The National LEAD-K and state teams continue to encourage an in-person dialogue to better address any and all concerns.
LEAD-K has remained in the “Driver’s seat” and steadfast in our stance for language milestones for families to work with their infants and toddlers to get them Kindergarten ready. LEAD-K, a Deaf-led movement across the United States, has been transparent and inclusive working with its grassroots movement and model legislation for 7 years and has posted numerous updates through the years.
In addition, we have sent representatives to different states on request to meet with their collective communities to explain about LEAD-K and provide advocacy training. For many of the inquiries in the ROAR response to LEAD-K, there are answers that have already been provided but apparently disregarded. For this reason, we insist on an in-person dialogue so that everyone can understand why certain actions had been taken. This is the first time ASL is in law, on par with English. These are the two languages used by Deaf children, and promoted by LEAD-K.
The political process has led to strange alliances with other organizations. Our purpose for meeting with AGB was to get them to stop sabotaging our bills in various states. We now have new opposition from American Cochlear Implant Alliance (ACIA), Association of Speech and Language Hearing Association (ASHA), and Academy of Audiology Association (AAA). Why not help us ROAR against ACIA, ASHA, and AAA? We are obviously doing something right if such entities are against LEAD-K because we included ASL and asked for data accountability.
LEAD-K is a breakthrough to end language deprivation for all Deaf babies. It’s a step in the right direction and there is more to be done.
We are happy to share more, however, social media is not the place to resolve disagreements. We respectfully continue to extend our invitation to meet.
Sincerely,
Sheri Farinha and Julie Rems Smario, Co-chairs
And the LEAD-K Team
AN OPEN LETTER: To Donna Sorkin, Executive Director, ACIA:
We are dismayed by your response sent on February 27, 2019: “We have a different perspective than LEAD-K. We disagree that every child who is deaf or hard of hearing must learn ASL; rather we feel that the issue of communication modality is a function of family choice.” (A copy of letter can be found on ACIA’s website: https://www.acialliance.org/news/440188/ACIAlliance-Responds-to-LEAD-K-Letter-.htm). It clearly indicates that no one within your organization has actually read the LEAD-K model bill. A copy of the LEAD-K bill can be found at ( http://www.lead-k.org/model-legislation-for-states/).
The LEAD-K bill focuses on ensuring that Deaf children achieve language milestones. Language milestones are universal whether the language is ASL or English. With respect to language choice, the bill provides that the parent(s) have the right to select which language, (ASL and English, both, or one of the languages) for their child’s language(s) acquisition and developmental milestones (Section 1(a)(6) of the LEAD-K bill).
Dr. Sanjay Gulati, a professor at Harvard Medical School, identified “language deprivation syndrome” as the “single greatest risk to Deaf babies and children” and that “Medical and educational practices worsen their language deprivation rather than ameliorating it.” (2016).
With a staggering number of Deaf children entering kindergarten without a strong functional language foundation and Deaf adults having issues as a result of language deprivation syndrome, we reject your statements that “…Spoken language delay may occur depending upon the age at time of CI…” and that Deaf children “…do catch-up to spoken language levels of typically hearing age-mates…” The intent of the LEAD-K bill is to mitigate the epidemic language deprivation syndrome among Deaf children and ensure that Deaf babies are Kindergarten-ready with an age-appropriate functional language. When Deaf children arrive at Kindergarten with robust language development, they are ready to learn to read, write and subsequently master all other academic subjects.
It is understandable that ACIA has vested interests in preserving the livelihood of the medical professionals working with deaf babies and their families, but what is unfathomable is your opposition to ensuring age-appropriate language development for all Deaf children.
Sincerely,
Sheri Farinha, Campaign Director, Julie Rems Smario, Public Relations Director; Co-Chairs and the LEAD-K National team
Dear American Speech-Language-Hearing Association (ASHA):
On behalf of LEAD-K (Language Equality and Acquisition for all Deaf Kids – Kindergarten Readiness), a Deaf-led grassroots campaign, we are responding to your public misrepresentation of your opposition toward the LEAD-K model bill. For the purposes of this letter, the term “Deaf” encompasses all deaf, hard of hearing, deafblind, deaf plus, and deaf individuals of all colors and cultures.
Below LEAD-K responds to these misrepresentations with facts:
ASHA claims: “tenets of LEAD-K legislation …restrict consumer choice” and that “it supports ASL over other language options.” LEAD-K Response: That’s a false claim. LEAD-K model bill clearly states: “Make clear that the parent(s) have the right to select ASL and English, both, or one of the languages for their child’s language(s) acquisition and developmental milestones.”
ASHA asserts “LEAD-K legislation … place additional costly and duplicative requirements on schools”. LEAD-K Response: Educators are legally required to conduct state-developed assessments on ALL children who are eligible for IDEA services. The shortcomings of state-developed IDEA assessments is that they are designed for ALL eligible children, that they are not normed (appropriately age comparable), and that they are not focused on measuring language development outcomes that are so crucial to Deaf children to achieve. It is due to these shortcomings that LEAD-K bill requires utilizing a supplemental assessment specifically designed to measure language development to ensure that it is at age-appropriate levels (normed) for Deaf children ages 0-5. Note: Federal law defines an assessment as the ongoing procedures used by qualified personnel (educators) to determine the individual child’s present level of performance and early intervention or educational needs. 34 CFR §303.321(a) (2).
