on radio or television
 * <span style="FONT-SIZE: 10pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Arial','sans-serif'">Difficulty getting their attention
 * <span style="FONT-SIZE: 10pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Arial','sans-serif'">Relying on lip reading
 * <span style="FONT-SIZE: 10pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Arial','sans-serif'">Frequent ear infections or fluid in the ear
 * <span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Arial','sans-serif'">
 * <span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Arial','sans-serif'">Testing: **
 * <span style="FONT-SIZE: 12pt; COLOR: black; LINE-HEIGHT: 115%; FONT-FAMILY: 'Arial','sans-serif'">
 * <span style="FONT-SIZE: 12pt; COLOR: black; LINE-HEIGHT: 115%; FONT-FAMILY: 'Arial','sans-serif'">Visual Reinforcement Audiometry (VRA) or Conditioned Orientation Response (COR): **

<span style="FONT-SIZE: 10pt; COLOR: black; LINE-HEIGHT: 115%; FONT-FAMILY: 'Arial','sans-serif'; mso-bidi-font-weight: bold">In order to have a hearing impairment diagnosed you must go to see a hearing specialist known as an **Audiologist.**
 * <span style="FONT-SIZE: 12pt; COLOR: black; LINE-HEIGHT: 115%; FONT-FAMILY: 'Arial','sans-serif'">Diagnosis: **
 * <span style="FONT-SIZE: 10pt; COLOR: black; LINE-HEIGHT: 115%; FONT-FAMILY: 'Arial','sans-serif'">Audiologists **<span style="FONT-SIZE: 10pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Arial','sans-serif'">are professionals educated in the study of normal hearing processes and hearing loss. The audiologist determines if a person has a hearing loss, what type of loss it is, and how the person can make the best use of remaining hearing. If a person can benefit from using hearing aids or other assistive listening systems, the audiologist can assist with the selection, fitting, and purchase of the most appropriate aids and with training in their effective use.

<span style="FONT-SIZE: 12pt; COLOR: black; LINE-HEIGHT: 115%; FONT-FAMILY: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman'; mso-fareast-language: EN-CA">**Level 1 support:** <span style="FONT-SIZE: 10pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Arial','sans-serif'">Support is included in the school divisions base support funding. <span style="FONT-SIZE: 10pt; COLOR: black; FONT-FAMILY: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman'; mso-fareast-language: EN-CA">A student qualifies for funding if he/she has severe hearing loss based on a comprehensive assessment administered by a qualified specialist. The student needs to have confirmed severe <span style="FONT-SIZE: 10pt; COLOR: black; FONT-FAMILY: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman'; mso-fareast-language: EN-CA">hearing loss that affects speech and language development.
 * <span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Arial','sans-serif'">Funding: **
 * <span style="FONT-SIZE: 12pt; COLOR: black; FONT-FAMILY: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman'; mso-fareast-language: EN-CA">Manitoba Education, Citizenship and Youth **

<span style="FONT-SIZE: 10pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Arial','sans-serif'">The student is confirmed to be deaf or hard of hearing based on a comprehensive assessment administered by a qualified specialist. Due to a hearing loss that has significantly affected the development of speech / language, the student requires major programming modifications to participate effectively and benefit from instruction in the educational setting **<span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Arial','sans-serif'"> Level 3 support ~ $19055 per student **<span style="FONT-SIZE: 10pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Arial','sans-serif'"> Level 3 support can be obtained if a student is determined to need individualized instruction for the entire school day. These additional specialized supports are provided by the school division/district for those seen to be significantly beyond the criteria established for level 2 support. <span style="FONT-SIZE: 10pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Arial','sans-serif'">A student can obtain funding if they are deaf and or have hearing loss that affects communication so profoundly that he/she requires appropriate/full time, individualized planning and support to participate effectively and benefit from instruction in the educational setting.
 * <span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Arial','sans-serif'">Level 2 support ~ $8565 per student **

__**Teaching Strategies in the Classroom**__


 * What We as New Teachers Might Be Thinking…**

I have a deaf child in my class for the first time. What can I expect?

How do I ease the deaf child's transition into my class with his/her peers?

How do I make my lessons understandable for the deaf student?