ASHA opposes the need for a volunteer ad-hoc committee of specified experts, the majority Deaf representation, to be whom makes recommendations of assessments and milestones to the state entity such as the Department of Education. LEAD-K Response: LEAD-K legislation distinctly requires that the volunteer ad-hoc committee be language balanced (ASL and English) and brings all stakeholders, especially parents & other experts to the table. They are to make recommendations on a normed language development assessment and language development milestones geared specifically for reviewing deaf and hard of hearing infants, toddlers, and students’ ages 0-5. Such recommendations are shared with the state government entity responsible for serving this population and age group, including the Department of Education who has professional expertise to make the final decision. Hence the balance of expertise brings transparency and accountability.
ASHA misdirects the public on the critical difference between language and communication modes. LEAD-K Response: Experts and research demonstrates clearly that language development supersedes communication modes. Spoken communication services does not equate to language acquisition. This indicates the importance of having professionals on board with Deaf Education experience and expertise. The LEAD-K model bill that was drafted by experienced and highly credentialed educators. Our model bill correctly places modes of communication in the right context:
“(k) For the purposes of developing and using language as defined in section (b)(1), for a child who is deaf or hard of hearing the following modes of communication may be used as a means for acquiring language: ASL services; spoken language services; dual language services; cued speech; and tactile; or a combination thereof.”
LEAD-K’s bill categorizes such services but leaves them unspecified because those services are to be determined by the parent in conjunction with their child’s respective IFSP or IEP team. And that is exactly how it should be.
Case in point, ASHA’s attempt at a draft on its website, erroneously lists American Sign Language (ASL) as a subset under modes of communication. A huge no-no. You also listed ASL as a “manual language” conclusively displaying your lack of knowledge about the linguistic, cultural and production elements of ASL. ASL is far more than just a manual language; it involves more than just the hands. ASL is the visual language that predominates in the USA, and ASL is a language of instruction. This leads us to reasonably conclude that you did not consult with any one with Deaf Education experience or expertise.
ASHA’s draft bill eliminates the purpose of tracking and monitoring the measured progress of every Deaf child’s language development and the annual data collection. LEAD-K Response: Ensuring that parents have an accurate measurement of their child’s language development outcomes and know how they can track their own Deaf baby’s progress toward language development milestones, is part of the key fundamental goals in the LEAD-K bill. The LEA (Local Education Agency) compiles these outcomes, and sends to the state. The state then reports this data in its annual report of the overall progress. This is in place to bring transparency and to further promote accountability.
In developing the model bill, LEAD-K had the participation of professionals with language development and Deaf Education experience and expertise. We have a bibliography of research supporting the Language Deprivation issue, and the dire need for language milestones and linguistic assessments for Deaf infants and toddlers ages 0-5.
Additionally, the American Academy of Pediatrics published a Joint Committee on Infant Hearing supplemental position paper (2007), and one of their recommendations was:
“All Children Who Are D/HH Should Have Their Progress Monitored Every 6 Months From Birth to 36 Months of Age, Through a Protocol That Includes the Use of Standardized, Norm-Referenced Developmental Evaluations, for Language (Spoken and/or Signed), the Modality of Communication (Auditory, Visual, and/or Augmentative), Social-Emotional, Cognitive, and Fine and Gross Motor Skills”
In summary, LEAD-K recognizes ASHA’s attempt to sabotage the LEAD-K legislation in various states. We do not appreciate this considering ASHA has never contacted LEAD-K for information, or clarification but instead has misinformed its members and the general public.
ASHA generates the impression of a possible conflict of interest or economic interest in suppressing information for families and about American Sign Language. LEAD-K requests a cease and desist use of our property and materials immediately, and to remove the
misinformation posted on its website.
If ASHA has concerns and or needs clarification about LEAD-K, please ask. We welcome a dialogue with ASHA. Our goal is to end the long overdue language deprivation crisis and support successful age-appropriate language acquisition for every Deaf Child.
Nothing about us, without us.
Sincerely,
Sheri Farinha, Campaign Director and Julie Rems Smario, PR Director
Co-Chairs
& the LEAD-K Team!
OPEN LETTER TO ACIA (American Cochlear Implant Alliance):
On behalf of the LEAD-K (Language Equality and Acquisition for all Deaf Kids – Kindergarten Readiness) national team, we are responding to your web-based position paper, along with your letters to state legislators opposing LEAD-K’s model bill.
ACIA’s stated mission is to promote cochlear implants. ACIA touting “parent choice” is purposely misleading state legislators and parents, confusing them with statements that have nothing to do with the states’ LEAD-K bills.
LEAD-K is a Deaf-led grassroots movement promoting a Language Acquisition and Accountability Initiative that benefits all Deaf children’s language acquisition regardless of the language and modes of communication employed. The Early Hearing Detection and Intervention program (EHDI) was established in 2000. Cochlear Implants have been in use for decades. Yet, the reality remains that the vast majority of Deaf and Hard of Hearing children enter kindergarten without a functional language.
Thus, the LEAD-K model bill is not about technology; it’s about Deaf children’s rights to language using American Sign Language (ASL) and English, both or one of the languages, to foster language development and achieve Kindergarten readiness and English literacy.
The LEAD-K model bill is intended to promote language development & literacy:
1. The LEAD-K model bill focuses on Deaf and Hard of Hearing Children ages 0-5 to ensure that ALL parents receive information about language developmental milestones which are universal regardless of the native language. The emphasis of LEAD-K is on language development, regardless of the communication modes used. Services, communication tools, and visual supplements; however, are NOT language but simply methods to achieve language. The LEAD-K bill also properly recognizes and preserves parental choice as the bill makes clear, the choice of language(s) and modes of communication are the decision of the parent(s) or legal guardians and the child’s IFSP or IEP team.
2. The goal of LEAD-K bills is focused on ending the epidemic of language deprivation by having a neutral state entity such as a state Department of Education to account for Deaf children’s language development by monitoring and tracking their progress and reporting the data on an annual basis during the baby’s earliest months to ensure parents are informed of their child’s progress. Addressing language development that is not at an age appropriate level remains the responsibility of a child’s IFSP or IEP team.
3. LEAD-K bill is in alignment with Federal Laws. Once the initial assessment to determine eligibility for IFSP and IEP services has been determined, the federal law requires assessments be conducted once every six months for ALL children who are eligible for IDEA services.
A. Educators doing these assessments is NOT a new or additional responsibility for them. They are already required to do assessments per federal law. The LEAD-K bill simply requires utilizing an assessment for measuring language development milestones that is normed (age comparable), for Deaf and hard of hearing children. Note: Federal law defines an assessment as the ongoing procedures used by qualified personnel (educators) to determine the individual child’s present level of performance and early intervention or educational needs. 34 CFR §303.321(a) (2).
B. Any assessment must be conducted in compliance with federal law which requires both parental notification and consent, so it is a family choice to participate or not. 34 CFR §303.321; 34 CFR §303.405.
C. Existing assessment materials, as required by federal law, must be appropriate to assess the specific areas of developmental need and are used for the specific purposes for which they were designed. 34 CFR §303.322.
D. All assessments must be selected to accurately reflect the child’s developmental level. 34 CFR §303.322. Those assessments must be administered, in a nondiscriminatory manner, in the native language of the child or family, and by qualified personnel. 34 CFR §303.322.
E. State law cannot require less than federal law requirements, but state law can provide more protection than what federal law provides. IDEA leaves room for the state to interpret the federal rules and pass their own laws. Thus, a state law providing for language inclusion is not in conflict with federal law.
F. While LEAD-K requires inclusion of a language development assessment, it does not restrict other assessment domains. As required by federal law, assessment materials must be appropriate to assess the specific areas of developmental need and used for the specific purposes for which they were designed. 34 CFR §303.322.
4. The LEAD-K legislation empowers parents to not only have the right to know about access to English language acquisition, but also about ASL for their Deaf baby to acquire language. Gatekeepers of early intervention and early childhood education including physicians, cochlear implant surgeons, audiologists and speech-language pathologists would better serve parents and Deaf babies if they stop denying or resisting American Sign Language as a viable language. When one-sided interests lead to preventing ASL as a viable language option, it can and has resulted in language deprivation.
5. LEAD-K has a bibliography of research supporting Language Deprivation issue, and the need for language milestones for Deaf infants and toddler’s ages 0-5. Additionally, the American Academy of Pediatrics published a Joint Committee on Infant Hearing supplemental position paper (2007), and one of their recommendations was: All Children Who Are Deaf and Hard of Hearing Should Have Their Progress Monitored Every 6 Months From Birth to 36 Months of Age, Through a Protocol That Includes the Use of Standardized, Norm-Referenced Developmental Evaluations, for Language (Spoken and/or Signed), the Modality of Communication (Auditory, Visual, and/or Augmentative), Social-Emotional, Cognitive, and Fine and Gross Motor Skills. Thus, ensuring parent(s) have an accurate measurement of their child’s LANGUAGE development outcomes and how they can track their Deaf baby’s progress toward language milestones, is part of the key fundamental goals in the LEAD-K bill.
We know that ACIA has a medical perspective; however, using its medical position to unduly influence factors which can have a negative impact on long term effects on a child’s language acquisition and education is not acceptable. While you may be experts in the medical field, you are not experts in education, specifically, language acquisition and development for all Deaf children.
Furthermore, ACIA has a financial conflict. ACIA and its practitioners profit from parents’ hope to restore normalcy through auditory implants and by denying the benefits of full visual language access. These actions can and do result in frustrating and needless language deprivation for the majority of Deaf and Hard of Hearing toddlers. LEAD-K provides families with non-biased resources to inform them whether their child is meeting language milestones or needs additional interventions.