__**Be Prepared!**__


 * What you can do to make your classroom more welcoming and inclusive to the hard of hearing/deaf child.**

• Sequence topics so that new material is related to that previously learned. • The use of visual aids is most helpful since vision is the student's primary means of receiving information. Use of caption films, videos, overheads. • Use written announcements (assignments, due dates, exam dates, changes in the class schedule, special event dates, etc.). Make sure you write all homework assignments, class instructions, and procedural changes on the chalkboard. • Communicate with the parents. If ambiguities or difficulties arise in the home concerning assignments or lessons, have the parents make a note of these difficulties. Follow-up in written format. • Provide an outline in advance of the lesson/activity to give to the student. List your expectations. • Use captioned films, videos, and laser disks. • Avoid seating the student in heavy traffic areas. • Do not talk while writing on chalkboard/wipeboard, etc. • Establish, with the student, a procedure in case of an emergency. For example, agree that for a fire drill (or fire) the teacher will write on board "Fire drill FIRE--go out backdoor." (Also, if you have a signing student, learn the signs for emergency, fire, go, etc.)

__**The Classroom Environment**__

• Seating is key. Avoid congested areas of seating. For example, the way that we sat in Dr. Freeze’s class was not the most optimal seating plan. I found that I often had my back to someone. Make sure that the classroom is arranged in a way that the student who is deaf or hard of hearing can see the teacher clearly as well as other students. This is beneficial for students who are hard of hearing/ deaf that read lips. • Minimize unnecessary noise by adding rugs, carpets, tennis balls on the bottom of chairs • Make use of the classroom board- excellent visual aide for announcements

__**Promote Belonging, Prevent Isolation in the Classroom**__

• students may be physically included through strategic seatng plans, but they feel emotionally removed from the class due to the fact they can’t hear everything that is going in

• continue to engage students where there is a lot of interaction using group activities. Having the class all learn different basic sign languages are also benenficial and can be fun for children in the classroom as well.

__**Methods of Communication with the Hearing Impaired/Deaf student**__

• Students who are hard of hearing or deaf have challenges in both EXPRESSING themselves and RECEIVING information. As each child will have a different level of hearing impairment, some strategies may be less or more effective. • Sign Language- defined as a visual aid using hand gestures • Signed English exactly replicates grammatically “correct” speech; signed English are produced for each word, and the system and the system uses standard English syntax. • American Sign Language- (ASL) also uses its own syntax. Signs may abbreviate or contain multiple words in ways that allow more efficient and fast communication. Once banned for use in state schools in the US, this is now the most commonly used among adults. Different dialects also exist as in languages. • The interpreter in the classroom- available full or part time in the classroom, translating all the words to the student with a hearing loss. • For teachers, many have been known to take an introductory sign language class. • Speechreading- also known as “lipreading.” This is where a deaf person learns to understand by watching another person speak. It is a difficult to learn and normally only about 30-40% of the spoken language can be understood by visual cues only. There must obviously be face to face interaction, but what this form of communication is made more comprehendible by using cued speech

__**Cued Speech**__

• visual communication system — mouth movements of speech combine with “cues” to make all the sounds (phonemes) of spoken language look different • It used eight hand shapes in four locations (cues). • Based on the phonetic spelling of words • found to be the most useful tool with to communicate between hearing parents/teachers with children who are deaf


 * How Cued Speech Enhances Literacy**

• important in helping students who are hard of hearing/deaf learn the basics behind literacy. • focuses attention on the sequence of sounds (phonemes) and syllables of language • provides visual access to rhyming • enables the child to develop a complete phonemic model of language • With consistent, effective use, deaf children who communicate with Cued Speech develop the language base that enables them to read at the same level and use similar reading strategies as if they were hearing. Cued speech use can solve the literacy problem for most deaf children.


 * __Methods of Communication__**
 * Used by Hearing Impaired/Deaf Student only**:

• a small electronic device that you wear in or behind your ear. A hearing aid can help people hear more in both quiet and noisy situations. • A hearing aid has three basic parts: a microphone, amplifier, and speaker. The hearing aid receives sound through a microphone, which converts the sound waves to electrical signals and sends them to an amplifier. The amplifier increases the power of the signals and then sends them to the ear through a speaker. • Cochlear Implant- surgically implanted in the ear- picks up sounds from the microphone that stimulates the auditory nerve
 * The Hearing Aid**


 * There are three main different types of hearing aids:**

1. Behind-the-ear (BTE) hard plastic case worn behind the ear and connected to a plastic earmold that fits inside the outer ear. Sound travels from the hearing aid through the earmold and into the ear. BTE aids are used by people of all ages for mild to profound hearing loss. 2. In-the-ear (ITE) fit completely inside the outer ear and are used for mild to severe hearing loss. The case holding the electronic components is made of hard plastic. Some ITE aids may have certain added features installed, such as a telecoil, a small magnetic coil that makes it easier to hear conversations over the telephone. ITE aids usually worn by adults than by young children as the casings need to be replaced often as the ear grows. 3. Canal aids fit into the ear canal and are available in two styles. The in-the-canal (ITC) hearing aid is made to fit the size and shape of a person’s ear canal. A completely-in-canal (CIC) hearing aid is nearly hidden in the ear canal. Both types are used for mild to moderately severe hearing loss.