Ensuring Kindergarten-readiness is a win-win situation. When the Deaf child succeeds, so does the family, the education system, the providers and the community: in essence, the whole village.
Sincerely,
LEAD-K National Team: Sheri Farinha, Julie Rems Smario, Co-Chairs; Alan Amann, Tressela Bateson, Evon Black, Tina Jo Breindel, Michelle Bronson, Shae Cook, Amy Crumrine, Chriz Dally, Donna DiMarco, Nyle DiMarco, Jonathon Dollhopf, Shannon Filke, Astrid Goodstein, Marla Hatrak, Beth Hamilton, Dirk Hillard, Sarah Honigfeld, Sam Holden, Karen Hopkins, Dr. Patricia Hughes, Lauren Maucere, Alice McGill, Christopher Mick, Shane Molaison, Kim Mokris, Frieda Morrison, Teresa Nold, Gary Olsen, Patricia Sieglen-Perry, Kavita Pipalia, David O Reynolds, Raymond Rodgers, Dr. Roz Rosen, Tony Ronco, Lucia Rogerson, Nancy Sager, Terrylene Sacchetti, Robert Siebert, Larry Siegel, Darcy Sinsley, Kristi Stellato, Ashley Thompson, Robert Vizzini, and more.
Image description: Two white female presenting human beings with seated on a sofa with several pillows and a table in front of them. In the background is soft yellow drapes with fairy lights. Seated at the left is Julie Rems-Smario, LEAD-K PR Chair and seated at the right is Sheri Farinha, LEAD-K Campaign Chair. Both are are sporting shoulder length hair and wearing black outfits. Both are facing the camera. Sometimes the camera is focused on Julie only and sometimes on Sheri only.
To Representatives of the R.O.A.R.:
Sheri: Thank you for your letter, we understand the mixed feelings about the name AGB and all that it represents. We’ve lived such experiences ourselves growing up, and know about the horrible experiences through history. As posted on November 13th on LEAD-K website, we sincerely apologize for any triggers the announcement may have caused. We hope that our response today, helps to clarify the misunderstandings and shows clearly our strong stance for ASL.
Julie: How does the national LEAD-K team works with and invests in the state teams throughout the USA? We work closely with state teams, empowering them with tools and support to members of the Deaf Community who want to pass LEAD-K legislation in their state and provide them with resources.
Julie: We have been transparent in all that we are doing as a national team, and have kept our state teams informed and they have kept their communities informed with town halls and vlogs, through meetings and trainings. The national team posted several letters corresponding with AGB with ASL translation. All of states were aware of this meeting and the goals. Because of AGB’s strong political opposition targeting states legislators, the national team asked several times for a meeting, and they finally agreed. At this meeting, they agreed to support the LEAD-K bill as it is, and the additions we worked on together are ones that the attorneys and advocates in the room thought would add clarification as to the differences between language vs modes of communication. It reads more clearer now than before. All along parents only got information about “options” and “modes of communication”, NOT about the languages themselves, ASL and English.
Sheri: One point of confusion we wish to clarify also is about the wording in the last version and this one, both times we have stated in the bill: “ASL and English, both or one of the languages as opposed to “options”. The reason we use that phrase is because all along, Options included communication modes, and implied parents must pick one or the other. We re-framed this to say “ASL, and English, both or one of the languages that Deaf children use in the United States”.
Julie: ASL must be one of the languages parents know about for language acquisition. Roar stated that the LEAD-K and AGB agreement will “strip deaf children of full access” to ASL. That’s simply not true. ASL is specified in the agreement that ASL a language that must be made known to parents and made accessible to deaf children, and that Deaf children and their parents/family must be informed about ASL along with the full panoply of services, accountability with measurements, etc.
Sheri: Regarding ROAR’s statement that any bill should “include ASL and written English only”. Such bills would end up “dead in the water”. For one thing, laws mandating or excluding languages or communication methods infringe or such that imposes on a parent’s fundamental right to determine how to raise his/her own kids. It’s not even worth drafting a bill like that, because it will never pass. But on the other hand, where all major players can come to agreement on one bill, it then becomes politically a “win/win”. A win for us and a win for Deaf children. If everyone agrees with the bill, legislators love that and will support it with 100% unanimous votes! So a model bill like this one is our opportunity to make a real difference and should receive everyone’s support.
Julie: We believe that in the long term, the data from measuring language development outcomes will validate the research on Deaf Education and the value of an ASL foundation. Critically, we believe that in the short term, the measurement of language development outcomes will finally provide data and leverage to a child’s IFSP or IEP team to address the child’s measured language deprivation/ delays. Building our data is in our favor. Measuring language development outcomes is in the individual child’s favor, And one last thing, people who tell you we already have the data, are simply wrong. There may be data lumped together with other disabilities for K-Point here is this: there is no comprehensive data on Deaf children ages 0-5, until LEAD-K.
Sheri: As Deaf leaders, we have over 36 years of extensive legislative experience with the legislative process, activism, and in building political agreements. LEAD-K, for example, asked Coalition of Option Schools to co-sponsor its first bill: SB 210. That bill received 100% unanimous support all the way through the legislative process and the Governor signed that bill into law (2015). It was a huge success!
Regarding the mention about our Myth busters, they were created to clarify the lies AGB chapters in various states were telling legislators about our bill. What is not shown is that we have a bibliography of research validating language deprivation, validating ASL, and validating the need for Language acquisition to be tracked and monitored.
Julie: AGB has a new CEO (since 2014), and new board chair and board members. Their Board Chair is Deaf, as well as one of their board members. They were amongst those whom we met with and they showed commitment, and passion to work with us. That experience was far more positive, and healthier than what we have seen and witnessed in the past. They heard from us, recognized how we felt about the oppressive, awful, and sometimes violent AGB’s practices. They did not try to defend themselves. They simply acknowledged what happened in the past. They recognize that ASL is a language, they know that LSL is not for everyone, and more specifically, LSL is not a language but a form of communication. Their rep came to the summit and shared this same sentiment about the oppression and went on to say, we cannot change who AGB was in the past, and all the ugliness that happened. We are here to say, from this point forward we are making the changes to work with you in the best interest to serve all Deaf children.
Sheri: Important to also recognize, the political definition of the term “collaboration”. Collaboration is to agree on a shared goal. One thing, that’s it. And that one goal, does not mean we agree on everything they are doing, no. Nor does it mean they agree on everything we are doing either. We agreed on one thing: Kindergarten readiness.
It does not mean we sacrificed ASL. No. In fact, AGB has agreed to help support a bill that has ASL as a recognized language Deaf children need and use, in addition to English. They are not fighting ASL, to be deleted from the bill. No. They did not object to the majority of advisory board members be Deaf or Hard of Hearing. No, they support it. They support ASL as well as English as languages parents see in their profile with the language milestones. Remember, again this agreement to work on one bill only. It is not giving up or sacrificing our beliefs. It is to get something through the political process and signed into law that is in the best interest – – for whom? Not for you, nor me, but FOR Deaf Children everywhere in the USA.
We hope that the members who signed the letter from Roar, as well as many others in our Community who have expressed support for our work, will see the true efforts on behalf of LEAD-K’s advocacy to bring about a strong step forward to end language deprivation.
There is a lot more work that we need to do ahead! We believe this can be better achieved by collaborating with you all on a shared goal, rather than fighting. We have the same goal, but different approaches on how to achieve it. That’s okay too.
Julie: In closing, on behalf of LEAD-K, we hope our response helps provide you with all the answers to your concerns. We are open to more questions should you have some, and or set up a meet. Social media is not the best forum for a good discussion. We have been working on and developing and training our state LEAD-K teams for the last 7 years. This was not achieved overnight. This was a long, well thought out plan of action, and nationwide mobilization. We want to invite you to be part of it and meet face-to-face.
Sheri: We understand your concerns, and we welcome your involvement! We encourage you not to let fear overcome what’s in the best interest for all Deaf children. Instead, we ask, how can we be more effective and work together as a team to make our Deaf Community stronger? We cherish all of you and all other members of our community. We are stronger together, divided we fall. It would better serve all Deaf Children, if Roar could show its support for ASL by working with us.
Support our LEAD-K states to get their bills passed. They are out there working so hard. We are volunteers, we put our hearts in what we do in the best interest of Deaf children’s language rights. Our stance for ASL has never been stronger!
Join us!
Sheri: Thank you! Julie: Thank you!
Please let us know if you have any questions or wish to meet in person.
“Darkness cannot drive out darkness; only light can do that. Hate cannot drive out hate; only love can do that”. – Martin Luther King, Jr.
Sincerely,
Sheri Farinha and Julie Rems Smario, and the LEAD-K Team!
LEAD-K wishes to acknowledge the triggers that the announcement about the agreement with AGB created, and sincerely apologizes. We definitely could have done a better job providing more information at the time the press release was shared with the Community. In an effort to address concerns regarding the LEAD-K agreement with AGB, we provide the following statements:
What is the goal of LEAD-K?
LEAD-K is a Deaf-run, Deaf-centric organization. The goal of LEAD-K is that ALL children who are Deaf or hard of hearing, ages 0 to 5, achieve age-appropriate language.
Language assessment that measures language acquisition and development outcomes will provide an early indicator if the child is not developing age-appropriate language and will improve accountability of the IFSP (Individualized Family Service Plan) and IEP (Individualized Education Program) teams to ensure that the child is on track with developing language. Assessment results that do not show age-appropriate language development will compel actions.
Additionally, the LEAD-K bill requires the state’s department of education to gather and combine language assessment results in a report that is publicly available on the overall effectiveness of the education system in ensuring deaf and hard of hearing children achieve age-appropriate language development outcomes. This is groundbreaking and long overdue.
Preliminary data results of SB210 (California’s LEAD-K bill) show that approximately 70% of Deaf children have not achieved an age-appropriate language foundation by kindergarten. This is not acceptable!