 * For the teacher to help the hearing impaired/ deaf student:**

• FM unit- teacher wears a wireless microphone around the neck, and the student wears a receiver. • Sound Field Amplification- teacher wears a wireless microphone, but speakers are placed around the room. This can be beneficial for not only the hearing impaired/deaf student, but all the students in the classroom.


 * The Inclusive School?**

• Fewer than 1 in 100 children have severe hearing impairment. • 1999- more than 42% of hearing impaired children were segregated, taught in separate classrooms. • 1999- only 62% of hearing impaired children received a high school diploma • more than 14% of hearing impaired children dropped out of school before graduation.

__**What Manitoba has to offer for the Hearing Impaired/ Deaf Student**__


 * Manitoba School for the Deaf**

• offers education from Kindergarten to Grade 4 • Academic Programming- provides the necessary courses to meet entrance requirements into post secondary education • Vocational programming- for students who want to enter the workforce after • Special Education programming- for those that are developmentally or behaviourally challenged • Transportation to and from school is offered • Extracurricular activities available • Wide range of multii media and visuals available for teaching • Offer a bilingual- bicultural envrironment- ASL the first language; English being the second language

Supports: ** <span style="FONT-SIZE: 10pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Arial','sans-serif'; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-ansi-language: EN-CA; mso-bidi-language: AR-SA; mso-fareast-theme-font: minor-latin">Manitoba has many places and professional people to help families with deaf or hard of hearing children.
 * <span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Arial','sans-serif'">

Deaf Center Manitoba ** <span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Arial','sans-serif'">[|http://www.deafmanitoba.net] <span style="FONT-SIZE: 10pt; FONT-FAMILY: 'Arial','sans-serif'"> Deaf Centre Manitoba Inc (DCM) is a non-profit charitable organization which recognizes the value of Deaf Culture and American Sign Language. The purpose of the organization is to coordinate and/or provide resources, programs &amp; advocacy that enhance the development of the Deaf Community.
 * <span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Arial','sans-serif'">

<span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Arial','sans-serif'">[|http://www.msha.ca] <span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Times New Roman','serif'"> <span style="FONT-SIZE: 10pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Arial','sans-serif'">Ensure the provision of high quality speech-language pathology and audiology services to persons with communication disorders and their families. <span style="FONT-SIZE: 10pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Arial','sans-serif'">Their website offers information such as how to locate the appropriate practitioners in within the city, as well as what you should be looking for or asking when you make your appointment. <span style="FONT-SIZE: 10pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Arial','sans-serif'">They also offer a description of what each doctor does. Ex. Audiologist <span style="FONT-SIZE: 10pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Arial','sans-serif'">It also talks about upcoming community events or fundraisers/ conventions, career opportunities, a newsletter, as well as links to other similar websites.
 * <span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Arial','sans-serif'">The Manitoba Speech and Hearing Association (MSHA) **