Prior to LEAD-K, we never had that data before. Now, we do because of LEAD-K. Without this data, the education system was not held accountable. Now, they are because of LEAD-K.
Was the LEAD-K Meeting with AGB a secret?
No. Sadly, this perplexing misconception is being held by those who either didn’t read the series of open letters from LEAD-K to AGB, specifically the one from February 23, 2018 which outlined the structure of the meeting (and was posted on the Facebook as a press release) or didn’t see the ASL interpretation of the letter (also posted on the Facebook as part of the press release). Follow up correspondence was also posted on FB with ASL interpretation. The leadership of LEAD-K has been transparent and will continue to be so.
Why partner with AGB? You can’t trust them. Have you forgotten history?
To be clear, the history of AGB is long & horrid. No one in LEAD-K has forgotten that or is disputing it. No one in LEAD-K has forgiven AGB.
The agreement with AGB is solely focused on an amended LEAD-K model bill. In the recent past, AGB has proven to be a MAJOR roadblock to getting LEAD-K legislation passed.
Thus, this agreement is hugely important for finally getting LEAD-K legislation passed.
There has been concern expressed by some in the community that AGB will sabotage the passing of LEAD-K state bills.
If true, that will become very apparent, very quickly. In the recent past, AGB has already effectively opposed LEAD-K bills. In the near future, in the next legislative cycle, we will see if they support the amended LEAD-K model bill that they agreed on.
As Dr. Roz Rosen said in a recent FB post:
” We do understand the skepticism and emotional reactions regarding AGB as a partner.
But instead of increasing strife and divisiveness, let’s work together and keep our eye on the child’s success. When the child wins, everyone wins.”
The AGB agreement will weaken LEAD-K bills.
That is not true. It’s important to note that ABG and LEAD-K worked from LEAD-K bill; LEAD-K did not merge their model bill with AGB’s competing bill. AGB has agreed to support LEAD-K model bill because they agree on the importance of measurable language development outcomes, and the accountability that results from collecting and reporting data.
LEAD-K did not give up on any of its principles which are as follow:
Deaf Children have the right to acquire both American Sign Language and English by Kindergarten.
Communication skills do not equal language proficiency.
Language developmental milestones are universal regardless of language choice.
Early intervention services and assessments must focus on language development.
Assessments must be valid, include language benchmarks and conducted by assessors with expertise with Deaf children.
There must be accountability for outcomes to ensure that Deaf children are Kindergarten-Ready.
The heart of the amended LEAD-K model bill still provides the following:
ASL equal to English when language development outcomes are being measured. This feature is the first of its kind for legislation.
Statewide assessments to measure language development outcomes and data collection on language development outcomes of deaf and hard of hearing children 0-5 that reflect on the effectiveness of the state education system.
Information provided to parents to understand language development outcomes and track their child’s language development.
Information provided to the child’s IFSP or IEP team, including the parents, on whether the child measured at an age-appropriate language development level.
A majority Deaf membership in the ad-hoc committee that selects the language development assessments and milestones.
Again, the key components of the LEAD-K model bill are the same in the amended bill.
Why doesn’t LEAD-K address audism & linguicism?
The LEAD-K bill provides for the measurement and reporting of language development outcomes. By doing this, the LEAD-K bill supplements the implementation of current federal IDEA law by different states. As a consequence, LEAD-K is limited to the focus and scope of IDEA law. The broader civil rights issues of audism and linguicism are not addressed within IDEA law and will require different kind of legislation and legislative efforts.
What is extremely important and groundbreaking about LEAD-K is that it expressly states ASL as one of the languages used by Deaf children in the United States in addition to English.
Why isn’t LEAD-K concerned about saving ASL from AGB?
One of the core principles of LEAD-K legislation is establishing that ASL is one of the languages used by Deaf children in the United States as well as English.
LEAD-K did not give up on this principle in the amended model bill. ALL of the critical legislative wording about ASL in LEAD-K bills has been preserved in the amended LEAD-K model bill.
In other words, AGB agreed to support ASL and English languages as referenced in the model bill.
What was the most recent LEAD-K meeting about?
The LEAD-K Summit meeting was a training resource to 60+ representatives from 27 state LEAD-K teams. The meeting reviewed in depth the model LEAD-K bill as amended and provided information on different aspects of getting legislation passed. Since most of the people in attendance were from state teams that had personal experience dealing with AGB opposition, the agreement was celebrated and cheered.
Any further questions can be addressed to LEAD-K via info@lead-k.org.
Key Legislation Will Help Ensure Language Acquisition for Deaf and Hard of Hearing Children
Sacramento, Calif. (October 26, 2018) — Five representatives from Language Equality and Advocacy for Deaf Kids (LEAD-K) and five representatives from the Alexander Graham Bell Association for the Deaf and Hard of Hearing (AG Bell) recently held a historic meeting to discuss shared goals related to language acquisition and literacy. Both organizations recognized the need to work together to benefit children who are deaf and hard of hearing in the United States, whether through American Sign Language (ASL) and English, Spoken English or both, and agreed to amend LEAD-K’s model bill. Both groups have held opposing views on how language acquisition should be approached, making this historic agreement a way forward for more than 12,000 babies identified each year as deaf or hard of hearing.
Working from the original LEAD-K bill modeled after California Senate Bill (S.B. 210), both groups agreed on amendments to strengthen services for all children who are deaf and hard of hearing. With the amended bill, parents will not only receive information about language milestones to work with their child’s language development but will also continue to receive balanced and comprehensive information about language acquisition in ASL and Spoken English. Both organizations will work together to support state initiatives and promote critical elements of the model bill to include in a proposed federal law.
LEAD-K leaders developed the model bill in 2015 to promote language acquisition and developmental milestones so parents and early education teachers can work together to monitor and track the progress of children who are deaf and hard of hearing with their receptive and expressive language from birth until kindergarten. The focus is on successful early language acquisition and development for children ages 0-5.
In its mission, AG Bell works globally to ensure that children and adults who are deaf and hard of hearing can hear and talk, a mission that remains since 1890. It focuses primarily on raising awareness about the importance of early intervention and early language development, with emphasis on learning through listening and spoken language.
Leaders from both groups weighed in on this historical agreement and its significance for children who are deaf and hard of hearing.
“This meeting was transformational in realizing that our goals are more alike than different. We want children who are deaf and hard of hearing to be on pace with their hearing peers in language development. We recognize and support diverse approaches to language acquisition, and both parties firmly believe in parent choice and disseminating unbiased information to them so they can make an informed decision on behalf of their child(ren). I am confident that this collaborative effort with LEAD-K will provide a greater voice in the legislative process, and I cannot express enough out enthusiasm and optimism for working together,” said Catharine McNally, AG Bell’s board chair.
“It’s an exciting time to see two otherwise polarized groups come together to focus and support a legislative initiative aimed at changing the landscape of Deaf children’s language acquisition rights in ASL and English. All stakeholders are now at the table to get the LEAD-K bill passed in their states. With language acquisition accountability and data in place, we can now develop resources for each Deaf child to arrive at kindergarten ready for literacy, reading, and writing. Meeting the language acquisition and development for all Deaf babies is a basic human right.” said Sheri Farinha, national LEAD-K campaign director.
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About LEAD-K: Since 2012, the Language Equality & Acquisition for Deaf Kids – Kindergarten-Readiness (LEAD-K) has been making headway with introducing legislation in different states to end language deprivation. The LEAD-K campaign is a direct response to the alarming number of Deaf and Hard of Hearing children arriving at school without language. Language deprivation has irreparably catastrophic consequences on the educational, social, and vocational development of Deaf and hard of hearing children. When provided with access and opportunities, the Deaf child has the ability to develop language normally. The Deaf child who has the foundation of language will acquire English literacy. At LEAD-K, we believe that Deaf children benefit from American Sign Language (ASL), a natural visual language. However, our goal is language acquisition regardless of the language used, ASL and English, or either one. (www.lead-k.org)
About AG Bell:
The Alexander Graham Bell Association of the Deaf and Hard of Hearing (AG Bell) helps families, health care providers, and education professionals understand childhood hearing loss and the importance of early diagnosis and intervention. Through advocacy, education, and financial aid, AG Bell helps to ensure that every child and adult with hearing loss has the opportunity to listen, talk and live a life without limits. With chapters located in the United States,
AG Bell International in Europe and a network of international affiliates, AG Bell supports its mission: Working Globally to Ensure that People Who are Deaf and Hard of Hearing can Hear and Talk. Visit www.agbell.org.
Dear Emilio Alonso-Mendoza, CEO, Alexander Graham Bell Association:
On behalf of the national LEAD-K team, I am reaching out to the leadership of the Alexander Graham Bell Association (AGB) by way of Emilio Alonso-Mendoza. In your response (11-3-17) to our correspondence (9-20-17) expressing concerns that AGB was targeting and creating misinformation about LEAD-K legislation, you stated that you are not interested in an “us vs them ”mentality. However, we continue to see evidence of this “us v. them” mentality during the current legislative session in the Commonwealth of Virginia. The state’s AGB chapter introduced HB 676 (Pogge) after the introduction of the LEAD-K bills, HB 1410 (Helsel), and SB 160 (Edwards). Watching both bill sponsors fight against each other is not getting us anywhere near to the goal of ensuring Deaf Kids are Kindergarten-ready. We know that you recognize more needs to be done to ensure that children who are deaf or hard of hearing acquire receptive and expressive language skills necessary to lead successful lives, hence this message to propose a solution for working together.
First, we wish to thank the patrons of HB 1410, SB 160, and HB 676. We applaud everyone’s hard work and the efforts being made to address language development in Deaf and Hard of Hearing children.
With all three bills being carried over to 2019, we know that the sponsors for all 3 bills will be resuming their efforts in the next legislative year. It will not benefit anyone to force legislators to take sides. I have worked on legislation for almost 40 years now, and know legislators hate being in the middle of a community’s battle with each other.