<span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Arial','sans-serif'">[|http://www.centralspeech.ca] <span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Times New Roman','serif'"> <span style="FONT-SIZE: 10pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Arial','sans-serif'">Is an affiliate of Victoria General Hospital. <span style="FONT-SIZE: 10pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Arial','sans-serif'">The Central Speech and Hearing Clinic is an independent, not-for-profit charity, established in 1989 and dedicated to assisting children and adults, who are deaf or hard-of-hearing, to fully integrate into a hearing world. This clinic offers many services including **parental support groups**. <span style="FONT-SIZE: 10pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Arial','sans-serif'">The Central Speech and Hearing Clinic is a family-centred facility dedicated to providing assistance to children, who are deaf or hard-of-hearing. Parents and Auditory-Verbal therapists work together to teach the children how to listen, hear and speak. The children attend regular schools in their neighbourhood with their hearing peers. One of our goals is to ensure that our children become independent, participating citizens in mainstream society. Society for Manitobans with Disabilities (SMD) **<span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Arial','sans-serif'">[|http://www.smd.mb.ca] <span style="FONT-SIZE: 10pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Arial','sans-serif'">Their website is loaded with information about programs and services which are available to the local community. The Canadian Hearing Society **<span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Arial','sans-serif'">[|http://www.chs.ca] <span style="FONT-SIZE: 10pt; COLOR: black; FONT-FAMILY: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman'; mso-fareast-language: EN-CA">The Canadian Hearing Society is the leading provider of services, products, and information. Their goal is to advance hearing health in their patients, remove barriers to communication and <span style="FONT-SIZE: 10pt; FONT-FAMILY: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman'; mso-fareast-language: EN-CA">promote equity for people who are culturally deaf, oral deaf, deafened, and hard of hearing.
 * <span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Arial','sans-serif'">Central Speech and Hearing Clinic **
 * <span style="FONT-SIZE: 10pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Arial','sans-serif'">The Children's Auditory-Verbal Program **
 * <span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Arial','sans-serif'">
 * <span style="FONT-WEIGHT: normal; FONT-SIZE: 10pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Arial','sans-serif'; mso-bidi-font-weight: bold">Society for Manitobans with Disabilities **<span style="FONT-SIZE: 10pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Arial','sans-serif'"> is a family of organizations that are working together to **<span style="FONT-FAMILY: 'Arial','sans-serif'">improve the lives of persons with disabilities ** in Manitoba.
 * <span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Arial','sans-serif'">

**<span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Arial','sans-serif'">[|http://www.deafed.net] <span style="FONT-SIZE: 10pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Arial','sans-serif'"> This I added because i thought it was a great webpage which is aimed at **teacher** education and information. Information such as how to work with deaf/hearing impaired students, ideas on how to enhance lesson plans, deaf education jobs, and virtual technology can all be found on this webpage. <span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Arial','sans-serif'"> ** <span style="FONT-SIZE: 10pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Arial','sans-serif'">Manitoba Education, Citizenship and Youth <span style="FONT-SIZE: 10pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Arial','sans-serif'; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-ansi-language: EN-CA; mso-bidi-language: AR-SA; mso-fareast-theme-font: minor-latin">[|http://www.edu.gov.mb.ca]
 * <span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Arial','sans-serif'">Deaf Education Website
 * <span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Arial','sans-serif'">Resources:

<span style="FONT-SIZE: 10pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Arial','sans-serif'; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-ansi-language: EN-CA; mso-bidi-language: AR-SA; mso-fareast-theme-font: minor-latin">Society for Manitobans with Disabilities <span style="FONT-SIZE: 10pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Arial','sans-serif'; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-ansi-language: EN-CA; mso-bidi-language: AR-SA; mso-fareast-theme-font: minor-latin">[|http://www.smd.mb.ca] <span style="FONT-SIZE: 10pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Arial','sans-serif'; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-ansi-language: EN-CA; mso-bidi-language: AR-SA; mso-fareast-theme-font: minor-latin">The Canadian Hearing Society <span style="FONT-SIZE: 10pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Arial','sans-serif'; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-ansi-language: EN-CA; mso-bidi-language: AR-SA; mso-fareast-theme-font: minor-latin">[|http://www.chs.ca]

The Ontario Cultural Society of the Deaf http://www.ocsd.ca/

National Institute on Deafness and other Hearing Disorders http://www.nidcd.nih.gov/health/hearing/hearingaid.asp

100 Basic Signs in ASL http://www.lifeprint.com/asl101/pages-layout/concepts.htm

<span style="FONT-SIZE: 10pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Arial','sans-serif'">Manitoba Speech and Hearing Association [|http://www.msha.ca] <span style="FONT-SIZE: 10pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Arial','sans-serif'">

Manitoba Deaf Center [|www.deafmanitoba.net]

<span style="FONT-SIZE: 10pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Arial','sans-serif'"> Manitoba School for the Deaf [|http://www.msd.winnipeg.mb.ca]

<span style="FONT-SIZE: 10pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Arial','sans-serif'">Manitoba Deaf Center <span style="FONT-SIZE: 10pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Arial','sans-serif'; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-ansi-language: EN-CA; mso-bidi-language: AR-SA; mso-fareast-theme-font: minor-latin">[|www.deafmanitoba.net]


 * WORKS CITED PAGE***