Thus, on behalf of national LEAD-K team, and the Stakeholders of LEAD-K VA, we wish to invite AGB and its VA Chapter who are supporters of HB 676 to a two-day facilitated meeting in May or June. This invitation is for the purpose of discussing how we can combine our legislative efforts toward the common goal of ending language deprivation among Deaf and Hard of Hearing children.
Based on the success of previous facilitated meetings between opposite parties who worked on legislation (California and Georgia), I recommend the following framework for the facilitated meeting:
Each party select 5 Stakeholder representatives who are residents of VA, acceptable to both parties and willing to work with the intent and purpose of the meeting and goals. We understand that both sides have strong feelings about particular individuals, this is why we ensure cooperation by asking both sides to share their list of 5 representatives to attend this meeting that both can accept.
Each Party agree on dates and location of the meeting, and agree to any established rules prior to the meeting.
Each party agree on a person to serve as a meeting facilitator and share the cost of facilitator for the meeting. A credentialed or licensed Facilitator, such as an attorney, who is Deaf, is an ideal candidate to serve as a facilitator because it ensures direct communication for those representatives who are Deaf to avoid misunderstandings.
Each party agree to share the cost of interpreting services for the meeting and agree on the selected interpreters.
If CART services are needed, each party agree to pay for the shared cost. The transcript would not be provided to the parties but to the Facilitator for the purpose of drawing up an agreement at the end of the meeting.
Limit the meeting to the representatives, the facilitator and the interpreters. There should be no visitors or audience. One representative from national offices of LEAD-K and AGB can be available for technical assistance. Representatives are apt to focus on working together without the pressure of an audience.
The goal of the meeting is to develop an agreement on a joint proposed legislation working from the model legislation as shown in SB 160 and HB 1410, in which Senator Edwards, Del. Helsel respectively and Del Pogge may wish to serve as co-patrons. Any agreement shall be dated and signed by a representative of each group who were present at the meeting, LEAD-K VA and AGB VA Chapter, and the meeting facilitator.
Upon closing, I have opted to direct this invitation to the national AGB office and not the state chapter because I witnessed the email exchange where Ms. Bobsin turned down an offer from LEAD-K VA to meet after last year’s legislative session ended. Therefore, this request to meet has been elevated to your attention this time, to encourage your state chapter to dialogue under the aforementioned conditions to make it a successful arrangement.
We look forward to your response accepting our invitation based on your intent “to collaborate with state LEAD-K leaders to improve outcomes for all children who are deaf or hard of hearing”.
Sincerely, Sheri A. Farinha, Director, National LEAD-K Campaign
Cc: AGB VA Chapter, President, Lori Bobsin
AGB, Joni Alberg, Public Policy Consultant
LEAD-K VA Stakeholders, Co-Chairs, Mary Rose Gonzales, Gary Viall
Delegate Helsel (HB1410)
Delegate Brenda Pogge, (HB 676)
Senator Edwards (SB 160)
LEAD-K National Core Team
Convo and LEAD-K PARTNERS AGAIN FOR “NEVER STOP DREAMING 2017”
Sacramento, CA– LEAD-K and Convo partnered for the second time to lead “The Never Stop Dreaming” competition. With over 190 Deaf children from K-12 programs throughout the USA participating with narrative videos about their dreams, LEAD-K participated with three judges, Sheri Ann Farinha, LEAD-K Campaign Director, LIndsay Dunn, faculty at Gallaudet University, and Else Lorraine Flores, ASL and Social Justice teacher at the California School for the Deaf, Fremont.
“LEAD-K loves working with Convo on this contest, because it provides an opportunity to showcase Deaf children’s healthy language and critical thinking skills by those who dare to dream big!” says Sheri Farinha, “The power of language acquisition is the basis for furthering their goals for the future and we’re thrilled to be part of shaping that future.”
After intensive reviewing of 190 videos by the three LEAD-K judges, two finalists were selected, Ariella Zfati and Dylan Duarte! The winners will have a fun-filled red carpet weekend to watch Wonderstuck in Austin, Texas, with Millicent Simmonds, the star of Wonderstruck movie, and Alex Abenchuchan from The Daily Moth.
“For the second year, Convo is partnering with LEAD-K in the Never Stop Dreaming contest. This campaign reflects the shared values that Convo and LEAD-K hold, which is to invest in our Deaf youth. Convo believes that this contest only further propels LEAD-K’s efforts to show how essential language acquisition is in the success of Deaf children’s futures. With language, all Deaf can thrive and achieve their dreams,” said Jarrod Musano, the CEO of Convo.
About LEAD-K
LEAD-K is a language equality campaign for American Sign Language and English to promote awareness about the importance of early language acquisition milestones for all Deaf babies. LEAD-K looks forward to more collaborative work with WISDO to gather a great wealth of stories from many more Deaf children’s families. We aim for the families, who chose signed languages to connect with their Deaf babies and children, to find and connect each other through their narratives. www.LEAD-K.org
About CONVO
CONVO is Deaf-owned and develops VRS technologies that allow phone convos for ASL users living in a global economy. www.convorelay.com
